Information Literacy and Critical Thinking Applying Elements to

Information Literacy and Critical Thinking: Applying Elements to Academic Research Practices in the First Year Sara Mc. Caslin, MA, MLIS Western Kentucky University Experience Coordinator/Instructor Dept. of Interdisciplinary Studies sara. mccaslin@wku. edu

Presentation Goals • Provide an understanding of the University Experience Course and its Purpose • Provide an understanding of the UE Critical Thinking Model and its Purpose • Provide an understanding of the Library Skills Component of the UE course and its Purpose • Present and discuss three of the eight “Elements of Thought” and how they apply to college level research practices for first-year students

UC 175 – University Experience serves the needs of incoming students and builds the foundation for a successful college experience. In addition, the department provides opportunities for students to develop leadership skills and become engaged in the campus and community.

UC 175 Core Objectives • Introduction to Campus Technology including WKU Webmail, Topnet, and Blackboard • Identifying and developing critical thinking skills • Developing college level Research practices and Information Literacy when conducting research for classes • Exploration of Active Learning practices and how to use them to succeed as a college student • Choosing a Major and Career Path that best fits personal goals • Identifying the importance of Diversity both in the educational/professional realm as well as in everyday life • Exploring the rewards of Campus and Community Engagement and how it can create a well-rounded and employable individual

What is Critical Thinking? • Critical thinking is the awakening of the intellect to the study of itself. • It is thinking about your thinking while you're thinking to make your thinking better.

Elements of Thought everyonethinks. org

Intellectual Standards Accuracy Precision Relevance Clarity Breadth Significance Depth

Critical Thinking Guide 1. What is the purpose of the article? Why did the author write it? 2. What information is used in this piece? How reliable are these sources? 3. What questions are raised by the author in this essay/article? What are some of the complexities of these questions? Has the author allowed for them? 4. What point of view is being represented? Do we need to consider another perspective? Whose? Why? 5. Were you convinced? Which of the follow-up questions in the “Intellectual Standards” could add to the critical thinking about this idea?

Critical Thinking Pre and Post-test Scores Exploratory University Experience Classes Points Possible 50% increase from pre to post N=151 Exploratory UE Classes Students increased their post-test performance by 50% over pre-test scores. Post Pre = Margin 12 - 8 4 Margin Pre 4 ÷ 8 =. 500 Institutional Research concluded ACT scores are not correlated with change.

Critical Thinking Pre and Post-test Scores All University Experience Classes Points Possible 37. 5% increase from pre to post N=216 All University Experience Classes All classes increased post-test performance over pre-test performance by 37. 5%. Post Pre Margin 11 – 8 = 3 Margin 3 ÷ 8 =. 375 Institutional Research concluded ACT scores are not correlated with change.

Library Skills Component Face-to-Face Library Instruction Sessions Introduction to Blackboard Annotated Bibliography Introduction and Demonstrations of Important Library Services • Information Literacy and Information Evaluation • Plagiarism • Core Objective of the University Experience class • •

Purpose • Goal • Objective

Information • Data • Facts • Observations • Experiences

Assumptions • Presupposition • Taking for Granted

Presentation Recap • Provide an understanding of the University Experience Course and its Purpose • Provide an understanding of the UE Critical Thinking Model and its Purpose • Provide an understanding of the Library Skills Component of the UE course and its Purpose • Present and discuss three of the eight “Elements of Thought” and how they apply to college level research practices for first-year students

Questions