In this session, we will discuss information literacy concepts that school librarians should cover with secondary students in preparation for college. These include "Revving up Students for Research" and explaining the "Method to the Madness". These directly relate to the Information Literacy Competency Standards for Higher Education (ACRL). Participants will leave this webinar with strategies and activities that can be implemented for use in their libraries the next day. Speakers: Bridget Kratt and Wendy Grojean-Loewenstein, UNO Library Science Education Program. NCompass Live - April 17, 2013. http://nlc.nebraska.gov/ncompasslive/

1. Easing Information Anxiety
Teaching Information Literacy Strategies and Skills for
College Preparedness
By: Wendy Grojean Loewenstein and Bridget Kratt

2. Inspiration
• Previous teaching experiences in K-12
environments
• Current work in the College of Education
• E-course through ALA with Joanna Burkhart
Burkhart, J. & MacDonald, M. (2010) Teaching information literacy: 50 standards-based exercises for college students. Chicago:
American Library Association

3. Presentation Overview
Referring to the Association of College and
Research Libraries Information literacy
Competency Standards for Higher Education

4. ACRL Information Literacy Standards
1. The information literate student determines the nature
and extent of the information needed.
2. The information literate student accesses needed
information effectively and efficiently.
3. The information literate student evaluates information
and its sources critically and incorporates selected
information into his or her knowledge base and value
system.
4. The information literate student, individually or as a
member of a group, uses information effectively to
accomplish a specific purpose.
5. The information literate student understands many of
the economic, legal, and social issues surrounding the
use of information and accesses and uses information
ethically and legally.

5. Look familiar?
Inquiry models:
• Big6
• Stripling Model of Inquiry
• McKenzie Research Cycle

6. Collaboration is key
Collaboration with content area teachers and
awareness of curriculum is the first step to
alleviating information anxiety.

7. Information anxiety
“Information anxiety is a feeling of being
overwhelmed that comes when confronting a
large information task” (p.11).
McCane, S. (2012). [image]. Retrieved from http://www.empowernetwork.com/joeymc/blog/what-is-information-overload-how-to-avoid-it/

8. Breaking up the “big job” into smaller tasks
1. Collaborate with a classroom teacher to
create a research task that has clear and
specific objectives
2. List or circle in the text of the assignment any
and all words or terms that a student would
need to understand in order to accomplish
this project.
3. List any and all things/tasks a student would
need to know how to do in order to complete
this assignment.

9. Example Research Task
Write a Research Paper
In ten word-processed pages due in two weeks, explain
the causes and effects of homelessness in urban areas of
New England. Your paper must have a research question,
thesis statement, introduction, body, and conclusion.
Sources for your paper must be cited using MLA citation
style and must include the following: five major books on
the topic, five articles from appropriate scholarly journals,
five high-quality websites, statistics, and five expert
opinions on the topic.

10. Breaking Down the Topic
www.instagrok.com

11. Topic Triangle
Environmental Awareness
Pollution
Acid Rain
Acid Rain in the
United States
What is the connection
between Acid Rain and Air
Quality in the Midwest?

12. Types of Questions
• Cause and effect
What effect does Acid Rain have on agriculture in the
United States?
• Comparison
How does acid rain effect the environment in the Eastern
United States compared to the Western United States?
• Measuring
To what extent has acid rain impacted agriculture
production in the last 50 years?
• Process
How can acid rain be monitored in order to educate about
the dangers?

13. ACRL Standard One: Indicator One
The information literate student defines and
articulates the need for information
• exploring information
• defining and modifying information

14. What’s next?
ACRL Standard Two: Indicator Two
The information literate student identifies a
variety of types of formats of potential
sources of information
• what information do they need?
• where will they find that information?

15. Library Resources
http://search.epnet.com
http://englishinthemediacecluz.wordpress.com/201 http://www.daltonman.com/books/re
2/03/08/i-am-number-4-lesson-4-english-in-the- ml
magazines/
http://www.worldbookonline.com/wb/Login?ed=wb
http://nebraskaccess.ne.gov/index.asp

16. Activity-Efficiency
Gale-Science
Databases Resources in
Context
Environmental
Digital Websites
Protection agency
Online
Grolier online
Encyclopedia
Acid Rain in the
U.S.
Environmental
Science Textbook
Print Non-fiction books 300’s section
National
Magazines Geographic
Nebraskaland

17. Standard Two
Standard Two: Indicator Two
The information literate student constructs
and implements effectively-designed search
strategies

18. Selecting Best Resources-Activity
Criteria Resource 1 Resource 2 Resource 3
Purpose
Audience
Authority
Credibility
Currency
Accuracy
Type of publication
Primary or secondary
Quality of information-
Does this source provide
you with high-quality
information? Is it useful?

19. Determine Keywords
http://www.wordle.net

20. Search Term Guide
Concept 1 Concept 2 Concept 3
Acid Rain Air Quality Midwest
or or or
AND AND
Wet Deposition Smog Nebraska
or or or
Sulfur Dixoide Ozone Great Plains

21. Search Term Guide
Concept 1 Concept 2 Concept 3
Acid Rain Air Quality Midwest
or or or
AND AND
Wet Deposition Smog Nebraska
or or or
Sulfur Dioxide Ozone Great Plains
Standard Two: Indicator Four
The information literate student refines the search strategy if
necessary

22. Boolean Searching

23. All Revved Up!
• Identified a topic
• Narrowed down topic
• Developed a research question
• Determined possible sources
• Developed search terms

24. Searching Exercise
Part 1:
Web Search Tool How Did You Enter What Was the How Are Your What Types of Which Types of
or Database Your Search? Number of Hits? Results Organized? Materials Did You Domains Were
(Be exact) (by date, Find? (web pages, Included?
relevance, etc.) periodical articles,
studies)
Google
Library Periodical
Database
Part 2:
URL Address or PATH Description of Information Found and
Who Wrote It

25. ACRL Standard Two
Standard Two Indicator Five:
The information literate student
extracts, records, and manages the
information and its sources

26. ACRL Standard Three
Standard Three:
The information literate student evaluates
information and its sources critically and
incorporates selected information into his or
her knowledge base and value system.

27. Note Taking Strategies
ABC - LOU
A: Abbreviate
B: Bullet Points
C: Cell Phone (or Cave Man) Language
L: Lists
O: One Word for Many
U: Use Your Own Words

28. Note Taking Strategies
http://popplet.com
http://bubbl.us

29. Note Taking Strategies
Acid Rain Air Quality Midwest
Causes
Regulations
Researchers
Standard Three: Indicator One
The information literate student summarizes the main ideas to be
extracted from the information gathered
Standard Three: Indicator Three
The information literate student synthesizes main ideas to construct new
concepts

30. ACRL Standard Four
Standard Four:
The information literate student , individually
or as a member of a group, uses information
effectively to accomplish a specific purpose

31. How Will They Show What They Know?
http://edu.glogster.com
http://animoto.com
http://prezi.com
http://voicethread.com
http://slideshare.net

32. ACRL Standard Five
Standard Five:
The information literate student understands
many of the economic, legal, and social issues
surrounding the use of information and access and
uses information ethically and legally

33. Ethical Use
Collecting Organizing Synthesizing
Brainstorming
Thinking Creating
But are they doing it ethically?
Standard Five: Indicator Two
The information literate student follows laws, regulations,
institutional practices, and etiquette related to the access and use
of information.

34. Citing Sources
Standard Five: Indicator Three
The information literate student acknowledges the use of
information sources in communicating and product or performance

35. Evaluate the Product and Process
Learn – Apply - Reflect
AASL Standards for the 21st Century Learner:
3.4.1: Assess the processes by which learning was achieved in order
to revise strategies and learn more effectively in the future.
3.4.2: Assess the quality and effectiveness of the learning product.
Partnership for 21st Century Learning
Life Skills: Flexibility and Adaptability
Initiative and Self Direction

36. Research is Messy!
Research Research
Research
Research
Research
Research
Research
Research
Research

37. ACRL Definition of Information Literacy
“Information literacy forms the basis of lifelong
learning. It is common to all disciplines, to all
learning environments, and to all levels of
education. It enables learners to master content
and extend their investigations, become more self-
directed, and assume greater control over their
own learning.”
Association of College and Research Libraries. (2009). Information literacy competency standards for higher education. Retrieved from
http://www.ala.org/acrl/standards/informationliteracycompetency

38. Thank You for Joining Us!
Easing Information Anxiety
EasingTeaching Information Literacy Strategies and Skills
Information Anxiety
for College Preparedness
Thank You…
Now Rev Up for Research!

39. Questions
Easing Information Anxiety
EasingTeaching Information Literacy Strategies and Skills
Information Anxiety
for College Preparedness
Questions?
Wendy Loewenstein: wendyloewenstein@gmail.com
Bridget Kratt: bkratt@unomaha.edu