1. DEFINE
FIND &
ANALYZE
EVALUATE
COMMUNICATE
AN ACADEMIC, PROFESSIONAL, AND PERSONAL PATHWAY TO INDIVIDUAL
EMPOWERMENT, SELF-SUFFICIENCY, AND COMPETITIVE ADVANTAGE

2. ForsythTech FacultyWorkshop
Mainstreaming Information Literacy Practice: A Disruptive Innovation
Strategy in the Making?
Using a variety of teaching and learning strategies within the classroom is
a staple of academic life. Trying to accommodate the diverse learning
styles and needs of today’s community college students often tests the
thresholds of promoting student motivation and engagement. Integrating
information literacy practice within academic disciplines suggests a viable
student centered alternative even though it does beg the question –
“Where does information literacy practice fit on my teaching and learning
spectrum and how can I seamlessly integrate it within my course
curriculum?

3. Sneakers (1992) https://youtu.be/oKprr3tEBew

4. “BEACONS OF THE INFORMATION SOCIETY”
Information
Literacy
Source: National Forum on Information Literacy. (2003). The Alexandria Proclamation
Lifelong
Learning
Information Literacy lies at the core of Lifelong Learning

5. Who Moved My Cheese?
Spencer Johnson, M.D.( 1998)

6. David Samuel (2008) https://youtu.be/8TZBwdupLQ8

7. Public UnAwareness

8. Disruptive Innovation
Disruptive innovation, coined by
Clayton Christensen in 1995, describes
a process by which a product or service
takes root initially in simple
applications at the bottom of a market
and then relentlessly moves up market,
eventually displacing established
competitors.

9. DisruptiveTechnologies
Reshaping Consumer
Experience
1. Smart Phones
2. Internet ofThings
3. Wearables
4. Virtual Reality
5. Mobile Payments
http://blog.neosperience.com/top-10-disruptive-technology-trends-reshaping-customer-experience

10. http://www.ibm.com/smarterplanet/us/en/ibmwatson/what-is-watson.html
Siri
Cortana
Echo
Watson-IBM
“…cognitive technologies that process information more like a human than a computer
- by understanding natural language, generating hypotheses based on evidence and
learning as it goes.”
University of North Carolina at CharlotteVisCenter –Watson Academic Partner

11. 21ST CENTURY LEARNERS

12. THE WORLD OF LIBRARY...
LIBRARY IMMIGRANT
• Did not grow up in a family book
culture
• First Generation
• Dependent Learners
• Literacy inexperienced
• Library Anxiety
LIBRARY NATIVE
• Grew up in a family book
culture
• Legacy Generation (College)
• Self-Sufficient learners
• Literacy sophisticated
• Comfortable in Library Culture

13. The nationwide cost of remedial instruction in community
colleges is estimated at $4 billion a year.
Complete CollegeAmerica SeniorVP BruceVandal shares that too many students - especially low
income students and students of color - begin college in remediation with little chance of ever
starting a program of study or completing their degree. Nov 20, 2015

14. Information literacy Practice – A Co-Requisite Option?
1. Synthesize information from multiple online sources to write
substantive academic and professional communications.
2. Analyze which online tools best serve their communication
purposes.
3. Make smart decisions about what information is useful in online
and print formats…ask informed questions?
4. Curate and filter the endless stream of data coming in.
5. Review their digital footprint and learn how to take some control
over what information they broadcast to the world i.e. tweets,
profile pictures, and recommended links. (Shah et al, 2012)
“To succeed in college, gain a competitive edge in the workplace, and live a quality life in a digital society, learners
need to know how to:

15. http://completecollege.org/wp-content/uploads/2015/12/Core-Principles-2015.pdf

16. K-W-L charts are graphic organizers, developed in 1986, that help students organize information before, during and after instruction. K-12
educators use them to engage students in a new topic, activate prior knowledge, share unit objectives, and monitor learning.
Use a KWL-Infolit graphic organizer as a preamble to any community college course assignment. Ask students:
 What do you Know about the topic?
 What do you Want to know?
 How do I find and evaluate the information I need?
 How do I use the information I find?
 What did you Learn?
 Did I complete the task as assigned?
Also ask students to prepare an annotated bibliography outline,
tallying all the information sources visited during their assignment.
InfolitTeaching Resources:
 Steve Piscitelli, Information Literacy: Not All Information is Created Equally!
 Kathy Schrock’s Guide to Everything http://www.schrockguide.net/information-literacy.html
 Citation Machine
 NoodleTools
 WritingHouse
INFOLIT
• WHAT DO
I KNOW?
INFOLIT
• WHAT DO I
WANT
(HAVE)TO
KNOW?
•How do I find
and evaluate
the information
I need?
•How do I use the
information I
find?
INFOLIT
• WHAT DID
I LEARN?
•Did I complete
the task as
assigned?

17. Information Literacy Practice
SKILLS MINDSET
INFOLIT
• WHAT DO I
KNOW?
INFOLIT
• WHAT DO I
WANT (HAVE)
TO KNOW?
• How do I find
and evaluate
the
information I
need?
• How do I use
the
information I
find?
INFOLIT
• WHAT DID I
LEARN?
• Did I
complete
the task as
assigned?

18. WikiEdu
http://blogs.slj.com/neverendingsearch/2
015/11/25/teaching-and-writing-with-
wikipedia/
Note:

19. “While faculty may be resistant, due to the
increased workload, creating faceted or staged
assignments offers a far better teaching tool for
students.
Essentially, students turn in assignments in
stages (e.g. initial research question and outline,
book bibliography, article bibliography, final
annotated outline, final paper) rather than
simply turning in a final product.
This makes assessment formative rather than
summative and marks a difference between
mentoring a student to improve writing and
simply measuring performance.”
William Badke
Associate Librarian
Trinity Western University for Associated Canadian Theorlogical Schools and
Information Literacy

20. Anita Ash
Taylor Scholar, MBA, investor relations professional in
NYC....
“Until I worked at my present job, I never really had such a deep
understanding of how the difference in your upbringing affects the
rest of your life. I knew that there were different classes in our
society which separate individuals based on their incomes, but the
most important factor that separates those who advance or get the
most benefits available in this society has more to do with the lack
of information than anything else...
Why do lower income individuals do limited research or no research
at all when other higher income individuals do the most research
that they can before making an educated decision?
It is a matter of being taught how to do it, where to get the
information, having that information available to you and
participating in a network of people who know this information.”

21. https://www.youtube.com/watch?v=ciSWknQ98o8 Information Literacy -Why Is It Important

22. We love what we
do, so now we
need to hear
from you!

23. REFERENCES
 Anthony, S. (2015). How understanding disruption helps strategists. Harvard Business Review. Retrieved from
https://hbr.org/2015/11/how-understanding-disruption-helps-strategists
 A.W. (2015). What disruptive innovation means. Retrieved from http://www.economist.com/blogs/economist-
explains/2015/01/economist-explains-15
 Center for Community College Student Engagement. (2016). Expectations meet reality: The underprepared student and
community colleges. Austin, TX:The University ofTexas at Austin, College of Education, Department of Educational
Administration, Program in Higher Education Leadership.
 Complete College America. (2016). Co-requisite remediation: Spanning the completion divide. Retrieved from
http://completecollege.org/spanningthedivide/#far-too-many-students-start-in-remediation
 Complete College America. (2015). Student success strategy: A joint statement. Retrieved from http://completecollege.org/wp-
content/uploads/2015/12/Core-Principles-2015.pdf
 Christensen, C., Raynor, M. & Mcdonald, R. (2015).What is disruptive innovation? Harvard Business Review. Retrieved from
https://hbr.org/2015/12/what-is-disruptive-innovation
 Johnson, S. (1998).Who moved my cheese. NewYork: G.P. Putnam.
 National Research Council. (2012). Education for Life andWork: DevelopingTransferable Knowledge and Skills in the 21st Century.
Committee on Defining Deeper Learning and 21st Century Skills, James W. Pellegrino and Margaret L. Hilton, Editors. Board on
Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington,
DC:The National Academies Press.
O*Net Online. U.S. Department of Labor, Employment &Training Administration, and developed by the National Center for
O*NET Development.
Valenza, J. (2015).Teaching and Writing with Wikipedia. School Library Journal. Retrieved from
http://blogs.slj.com/neverendingsearch/2015/11/25/teaching-and-writing-with-wikipedia/

24. Dr. Lana W. Jackman
Mélange Information Services, Inc.
Cambridge, MA 02138
lj@melangeinfo.com
www.melangemyccr.com
“The key to using higher education as
a means for personal empowerment
lies in the demystifying the success,
making it tangible, within our control,
and then redefining success for
ourselves and ultimately finding
success on our own terms.”
Source: Cole and Mooney, Learning Outside the Lines, 2000