Assessments of Information Literacy
(How will we know that the students know it?)
Information formats
Types of Information (Information Creation as a Process)
- Name/List them (orally, written) Examples from TruthQuest include: texts; memes; narrative videos; news analysis articles; etc.
- Find different types (physically, virtually)
- Use different types (citation analysis of their papers/projects/presentations)
Where to find information (Searching as Strategic Exploration)
- Locate resources (physically, virtually, orally – databases, websites, interviews, etc.)
- List/name places to find resources (orally, written, research journal, etc.)
Open vs. Proprietary (Information has Value)
- Demonstrate personalization in their Google search (compared to another student’s search for the same search term)
- Identify and articulate differences between search results for same search term – Google vs. Databases
- Explain why full text of articles in Google or Google Scholar are unavailable
Accessing Information (Searching as Strategic Exploration; Research as Inquiry)
Access information using a variety of search strategies
- Keep a search log with reflections and explanations of HOW each source was found
- Search history (recorded by databases)
Select resources to search
- Search log
- Given a research question
- Write a list of appropriate databases to search
- Ask “Who might “care” about (provide expertise, research, be vested in) this topic?” Create a list of individuals/organizations/websites to look for information
Generate search terms
- Brainstorm and record key words to use in searching
- After locating and reading a Reference Source (specialized encyclopedia or dictionary), write a list of potential keywords
- Record a list of other search terms, such as “Subject Terms” in specific databases appropriate to the topic
Find additional sources
- By looking for other books on the shelf near a found book - Value of serendipitous browsing
- By looking at the other articles in a journal issue housing a found article
- By looking up the author of a source and finding other sources by that author
- By looking up the outputs of other participants in a program or research study
- By looking up articles in a Reference List of a found article
Evaluate Information (Authority is Constructed and Contextual)
Identify criteria to evaluate sources
- Create a list of criteria (written) to evaluate a web document, database source, print source or electronic resource.
Apply criteria to evaluate sources
- Use criteria to explain (orally/written) why a source would/would not be useful for research paper
- Demonstrate a search (online? Database?) and verbally describe the source selection process (and tools) used for a results list
- Use criteria to evaluate several sources and choose one as best suited for the purpose at hand
- Write an annotation for a source(s)
Authority
- Identify/list specific criteria for defining/evaluating authority for the use/topic
- Source choices reflect a connection between expertise and topic (Citation analysis)
- Provide written/oral validation or evidence to support choices of sources (possibly in a research log)
- Screen shot of a source – student circles clues to credibility (or lack of) of source
Manage the Search Process (Searching as Strategic Exploration)
- Save results – Database folder, document folder, email folder
- Emailed links to searches or to individual sources
- Citation Manager folder
- Bibliography for a paper
- Saved links are “Permalinks” or “Stable URLs” etc. not URLs alone
Ask for Help
- Chat Transcripts, Emails, Documented Walk-up sessions or phone calls or meetings
- List ways to contact a librarian (written/screen shots)
- Recount (written/oral/acted out-role played/video/storyboard in photos) a story of when (s)he asked for help (librarian, faculty member, friend, TA, classmate)