E314 Information Literacy Teaching Guide
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Develop IL Teaching Skills Specific to E314
- You are the first stop for preparing these burgeoning literary scholars to be savvy researchers!
- You'll introduce students to research strategies for literary scholarship.
Imagine & Facilitate Engaging IL Classroom Sessions
Information literacy and research strategy sessions can be exciting!
- Use Active Learning: Engage the students in critically reflecting on each step of this process. Research tools are created by people, and their structure affects how we understand our fields. Support their active engagement to become savvy researchers in literary scholarship and everywhere else!
- Flip Your Class: Try creating an assignment for students to review parts of tutorials or guides at home and then use class time to workshop and talk through what they found, what it means, and how to use it.
- Check out these articles for more IL teaching strategies:
- Debra L. Gilchrist. "A Twenty Year Path: Learning about Assessment; Learning from Assessment." Communications in Information Literacy 3.2 (2009): 70-79. This article helps to reimagine the information literacy session as an engaged preparation for students rather than an introduction to library resources.
- Gloria J. Leckie. "Desperately Seeking Citations: Uncovering Faculty Assumptions about the Undergraduate Research Process." Journal of Academic Librarianship 22.3 (May 1996): 201-208. Leckie outlines a few common misperceptions of the student research process. She suspects that raising teachers' expectations of information literacy sessions can make for exciting classrooms.
Design IL Learning Objectives & Workshops for Student Success
- Reflect on what you expect students to be able to do.
For example, in order to successfully complete a literary research paper, students will need to know how to:
- Locate background information,
- Develop a research question,
- Break a research question into researchable threads,
- Develop & use keywords,
- Construct boolean phrases, use quotation marks, parentheses, wildcards,
- Compare & select databases/catalogs,
- Use databases/catalogs (ILL, request, text records, find the full text, citation tools),
- Interpret results lists:
- Describe difference between primary/secondary & scholarly/trade resources, and
- Describe point of view of resources,
- Mine resources for new keywords,
- Analyze & use texts/images, and
- Cite and keep track of resources.
- You’ll expect students to develop some of these skills on their own; let them know that and share tutorials to help them (see online resources below).
- Try supporting a few of the most complex skills with three-to-five of these skills throughout the semester.
We’ll work through pieces of these three sample class sessions in our orientation: