ercegovac �������������������������������������������������������������������75 Bridging the Knowledge Gap between Secondary and Higher Education Zorana Ercegovac This article suggests several intersections for possible collaboration among different educational levels and disciplines. It describes some of the collaborative work between a physics teacher and a librarian at a high school level. In particular, science-integrated information literacy competencies have been selected that may easily be mapped to, and extended for, higher education. The paper concludes with directions for further study and a crossover between information literacy standards for secondary schools and colleges. earning transitions among dif­ ferent educational levels can present multiple challenges and often require a compre­ hensive juxtaposition of professional part­ nerships across varied disciplinary tradi­ tions. Obvious examples include transitions from the elementary school to the middle school, from middle school to the high school, and from there to col­ leges, universities, and workplaces. Yet, students are often a single summer apart from the giant steps they need to make in their lifelong learning journey. This pa­ per discusses important ways that edu­ cators must work together to help the stu­ dents make these transitions seamlessly and enjoyably. This article first outlines those areas where educational connections offer a potential for fruitful partnerships among different types of librarians and between librarians and their faculty. Next, it de­ scribes some of the collaborative work between a physics teacher and a librar­ ian at a high school level. The focus is on selected information literacy (IL) compe­ tencies that might be extended to higher education learning contexts. This work grew out of the author's own involvement in IL programs at very different educa­ tional levels starting with college students in general (since 1991), with engineering college students in particular (since 1995), and with 7-12 grade students and teach­ ers (since 1998).1-4 Finally, both sets of standards, nformation Power and nforma­ tion Literacy Competency Standards for Higher Education, are given side by side in appendix A.5-6 Educational Partnerships This article discusses four levels of part­ nership that are important in helping stu­ dents make transitions from one educa­ tional level to the next seamlessly and meaningfully. Collaborative information literacy (IL) efforts between librarians and Zorana Ercegovac is a Researcher in the Henry Samueli School of Engineering and Applied Sciences at the University of California, Los Angeles; e-mail: zercegov@ucla.edu. This study is supported in part by the Engineering Information Foundation grant EiF01.17 and in part by the Computer Science Depart- ment of the Henry Samueli School of Engineering and Applied Sciences at the University of California, Los Angeles. 75 http:EiF01.17 mailto:zercegov@ucla.edu �76� C������� &�R�s������ L�������s faculty in K-12 schools and in colleges are relatively well represented in the re­ viewed literature. This activity is illus­ trated in cells C and A, respectively, of figure 1. However, less activity on part­ nerships has been seen among librarians from different educational levels (cell B). Reports on team efforts between second­ ary school teachers and their counterparts in higher education go under the head­ J������� 2003 ings of school-university partnership, in­ service training, capacity building, and access to education (cell D). Librarian-Faculty Partnerships There is a rich body of literature about IL partnerships for college librarians and, separately, for school librarians. Each in­ forms its predominant group of readers about examples of partnership in various FIGURE 1 S�aces for Potential Collaborative Work Abound K-12ALIBRARIANS COLLEGEAFACULTY TypeAB Collaboration TypeAA Collaboration COLLEGE LIBRARIANS Early progress has been made. See, for example, the oint Task Force that was established in 1998 by AASL and ACRL: For an overview of this type of activity, readers are referred to, for example; "A Collaboration/Team "Blueprint for Collaboration: AASL/ACRL Task Force on the Educational Role of Libraries" (http://www.ala.org/acrl/ blueprint.html) Building Bibliography," by ACRL, covers case studies since 1984 focusing on the studies in 1990s (http:// www.csusm.edu/acrl/il/ collabbiblio.html). K-12AFACULTY TypeAC Collaboration TypeAD Collaboration Some progress has been made School-university partnerships and reported mainly in school are described in Dodge 1997; library literature. See, for Lee 1999; NSF 1999; Oakes example, the following and Lipton 1999; The Texas resources: A&M University (http:// partnerships.tamu.edu/ Reports are published by default.asp); University of libraries, museums, and California at Berkeley (http:// archives, such as Library of k12.ucop.edu). Congress American Memory lessons, http://memory.loc.gov/ ammem/ndlpedu; the Smithsonian Institution, the National Archives and Records Administration; http:// www.archives.gov/ digital classroom/; or the Exploratorium science program at http://www.exploratorium.org. ������������������������������������������������������������������� 77 academic disciplines and interdiscipli­ nary topics. Each reports challenges that librarians are facing with regard to pow­ erful and evolving technologies, new soft­ ware releases, accreditation standards, and user studies. College librarians learn about important efforts in team building from case studies that are typically pub­ lished in College & Research Libraries, Re­ search Strategies, Reference Librarian, Refer­ ence Services Review, The Journal of Academic Librarianship, and ssues in Sci­ ence & Technology Librarianship, to mention just the most prevalent titles (cell A in fig­ ure 1). Many library schools offer gradu­ ate courses in bibliographic instruction; bibliographies on specific types of team building also are useful.F,8 While writing this paper, the author came across the OCLC White Paper on the Web­based in­ formation patterns of u.S. college stu­ dents.9 The report suggests numerous areas that require attention, including access to sources, customer orientation in general, and instructional services, in particular. Examples of K-12 grade IL partner­ ships are found in the equally rich litera­ ture that is typically reported in School Library Media Research, School Library Jour­ nal, Knowledge Quest, Educational Leader­ ship, and Teacher, among other technol­ ogy­related and discipline­related sources (cell C in figure 1). Anecdotal knowledge sheds light that college librarians try to keep current with their own readings, conferences, listservs, and, understand­ ably, find little time to read school library literature. This author informally inter­ viewed dozens of school librarians at state and regional conferences (e.g., California School Library Association) and found that school librarians, too, have little time to regularly read their own magazines and to attend workshops and conferences, let alone to read college and research li­ brary literature on IL issues. Although some progress has been made where librarians have partnered with faculty to create integrated IL pro­ grams for their students, the potential for various educational intersections has just been recognized as an important compo­ nent in the transfer of knowledge from one educational level to the next. In this direction, some collaboration between college and school librarians has only re­ cently been witnessed (cell B in figure 1). College Librarian-School Librarian Partnerships A series of recent events has been repre­ sentative of this type of interest. The As­ sociation of College and Research Librar­ ies and the American Association of School Librarians created a Task Force on the Educational Role of Libraries.1O The task force recommended four areas in which K-16 librarians could work to­ gether. These included various forms of collaboration, joint association activities, continuing education for librarians, and outreach projects among libraries, school districts, and colleges of education. The March/April issue of Knowledge Quest has devoted its attention entirely to this topic: "One step beyond: From high school to college."11,12 In addition, various agencies and professional organizations have expanded their efforts and funding in the K-16 programs (e.g., National Sci­ ence Foundation [http://www.nsf.gov/], Association for Computing Machinery K- 12 Task Force [http://www.acm.org/edu­ cation/k12/], and its Special Interest Group on Computer Science Education [http://www.acm.org/sigcse]). This au­ thor spoke at several workshops and state annual conferences on "Survival skills: What every high school senior ought to know before entering college?" She also participated in the High School and Be­ yond Panel titled "Did they forget what they learned in high school?" at the 2002 Annual Meeting of the Association of In­ dependent School Librarians, in Pasa­ dena, California. Although many collaborative opportu­ nities exist, there are barriers that may hamper such partnerships. Gloria Leckie and Anne Fullerton, for example, describe tensions, or "pedagogical discourses," that exist between college librarians and their faculty.1P Some of their findings include http:faculty.1P http://www.acm.org/sigcse http://www.acm.org/edu http:http://www.nsf.gov http:Libraries.1O � ��� �������� ������ ���� ������������ ��� ��� �������� ���� �� ��,��������s�� ��������s�� ������ �������s� s���������� ���������s� 78� C������� &�R�s������ L�������s arguments on the part of faculty that there is no time for IL units to be integrated in already overcrowded disciplines; another seems to be faculty's lack of willingness to give up any intellectual space to library instruction. Leckie and Fullerton suggest a number of possible roles for instructional librarians in partnering with their faculty (e.g., as personal liaisons with depart­ ments, as collaborators, leaders, mentors, and supporters). This author's personal experience has V�����s� ���������,�s�������s� �����s���� ����������s�����s�� been that teacher-librarian partnerships are likely to be more successful at the middle school rather than the high school level. Middle school teachers (grades 7- 8) may be more relaxed in terms of sched­ uling their lesson units and more inter­ ested in collaborative projects than are the high school teachers (grades 9-12). It also may be easier to integrate IL units into social studies rather than into the sciences where activities in labs often overpower those in libraries. School-University Partnerships The collaboration among teachers at vari­ ous educational levels is little published in library literature (cell D in figure 1). Reports are mainly targeted to teachers and found in journal titles such as Teach­ ing Education, Urban Education, Peabody Journal of Education, Education and Urban Society, Social Education, and Computers in the Social Studies. Many reports are avail­ able through the ERIC document service. Collaborative efforts are directed toward supporting schools with evaluation tools, educational programs, and instructional technology; numerous outreach pro­ grams foster the college­going culture and concern themselves with educational eq­ uity and policy.14-1F More attention must be paid to actively J������� 2003 participating in teaching classroom teach­ ers and working with school and public librarians. Natural seed themes would be to help them integrate critical thinking into their lesson plans and to help design assessment instruments to measure stu­ dents' IL skills before and after library interventions. This type of cross­training is useful if a more coherent teaching struc­ ture is to be created across the board. The following section discusses some of the IL aspects that worked well with high school students and could be mapped to IL programs for college students. Information Literacy Skills for Science Lessons Some interest is just beginning to be seen in collaborative work between college li­ brarians and school librarians, as illus­ trated in cell B in figure 1, between school librarians and teachers (cell C), and be­ tween school and college faculty (cell D). Various curriculum standards and related competencies, though analogous, are of­ ten reported and published in different sources, and read by teachers and sepa­ rately by librarians. However, one is often reminded that students become informa­ tion literate when teachers and librarians together guide the students through dis­ cipline­related projects. For that to happen, some unification also is needed in IL pro­ grams between and among school and academic librarians, as well as between school and college faculty. This author has reviewed just a few core IL competencies that appear to be important for all students, especially in preparing them for science and engineer­ ing college majors. These are based on the two sets of standards in information lit­ eracy as well as science curricular stan­ dards for 9-12 grade levels.18-21 Examples will be drawn from conceptual physics lesson units that are reported elsewhere.22 Helping the Students Getting Started with Conceptual Maps Novices at any educational level are likely to be unfamiliar with the domain of their new topic or a given inquiry. Students http:elsewhere.22 ������������������������������������������������������������������� 79 often have a vague understanding of the concepts and terms they need to search under. To clarify search space as a whole, Ercegovac and Milling have had ninth­ grade physics students use conceptual maps during their presearching phase.2P Conceptual maps are used as learning and teaching tools that include phrases represented as nodes and placed in ovals or rectangles. The connecting lines be­ tween the nodes stand for relationships that exist between the nodes.24 A Case Study Following is a typical sequence of learn­ ing events during the presearching phase. On the topic of energy transformation, students are presented with terms, in­ cluding chemical energy, combustion, conservation of energy, decay, engine, expansion of gas, force, fossil fuels, fu­ sion, gasoline, heat, kinetic energy, light, motion, nuclear, potential energy, rock layers, the Sun, and work. Before they walk into the physics lab, the students learn concepts and terms using previous knowledge of acceleration and force. They search both printed sources (text­ books, science and physics dictionaries, handbooks, encyclopedias) and online sources, including Encyclopedia Britannica on the Web (http://school.eb.com). Stu­ dents are reminded that many of the ba­ sic searching techniques they learned in lessons on online library catalogs (Bool­ ean operators, truncation, modification, and selection of search words) are appli­ cable to searching in general. In small groups, students search terms in a vari­ ety of sources. As the terms become clearer, students are asked to create their own conceptual map on energy transfor­ mation. They cluster terms into major concepts: types of energy (kinetic, poten­ tial, chemical, nuclear, heat, light), carri­ ers of energy (gasoline, light, motion of car, heated gas), places where energy is transformed (plants, the Sun, engine, rock layers), and transformation process (de­ cay, photosynthesis, fusion, combustion, gas expansion). Major concepts are color coded, placed into the ovals, and con­ nected with arches. Finally, students la­ bel arches that describe relationships among the ovals. The process is demand­ ing, iterative, collaborative, and noisy. Students learn to use various skills from everyday experiences, the sciences, visual and spatial aesthetics, technology, and group dynamics. While students learn about the as­ signed topic, they also learn how to plan and collaborate before they "go online." These skills are consistent with the nfor­ mation Literacy Competency Standards for Higher Education and the nformation Power. Specifically, students use a variety of reference sources to identify key con­ cepts and terms that describe their as­ signed topic. By getting a feel for the ter­ ritory, they are more competent to plan and control their search. What Matters in Science Communication: From Secondary to Higher Education? Basic IL units typically introduce library catalogs that give access to books, refer­ ence sources, atlases, and other similar publications. Students also hear a lot about various ways to search and evaluate Web sources. They become exposed to periodi­ cal literature that gives access to journals, magazines, newspapers, bulletins, and other serial publications. This is all help­ ful to the students in a variety of disci­ plines. In addition, students at all levels have heard about the importance of giv­ ing credit to ideas and authors that they include in their own reports and presen­ tations and about the mechanics of doing so, that is, how to write bibliographies. What they do not necessarily learn is about the culture of making science, of inventing, communicating personally and in published literature, protecting their ideas and inventions, being re­ warded, and working in teams within social and political contexts. In this re­ gard, the following resources are of spe­ cial importance to the students. The three groups of sources briefly discussed here include information about patents and trademarks, primary sources, and factual data. http:http://school.eb.com http:nodes.24 http:phase.2P � ����������������� �������� ��� 80� C������� &�R�s������ L�������s • Patents and trademarks offer an excel­ lent basis for a variety of interdisciplinary projects. Students are introduced to the history of patents in the united States, the importance of patents and intellectual property, the differences between a patent and a trademark, and how to search each in the united States Patent and Trademark Office (http://www.uspto.gov). The office has developed a variety of educational outreach programs, including Museum, National Inventors Hall of Fame, and Project XL at http://www.uspto.gov/main/ outreach.htm. • Primary sources are discussed within the context of a general information life cycle, including some basic knowledge about funding agencies, proposing research to be carried out, and reporting results back to the funding agency. Examples of excel­ lent contributions on Morse, Edison, or Bell, are selected from the American Memory Project (http://memory.loc.gov/ammem). Connections are made with local school archives and collections. Students are intro­ duced to the concepts of appraisal, archi­ val organization, preservation, and with digital collections at the National Archives and Records Administration (http:// www.archives.gov) and the Smithsonian Archives (http://americanhistory.si.edu/ar­ chives/d­1.htm). • Factual sources may be both science specific and of general application to sci­ ence projects. An example of the former is the database on Material Safety Data Sheets (http://www.ilpi.com/msds), vari­ ous databases by the Environmental Pro­ tection Agency (e.g., Toxic Release Inven­ tory from http://www.epa.gov/tri, and the National Aeronautics and Space Admin­ istration from http://www.nasa.gov/ kids.html). An example of the latter is the u.S. Census (http://www.census.gov/). MSDS are discussed in several projects. In an environmental course, students brain­ storm "five W's": what is the waste, where is it created, when it is created, why is it created, and what can be changed. In this and other learning settings, students use rich census data that allow them to track populations, and plot them on online maps J������� 2003 (mapping engine that uses 1998 TIGER/ Line data® and 1990 Decennial Census data). Students use the EPA's Toxic Release Inventory database to track wastes in a given state or county on selected chemical emissions as these are released into the air, water, and soil. Many of these information literacy ex­ periences may be directly transferred to the nformation Literacy Competency Stan­ dards for Higher Education. For example, work with conceptual mapping is directly related to Standard 1 (performance indi­ cators 1.e and 4.a) and Standard 2 (indi­ cator 2.b and 2.c). The awareness of pat­ ents, primary sources, and factual sources is related to Standard 1 (performance in­ dicator 2) as well as to Standard 2. Finally, basic search techniques, elements of criti­ cal thinking, and bibliographical validity are applied throughout different sources and systems and provide a solid base to build on and to customize for different learning levels. ������s� �,��� ��,���s�������� ����s�����s� s������s� �������� In addition to the librarians' roles that Leckie and Fullerton suggested, Ercegovac and Milling's experience in making IL units work at a secondary school level are summarized in the fol­ lowing four models: 1. Become a classroom teacher yourself and weave through your lessons and projects as many IL experiences as you wish. This model may not be as easy to implement at a college level; exceptions are schools and programs for biomedical and chemical informatics where the na­ ture of programmatic synergy demands a mix of expertise (e.g., http:// www.informatics.indiana.edu). 2. Teach the teachers about specific ways they can empower their lessons with high IL content. This model may be enhanced if presented at conferences for teachers, archivists, museum curators, and admin­ istrators and not just at library conferences. At a college level, this model may be modi­ http:www.informatics.indiana.edu http:http://www.census.gov http:http://www.nasa.gov http://www.epa.gov/tri http://www.ilpi.com/msds http://americanhistory.si.edu/ar http:www.archives.gov http://memory.loc.gov/ammem http://www.uspto.gov/main http:http://www.uspto.gov ������������������������������������������������������������������� 81 fied to research and teaching assistants, project leaders, visiting and new faculty. Some faculty members might want to be "briefed" on selected technological inno­ vations; research panels might be used to bring together faculty and librarians to discuss issues of mutual interest. 3. Prepare L material and advertise in many different formats, media, and places. The material may be printed out or pub­ lished on the Web; materials may be ad­ vertised through the home department, personally, electronically, in newspapers, elevators, bookmarks, posters, and newsgroups. The material is likely to re­ ceive higher attention if it relates to pro­ posed research projects or the existing research thrusts. Involve the faculty in this process, ask for their feedback, and revise the material accordingly. 4. Speak the teacher's language. This model is well practiced among college li­ brarians, who themselves often hold ad­ vanced degrees in various disciplines. Ex­ amples are law librarians, medical and science librarians, and business school li­ brarians. Concluding Remarks This article identified educational inter­ sections between librarians and faculty as reported in the open literature. It briefly mentioned more traditional types of part­ nerships, those in which librarians have collaborated with their faculty. In particu­ lar, the article pointed to the two areas of potential partnership that have not been explored sufficiently. Working groups between school and academic librarians have just started to be seen. Each group can learn from another about IL pro­ grams, student characteristics and pref­ erences, and different learning cultures. In addition, there is plenty of space for librarians to be included in school-uni­ versity partnerships. This area ought to be further examined and developed. Next, the article discussed some IL com­ ponents for secondary schools that are standard based, inquiry driven, and re­ source rich. Each source is tied to students' everyday experiences, lab demonstrations, and high cognitive demands. Some of these elements may be transferred directly to college IL­integrated curricula. For com­ parison purposes, two sets of IL standards are given side by side in appendix A. Bridges need to be built among admin­ istrative transitions that all students go through. The most fragile boundaries appear to be at the connecting lines, as students change their familiar schools, teachers, programs, and environments. These are between grades 6 and 7 (from elementary to middle school), between grades 8 and 9, and especially between the senior high school, and college fresh­ men. These educational areas are less studied, yet they offer promising partner­ ships among the existing capacities. Notes 1. Zorana Ercegovac, "Information Access Instruction (IAI4): Design Principles," College & Research Libraries (May 1995): 249-57. 2. ---, "Accessing Global Information for Engineers," in: Proceedings of the 64th Annual Meeting of the American Society for Information Science and Technology, Washington, D.C., Oct. 31- Nov. 4, 2001 (Medford, N.J.: Information Today, published for ASIST, 2001). 3. ---, Information literacy: Search Strategies, Tools, and Resources for High School Students (Worthington, Ohio: Linworth, 2001). Description is available online from http://www.cs.ucla.edu/ Leap/zer/books.htm. 4. Zorana Ercegovac and Marcus Milling, "Aligning Science Learning Outcomes with IL Power," presented as a poster session at the 2002 Annual Conference of the Special Libraries Association, the Chemical Division, Los Angeles, June 11, 2002. Available online from http:// www.cs.ucla.edu/Leap/zer/sla.htm. 5. American Association for School Librarians and Association for Educational Communi­ cations and Technology, Information Power: Building Partnership for Learning (Chicago and Lon­ don: ALA, 1998). 6. Association of College & Research Libraries, Information Literacy Competency Standards for Higher Education (Chicago: ACRL, 2000). www.cs.ucla.edu/Leap/zer/sla.htm http:http://www.cs.ucla.edu � 82� C������� &�R�s������ L�������s J������� 2003 7. American Association of College & Research Libraries. 2002. "A Collaboration/Team Build­ ing Bibliography." Available online from http://www.ala.org/acrl/il/collabbiblio.html. 8. Hannelore B. Rader, "Faculty-Librarian Collaboration in Building the Curriculum for the Millennium-the US Experience," presented at the 64th IFLA General Conference, August 16-21, 1998 (Amsterdam: International Federation of Library Associations and Institutions, Annual Conference, 1998). 9. "OCLC White Paper on the Information Habits of College Students: How Academic Li­ brarians Can Influence Students' Web­based Information," June 2002. Available online from http:/ /www2.oclc.org/oclc/pdf/printondemand/informationhabits.pdf. 10. Association of College & Research Libraries and American Association of School Librar­ ians, "Blueprint for Collaborating: AASL/ACRL Task Force on the Educational Role of Librar­ ies." 2000. Available online from http://www.ala.org/acrl/blueprint.html. 11. American Association of School Librarians, Knowledge Quest, One Step Beyond: From High School to College. The entire March/April 2002 issue features articles about this important topic. Available online from http://www.ala.org/aasl/. 12. Ellysa Stern Cahoy, "Will Your Students Be Ready for College? Connecting K-12 and College Standards for Information Literacy," Knowledge Quest 30 (Mar./Apr. 2002): 12-15. 13. Gloria Leckie and Anne Fullerton, "The Roles of Academic Librarians in Fostering a Peda­ gogy for Information Literacy," ACRL Ninth National Conference, April 8-11, 1999, Detroit. Available online from http://www.ala.org/acrl/leckie.pdf. 14. Lina Lee, "Partners in Pedagogy: Collaboration between University and Secondary School Foreign Language Teachers," ERIC Clearinghouse on Languages and Linguistics (Washington, D.C.: ERICCL&L, 1999). ERIC ED435186. 15. National Science Foundation, "Transition from Childhood to the Workplace (TCW)," Project Research Tomorrow: Conference on Children's Learning in MSE, Donaldson Brown Con­ tinuing Education Center, Blacksburg, Va., October 22-23, 1999. 16. Jeannie Oakes and Martin Lipton, Teaching to Change the World, 1"t ed. (Boston: McGraw­ Hill College, 1999). 17. Bernard J. Dodge, "School-University Partnerships and Educational Technology," Com- puters in the Social Studies 5 (July/Aug. 1997). Available online from http://www.webcom.com/ journal/dodge.html. The paper also is available from the ERIC Clearinghouse on Information Resources, Syracuse, N.Y., June 1993. ERIC ED358840. 18. American Association for the Advancement of Science and National Science Teachers Association, Atlas of Science Literacy Project 2061 (Washington, D.C.: AAAS and NSTA, 2001). 19. National Assessment Governing Board, U. S. Department of Education, Science Frame- work for the 1996 and 2000 National Assessment of Educational Progress (Washington, D.C.: The Department [n.d.]). Available online from http://www.nagb.org/pubs/96­2000science/toc.html. 20. National Science Education Standards (Washington, D.C.: National Academy Press, 2001). 21. National Science Teachers Association, NSTA Pathways to the Science Standards: Guidelines for Moving the Vision into Practice, high school edition, ed. Juliana Texley and Ann Wild (Arlington, Va.: NSTA, 1996). 22. Zorana Ercegovac, "Mapping of Physics Content Standards to Information Literacy Stan­ dards: Collaboration for Powerful Lessons." (Paper is being reviewed.) 23. Ercegovac and Milling, "Aligning Science Learning Outcomes with IL Power." 24. Conceptual maps are used as learning and teaching tools for organizing and represent­ ing knowledge visually. The Institute for Human and Machine Cognition of the University of West Florida has published a bibliography with more than 210 publications, including journal and conference papers, books, and reports on the topic of conceptual maps. Available online from http://cmap.coginst.uwf.edu/refs.html. For an overview paper on conceptual maps, read­ ers are referred to the article by Joseph D. Novak, "The Theory Underlying Concept Maps and How to Construct Them," published by the Institute for Human and Machine Cognition. Avail­ able online from http://cmap.coginst.uwf.edu/info/. http://cmap.coginst.uwf.edu/info http://cmap.coginst.uwf.edu/refs.html http://www.nagb.org/pubs/96�2000science/toc.html http:http://www.webcom.com http://www.ala.org/acrl/leckie.pdf http://www.ala.org/aasl http://www.ala.org/acrl/blueprint.html http://www.ala.org/acrl/il/collabbiblio.html � ��� � �� � ��� ��� � � � ��� � ��� �� �� ��� ��� �� ��� � � ��� ��� � �� �� � ���� � � ����� � �� 83 APPENDIX A Information Power (AASL & AECT, 1998) meets Information LiteracE CompetencE Standard� for �i��er �d�cation (ACRL, ����) AASL Performance ACRL standards Performance indicators standards indicators http://www.ala.org/ac­ http://www.a­ rl/ilstandardlo.html la.org/aasl/ip­ _nine.html Standard 1 #1 Recognizes the Standard 2 The student The student need for information. who is information who is #2 Recognizes that literate accesses needed information accurate and information effectively literate comprehensive. and efficiently. accesses information is the information basis for decision Standard 1 The #1.e. [Student] identifies key concepts & terms effectively and making. information-literate that describe the information need. efficiently. #3 Formulates student determines the #2 Student identifies a variety of types and questions based on nature and extent of formats of potential sources of information. information need the information needed. #3 Student considers the cost and benefits of #4 Identifies a variety acquiring info, defines a realistic overall plan and of potential sources of time line to acquire the needed information. information. Standard 2 #2.b. Identifies keywords, synonyms, #5 Develops and uses and related terms … 2.d. Student constructs … successful strategies search strategies (eg., search vocabulary, Boolean for locating operators…) information. #4 Refines strategy, if necessary. � 8��C � ���� �� & �R �s����� � L �� �����s J�� � ��� � 2003 APPENDIX A Information Power (AASL & AECT, 1998) meets Information LiteracE CompetencE Standard� for �i��er �d�cation (ACRL, ����) AASL standards Performance indicators ACRL standards Performance indicators Standard 2 #1 Determines accuracy, relevance, Standard 3 Student #1 Summarizes the main ideas. The student comprehensiveness. evaluates information #2 Recognizes biased evaluates #2 Distinguishes among fact, point and its sources critically information. information of view, and opinion. and incorporates selected #3-7 Synthesizes, determines critically and #3 Identifies inaccurate and information into own probable accuracy by evaluating competently. misleading info. #4 Selects information suitable to the problem/question. knowledge, values. sources, applies technology, reassesses the initial query and revises. Standard 3 #1 Organizes info for practical Standard 4 Student uses Standard 2 Student who is applications. information effectively to #5 Student extracts, records, information #2 Integrates new information into accomplish a specific and manages the information literate uses one's own knowledge. purpose. (eg., syntax of a citation for information #3 Applies info in critical thinking different resources). accurately, and and problem solving. creatively. #4 Produces and communicates info in appropriate format. � ��� � �� � ��� ��� � � � ��� � ��� �� �� ��� ��� �� ��� � � ��� ��� � �� �� � ���� � � ����� � �� 85 APPENDIX A Information Power (AASL & AECT, 1998) meets Information LiteracE CompetencE Standard� for �i��er �d�cation (ACRL, ����) AASL standards Performance indicators ACRL standards Performance indicators Standard 8 (from the social responsibility standards) Student who is information literate practices ethical behavior in regard to information and info technology. #1 Respects the principle of intellectual freedom. #2 Respects intellectual property rights #3 Uses information technology responsibly. Standard 5 Student demonstrates many of the economic, legal, and social issues surrounding the use of info and accesses and uses information ethically and legally. #1 Student discusses issues related to censorship and freedom of speech. #2 Participates in electronic discussions following accepted practices; uses approved passwords for access to info sources; complies with institutional policies.