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Students in LIS1600 course,
University of Central Missouri.
MASL 2010 Presentation
Incoming college freshman are expected to arrive on campus with basic competencies in the identification, location and evaluation of information. Despite their reputation as technology and information-savvy ""Millennials", first-year college students are often unprepared for academic-level research. Two instructors of a freshman-level University Library & Research Skills course will address academic information literacy standards and instructional methods, the growing role of technology in university library instruction, and engage the audience in a discussion of how to coordinate the information literacy efforts of librarians at all education levels.
- Initiate a dialogue among Missouri K-12 and academic librarians about coordination of information literacy efforts.
- Foster collaborative approaches to preparing students for college research and lifelong learning.
- Raise awareness of emerging "21st century information fluencies".
- Gain a better understanding of the preparedness levels of incoming college freshman, as well as academic expectations for freshman-level research skills.
- Develop a heightened awareness of information literacy as a lifelong continuum.
- Learn techniques for integrating emerging technologies into information literacy instruction.
- Consider information literacy advocacy approaches that unite and integrate librarians at all levels of education.
1. What do they know?
- Portrait: The state of academic preparedness of the current college freshman
- Myth of the savvy Millennial?
- Assessments of both school and college students
2. What should they know?
- IL, research skills, core competencies (search formation, databases, etc.)
- Web 2.0 meets IL (the ever-burgeoning list of literacies)
- Creators vs. consumers of content
- Competency standards (K-12 and academic; ACRL, AASL)
- Surveys of both school and college librarians
3. When should they learn it?
- IL skills develop over time
- IL skills develop by a certain time?
- Bridging the transition gap from high school to college
4. How do we best impart it?
- Relevant - connected to specific info need, specific discipline
- Emphasis on lifelong learning skills
- Digital games/fun
- Integration of 2.0 technologies
- Planned, systematic, integrated instruction vs. hit/miss
5. How do we make it happen - together?
- Similarities/disconnects between K-12 and college IL standards, instruction programs?
- Creating a continuum between K-12 and academic IL skills development
- Common concerns, common solution
- Dialogue, collaboration, partnership
- Integrate across the curriculum
- Improved advocacy at both school and academic level
Sandra (Sandy) Jenkins is an Instructor at the University of Central Missouri (UCM), Warrensburg, MO. She has taught LIS 1600 University Library and Research Skills for the past 13 years, and serves as coordinator and supervisor of all other instructors for the course. Sandy is also the Director of the College of Education Student Computer Lab (LOV 4220). Sandy earned both a Master of Science in Library Science and an Education Specialist degree from UCM. She is a member of the American Library Association (ALA), the Association of College and Research Libraries (ACRL), and the International Society for Technology in Education (ISTE).
Carol Smith is Assistant Professor of Library Services and Business Librarian at the James C. Kirkpatrick Library of the University of Central Missouri. She additionally serves as the library’s instructional design librarian, responsible for identifying and integrating innovative technologies into bibliographic instruction. Her research interests include embedded librarianship in virtual worlds, GIS in academic libraries, and competitive intelligence. Carol holds both an M.S. Library and Information Science and an M.S. Information Systems from Drexel University. Carol is a member of the American Libraries Association (ALA) and Missouri Library Association (MLA).