Implementing Information Literacy Competencies in Undergraduate Science Curriculum

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Implementing Information Literacy Competencies in
Undergraduate Science Curriculum
Deng Pan Keene State College

• Deng Pan
• Keene State College

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Agenda

• Context of information and scientific information
  literacy competencies
• A collaboration model
• Examples of the implementation

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What We Need to Think About

• The context of information literacy

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What We Need to Think About (Cont)

• General information literacy competencies vs.
• Scientific information literacy competencies
• ACRL/STS information literacy standards for
  science and engineering/technology

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Information Literacy Competencies Specific to
Undergraduate Biology Students (Draft)

• Understand the unique characteristics of
  scientific literature, including publication
  formats, structure of the scientific paper and
  peer review
• Understand the importance of internal
  documentation and citation of relevant literature
  
• Ability to critically evaluate sources of
  scientific information
• Understand the ethical, legal and social issues
  surrounding scientific information
• Ability to interpret and use presentation tools
• Adapted from ACRL/STS standards

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Triangle Information Literacy Instruction (TILI)
Model
Librarian
Information Literacy Competencies
Students
Faculty
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Implementation of Scientific Information Literacy
Competencies
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Information Communication
Topic
References
Research
Secondary Sources
Books
Conference Proceedings
Primary Sources
Edited Volumes
Scholarly Journal
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Reading Scientific Literature

• Challenge
• Not realize the importance of scientific
  literature
• Difficult to understand and digest
• Solutions
• Introduce the structure of the paper
• Provoke critical thinking
• Recognize the connection between concepts from
  previous knowledge and the ideas in a particular
  paper.
• Compare the format
• Suggestions
• Select some papers to read
• Kenyon Colleges tutorial and quizzes
• http//biology.kenyon.edu/Bio_InfoLit/index.html

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Scientific Writing

• Purpose
• Issues of audience and format
• Understand the ethical, legal and social issues
  around the information
• Future Plans
• More pieces of writing will be integrated

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References/Further Reading

• Association of College and Research Libraries.
  (2000). Information literacy competency standards
  for higher education. Retrieved May 24, 2006,
  from http//www.ala.org/ala/acrl/acrlstandards/inf
  ormationliteracycompetency.htm
• American Library Association, Association of
  College and Research Libraries, and Science and
  Technology Section. (2004). Information literacy
  standards for science and engineering/technology.
  Retrieved May 24, 2006, from http//www.ala.org/a
  la/acrl/acrlstandards/infolitscitech.htm
• Carder, L., W., P. Bibb, D. (2001). Case-based,
  problem-based learning information literacy for
  the real world. Research Strategies. 18, p.
  181-190.
• Herro, S. J. (2000). Bibliographic instruction
  and critical thinking. Journal of Adolescent
  Adult Literacy. 43 (6), p. 554- 558.
• Jsaak, D. J. Hubert, W. A. (1999). Catalyzing
  the transition from student to scientist A
  model for graduate research training.
  BioScience. 49 (4), p. 321-326.
• Leckie, G.J. Fullerton, A. (1999). Information
  literacy in science and engineering undergraduate
  education Faculty attitudes and pedagogical
  practices. College Research Libraries.
  60(1)9-29.
• National Research Council, Committee on
  Undergraduate Biology Education to Prepare
• Research Scientists for the 21st Century.
  (2003). BIO 2010 Transforming undergraduate
  education for future research biologists.
  Washington, DC National Academies Press.
• 8. Nerz, H. F. Weiner, S. T. (2001).
  Information competencies A strategic approach.
  Proceedings of the ASEE 2001 Annual Conference,
  Albuquerque, NM. Retrieved May 24, 2006, from
  http//eld.lib.ucdavis.edu/fulltext/00510_2001.pdf
  
• 9. Russell, J. M. (2001). Scientific
  communication at the beginning of the
  twenty-first century. International Social
  Science Journal. 53 (2), p. 271-282.

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Thank You!