Just when the caterpillar thought life was over

“Just when the caterpillar thought life was over, it became the butterfly” Karen Cowden, M. A. Ed Professor of Reading Valencia College

� You will be able to… �Learn how to integrate “Information Literacy” in your current course design – with minimal stress. �Evaluate your “Informational Literacy” v v v Describe the “ABC 3” method of evaluating websites Evaluate websites for validity and reliability using a rubric Differentiate informal and formal research �Identify tools and support services for integration �Contribute to the campus database for students and citizens

� The first thing: �Combine skills formerly taught through traditional delivery models into an information literacy model. It really can be easy! Traditional Delivery Model Information Literacy Delivery

� The second thing: �Consider what makes a student “information literate” in your discipline(s). Traditional Literacy in Discipline Information Literacy In Discipline

POP QUIZ – WARM-UP � www. polleverywhere. com

POP QUIZ - #1

POP QUIZ - #3

REALLY ? � http: //www. youtube. com/watch? v=77 U PUx. B 2 b 7 o&feature=related

� Students �Instructors need to teach me the skills that matter. �Instructors need to make the material relevant and relatable. �Instructors need to be current. Instructors need to be….

� College Instructors �Students need to be well-informed citizens. �Students need to be focused. �Students need to be ready-to-learn. Students need to be….

� Began in 2010 � Fourth largest social media mogul � Google+, Linked. In, and You. Tube combined have less traffic! � Retains users 2 -3 times more effectively � Easy to share and focused on limited feedback allowing individual research/review.

� Quotes and inspiration sharing � Links to reading material/recommendations � Natural student participation � “Bulletin Board” of student work � Quick lead to valuable resources

� The Lib. Guides Community Site aggregates all public content from institutions using Lib. Guides. � It is a useful resource for anybody interested in learning new things or doing library research. � The system harvests the knowledge from librarians at thousands of institutions worldwide. Retaining users 2 -3 times more effectively � Easy to research/review.

Challenge Solution Effect Not enough computers for Integrate cellular data all students to complete activities – the lesson/activity! • Poll everywhere • Pinterest • Google Hangouts • Google Docs Smoother alignment with students’ desire for collaboration, real-world applications, and dynamic instruction Training of instructor on program takes too much time and trouble! Clearly assign parts of the project to student groups to create the best platform and program Supports students and instructors in mastering specific skills and learning together Need for more reinforcement and practice without technical difficulties Supplement each assignment with a similar paper/pencil program along with computer application Students and instructors learn transference skills alongside the ability to show compassion and real -world standards

� You will be able to… � Learn how to integrate “Information Literacy” in your current course design – with minimal stress. � Evaluate your needs for “Informational Literacy” � Evaluate your students’ needs for “Informational Literacy” � You will learn tips and tricks on how to search information on the web for curriculum and research. � Identify tools and support services for integration � Contribute to the campus database for students and citizens � You will measure your course against ACLR Standards v v v Describe the “ABC 3” method of evaluating websites Evaluate websites for validity and reliability using a rubric Differentiate informal and formal research

� Choose an appropriate number of modules for each course. �Valencia College uses 1 module with four objectives. � Create Power Points and choose videos which clearly teach the information for each topic. � Include a writing assignment as part of the Module work.

�Directions: 1. 2. Log-in to our Blackboard course and locate “Share” tab. Complete the “Informational Literacy Pre. Course Survey”.

� Traditional § § Literacy: http: //www. literacy. org/ node/235 http: //www. literacy. org/l inks � Informational Literacy: § § § http: //www. ala. org/acrl/ standards/informationliter acycompetency http: //setda. org/web/gue st/projects http: //www. digitalpromis e. org/? utm_source=Digital +Promise+General&utm_c ampaign=8 e 4 ca 98 eae. Website_Relaunch 6_4_201 2&utm_medium=email

� In Teams of three: �Directions: Decide the definition of 1. Use the Informational Literacy and Informational “Informational Literacy for Higher Literacy Defined” Education. 2. 3. 4. handout for your reference. Decide as a team the key concepts of the term. Complete the graphic organizer. Prepare to share.

�Directions: Each team has 2 minutes to present their findings.

lit·er·ate adjective ˈli-tə-rət also ˈlitrət 1. a : educated, cultured b : able to read and write 2. a : versed in literature or creative writing : literary b : lucid, polished <a literate essay> c : having knowledge or competence <computerliterate> <politically literate> il·lit·er·ate noun (ˌ)i(l)-ˈli-t(ə-)rə-sē 1: the quality or state of being illiterate; especially : inability to read or write 2: a mistake or crudity (as in speaking) typical of one who is illiterate Source: http: //www. merriam-webster. com/dictionary/literate