RESOURCES & INSTRUCTIONS
for ASSIGNMENTS

LIS 665 Teaching Information Technology Literacy

Spring 2006

University of Hawaii at Manoa

Library and Information Science Program

Dr. Diane Nahl

INTERNET RESOURCES	2
INSTRUCTION UNIT PROJECT	6
INSTRUCTION OBSERVATION	10
OUTCOMES ASSESSMENT STUDY	12
LILO RUBRICS PROJECT	16
REQUIRED READINGS	26

INFORMATION LITERACY Internet ReSOURCES

Subscribing to Instructional Listserv

You are required to join the ILI-L (Information Literacy Instruction) listserv for academic instruction librarians. Subscribe using the address below, see also the Web site to subscribe and for instructions on joining and leaving the list, setting digests, etc.

ILI-L Information Literacy Instruction Listserv

listproc@ala.org subscribe ILI-L your name

ili-l@ala.org

http://www.ala.org/ala/acrlbucket/is/ilil.htm

1. Remain on the list throughout the semester or for at least several weeks.

2. Use the Digest mode to control the number of messages you receive.

3. Use your hawaii.edu account to receive listserv messages because you are allowed more space than most commercial accounts (except Gmail), with less chance that incoming messages will be returned, undelivered.

4. You are not required to examine every posting you receive from the lists, but follow the topics to stay current with the field.

5. You may ask questions, e.g., to obtain rubric resources, but search the list archive first in case that question has been recently answered.

6. Keep notes for the reports as you process the messages, or immediately after to make it easier to refer to them in your written assignments.

Integrating Listserv Information into Your Reports

You will write four reports this semester. In each of them, find some relevant opportunity to integrate and cite information from professional listserv discussions, e.g.:

1. Report on topics that were informative or provocative.

2. Keep track of and write about some of the things you learned from the messages and exchanges on the lists. What has been helpful to you? What ideas or insights did you get?

3. Write about your own involvement and how you feel about the email medium for this type of communication and information exchange among professionals. Will you continue to subscribe to ILI-L? Why or why not?

4. What impressions are you left with from the list comments and discussions about the LIS field and about instruction?

The following links provide useful resources for your reports.

· Professional Associations, Bibliographies and Learning Outcomes for Information Literacy Instruction

ALA/ACRL: Information Literacy Gateway

http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.htm
ACRL Instruction Section (IS): Standards & Guidelines

IL Competencies

http://www.ala.org/acrl/ilcomstan.html

2003. Research Agenda for Library Instruction and Information Literacy

http://www.ala.org/ala/acrlbucket/is/iscommittees/webpages/research/researchagendalibrary.htm

2003. Characteristics of Programs of Information Literacy that Illustrate Best Practices

http://www.ala.org/ala/acrl/acrlstandards/characteristics.htm

PRIMO: Instructional Materials Online

http://www.ala.org/ala/acrlbucket/is/iscommittees/webpages/emergingtech/primo/index.htm

Institute for Information Literacy

http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/professactivity/iil/welcome.htm

ALA/Library Instruction Round Table (LIRT)

http://www.ala.org/ala/lirt/lirt.htm

Bibliographies

http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitresources/bibliographies/infolitbibliographies.htm

National Forum on Information Literacy

http://www.infolit.org/related_sites/

LOEX Clearinghouse for Library Instruction.

http://www.emich.edu/public/loex/loex.html

· Assessment Instruments (scoring rubrics, quizzes, performance tests)

Rubric Generators (ignore flashing ads): http://teach-nology.com/web_tools/rubrics/

http://www.hawaii.edu/wccil/samples/WPFM/WPFM_rubric.shtml

http://topsy.org/ICAP/PartAScoringRubric.pdf

http://education.colorado.edu/studentdossier/resources/coloradocontentstandards/rubric.pdf

http://mciu.org/~spjvweb/resrub.html

Bay Area Community Colleges Information Competency Assessment

http://topsy.org/ICAP/ICAProject.html

http://www.calstate.edu/LS/Assessment.shtml

http://db.mctc.mnscu.edu/library/tutorials/infolit/tablesversion/home.htm

https://www.projectsails.org/test/skillsets.php?page=aboutTest#six

ETS information literacy standardized test: http://www.ets.org/ictliteracy/

Selected assignments to promote information competency

http://www.palomar.edu/library/infocomp/assignchart.htm

· Information Literacy Credit Courses

LIS 100 Libraries, Scholarship & Technology

Research in the Information Age

Library Research Methods

Information Literacy & Research Skills

Information Literacy 101

Information Competency

Information Literacy 101

Computer/Information Literacy

Internet Navigator

• Teaching Critical Evaluation of Web Information Sources

http://www.ala.org/acrl/undwebev.html

http://lib.nmsu.edu/instruction/evalcrit.html

· Teaching on the Web

How to create Web lessons and course materials

http://www.umuc.edu/virtualteaching/

Online Tutorials

http://www.hawaii.edu/lilo/

http://library.cui.edu/clic/clic.html

http://tilt.lib.utsystem.edu/intro/internet.htm

http://db.mctc.mnscu.edu/library/tutorials/infolit/tablesversion/home.htm

http://www.usg.edu/galileo/skills/index.phtml

http://www.lib.monash.edu.au/vl/howind.htm

http://fayette.k12.in.us/~cbeard/jp/webquest2.html Jurassic Web Quest

http://www.lib.lsu.edu/ref/flash/Boolean.html LSU Flash Boolean Tutorial

DataLine BG by Catherine Cardwell and Colleen Boff, Bowling Green State University

http://www.bgsu.edu/colleges/library/infosrv/lue/dataline.html

LILI, LEARN Information Literacy Initiative by Susan Brunner and Stephen Barnett, Technical and Further Education (TAFE) Institutes in South Australia

http://www.tafe.sa.edu.au/lili/

OASIS - Online Advancement of Student Information Skills by J. Paul Leonard Library, San Francisco State University

http://oasis.sfsu.edu/

The Plagiarism Court: You Be the Judge by Ramona Islam, Fairfield University

http://library2.fairfield.edu/instruction/ramona/plugin.html

QuickStudy: Library Research Guide by University of Minnesota Libraries Team

http://tutorial.lib.umn.edu/

Searchpath: An Information Literacy Tutorial by Elaine Anderson Jayne, Western Michigan University

http://www.wmich.edu/library/searchpath/index.html

Subject-Specific Tutorials

Information Competence for the Discipline of Black Studies by Susan Luevano, Tiffini A. Travis, and Eileen Wakiji, California State University Long Beach

http://www.csulb.edu/~ttravis/BlackStudies/

Evidence-Based Medicine Tutorials by Robert Vander Hart and Peg Spinner, University of Massachusetts Medical School

http://library.umassmed.edu/EBM/tutorials/

Tool-Specific Tutorials

Using UTNetCAT by Peter Keane, Univerisity of Texas at Austin

http://www.lib.utexas.edu/ugl/usingutnetcat

Freshman Advising Workshop Library Tutorial by Martin Courtois, Avril Cunningham-Stillion, Carolyn Frenger, and Aditya Kapur, George Washington University

http://www.gwu.edu/gelman/instruct/faw/intro/

· General Education Reform with Information Literacy Required

Windward Community College: Computer and Information Literacy (CIL) graduation requirement (workshops with online assessment)

http://www.hawaii.edu/wccil/index.shtml

California State Universities: Integration of Learning Outcomes page provides links to information literacy language in subject disciplines and for academic levels.

http://www.calstate.edu/LS/Outcomes.shtml

California State University, Hayward course satisfying the general education requirement.

http://www.library.csuhayward.edu/liby1010.htm

North Carolina State University. See Writing & Speaking requirements University of Dayton. Click on Overview of the Competency Program.

http://academic.udayton.edu/crc

University of Hawaii

http://www.hawaii.edu/gened/foundations.htm - found_Hallmarks

University of Rhode Island—see number 4.

http://documents.weber.edu/catalog/0203/pages/gened.htm

Weber State http://library.weber.edu/il/ilprogram/default.asp

OCLC. 2002. White Paper on the Information Habits of College Students

http://www2.oclc.org/oclc/pdf/printondemand/informationhabits.pdf

The Principle is Partnership: General Education Library Instruction at Illinois State University. (2001). With Patricia Meckstroth. In Library User Education: Powerful Learning, Powerful Partnerships. Barbara Dewey (Ed.). Metuchen, NJ: Scarecrow Press.

· Assessment Reports

http://libweb.hawaii.edu/intranet/instruction/instruction.html

http://faculty.weber.edu/chansen/libinstruct/team/assessment/2003tables.htm

http://faculty.weber.edu/chansen/libinstruct/team/annualreports/2003_2004.htm

LIBRARY INSTRUCTION UNIT PROJECT

The purpose of this assignment is to enable students to obtain practice in:

1. Applying field observations of learners to designing a review session.

2. Applying instructional design principles to create and teach a unit.

3. Identifying affective, cognitive, and sensorimotor information skills and errors.

4. Evaluating student learning through measuring instructional objectives.

5. Analyzing your teaching style for professional development.

6. Valuing applying professional standards in designing instruction.

You will work in pairs to design, prepare, and teach a complete session for a library workshop (sometime between March 6-March 24) on a particular system, tool or process. In general, the units cover aspects of the use of technology and/or the nature of libraries. You will select a session topic (see p. 9), and determine how to teach and evaluate student learning according to instructions herein and in class workshops.

REQUIREMENTS: The instruction unit includes the following components:

I. This part of the assignment is written by each person individually and turned in separately. (10 points)

1. An introduction to the lesson giving an overview of the topic, justifying the need for the lesson by the target users, justifying the presentation modes and methods, and integrating and citing relevant references from the instruction literature, including, the ARCS model, the ACS Taxonomy of Library Skills, and the Information Literacy Competencies (ACRL/IS).

Cite literature to illustrate specifically how you applied concepts from the 665 readings to the design of your instructional unit, i.e., a literature review from the instruction literature and relevant Web sites that you used to create the unit. Include information obtained through the instruction listserv. Group members may share the same references. Cite these references in the text using a standard format. Do not list items that are not cited in the text. Do not discuss here specific results from exercises or evaluations—that data will be presented in your Outcomes Assessment Study assignment.

2. Present some learning objectives you had for yourself at the beginning of the project and how they were met through your experiences. Discuss and evaluate your teaching style.

3. Discuss the parts you worked on personally, and the process you went through to complete it. Discuss the cooperative work process. Answer each of these questions: (a) How did the instructional design workshops help? (b) How did the ARCS model help? (c) How did the ACS Taxonomy help? (d) How did the Information Literacy Competencies help? (e) How did learning theory concepts help?

4. What is your favorite teaching technique? Which teaching technique do you feel is most effective for this particular instruction situation?

5. Discuss the teaching portion from your point of view. Discuss how well the techniques you selected worked, how you knew that students learned what you intended, classroom management and student involvement. Discuss your personal learnings, what you got out of this teaching project, and give advice to future students.

6. Evaluate the unit as a whole. Discuss any refinements you would incorporate in revising it and teaching it the next time. What was the value to you as a future academic librarian of producing and teaching the unit?

II. These parts of the unit should be in one packet with the names of both members on a cover page: (20 points)

1. Title page with names, course, semester-year, and instructor, and Table of Contents page of sub-headings with pagination.

2. State the purpose and specific goals of the lesson, including results of the needs assessment, and the affective, cognitive and sensorimotor learning outcomes for each instructional part of the overall lesson. Label outcomes clearly and indicate their level on the ACS Taxonomy. Minimum of 1 instructional goal (overall objective), 3 performance indicators, with attendant affective, cognitive, and sensorimotor outcomes for each (9 measurable outcomes). Key each outcome to the ACRL competencies (Standards, Performance Indicators, and Outcomes).

3. List the skills you assume the students have prior to the lesson (needs assessment data). Provide an instructional sequence of the lesson, including a step-by-step outline of content and procedures (not a script, but a detailed linear outline in the order of the session). Include an estimate of the time the lesson takes. Include a listing of equipment or materials needed in the lesson.

4. Include the handouts, hands-on exercises, worksheets, or visual aids (or links to Web pages) needed to teach it. The contents of these materials must be clearly marked, showing how they meet each of your objectives.

5. Test/exercise items (and a separate key to the answers) on content and procedures that are keyed to the learning objectives. Minimum of 1 test item for each outcome.

6. A learner's evaluation form assessing perceptions of knowledge, performance, and attitude keyed to all of the stated learning outcomes.

7. A memo to the administration justifying the need for and purposes of the lesson. Outline how it fits into the missions and strategic plans of both the institution and the library. Include findings from outcomes assessment and evaluation. Sell it! Include tie-ins to the UH General Education Hallmark for information literacy http://www.hawaii.edu/gened/foundations.htm#foundhallmarks; the UH Strategic Plan http://manoa.hawaii.edu/vision/pdf/DOD_English.pdf; and the HL Strategic Plan and Mission http://libweb.hawaii.edu/uhmlib/libinfo/strategic_plan.pdf.

8. Pairs will present parts of the lesson to the class (May 1). (20-30 minutes max).

Grading Criteria: Following instructions; user-friendliness of materials for instructor and student; creativity; use of sub-headings throughout text; accuracy; relevant citations; logical instructional sequence; useful instructional goals and objectives, tests, evaluation instruments; technical accuracy (spell checking, pagination, typos).

Instruction Unit Workshop Topics

The Library will offer 75 minute workshops on the topics below. You will design and teach some for library users who reserve space in your session (times and actual dates to be determined). All sessions will be taught in the Library’s electronic classrooms.

Select one of these topics for your instruction unit by January 23. Instructional design will begin immediately and the workshops will be taught in late February through March 24. There will be no time to change topics after January 23 and the Library will advertise your session beginning January 30.

Instruction topics Randy Hensley would like to see covered:

Library Basics: what's what--the most general and basic information needed for initial navigation of the library
Microsoft Word
Excel
Voyager Catalog
Searching Databases: The Basics
Web of Science
Ebsco and Cambridge Science Abstracts
Googling Better
Evaluating Information Sources
EndNote (don't know if anyone is proficient enough to teach this, and this workshop would need to be longer than 75 minutes but I put it out there in case someone wants to try)
Citing Sources [different styles and sources)
I am also interested in offering a razzle dazzle library tour if a pair wants to go creative crazy and create something entertaining and useful as a physical tour of Hamilton.

Randy Burke Hensley

Special Projects & Information Literacy Librarian

UH Manoa Libraries

808.956.0955

hensley@hawaii.edu

INFORMATION LITERACY INSTRUCTION OBSERVATION REPORT

The purpose of this assignment is to enable students to obtain practice in needs assessment and instructional design through:

1. Making field observations of instructors and learners.

2. Identifying affective, cognitive, and sensorimotor information skills and errors.

3. Identifying instructional design components and processes.

4. Evaluating instruction and making recommendations to improve learning.

5. Valuing the use of observation methods for understanding learning, learners, instructional environments and instructional techniques.

REQUIREMENTS

Attend two instruction sessions (Jan-Feb). During the sessions, make notes for a 5 page typed report of what you observed about each point below. Include your recommendations for improvements in student learning. Please do not identify instructors by name in the report. Limited to 2-3 observers in any one session.

Use these items as sub-headings and comment on whether and how instructors made use of each of the following:

1. Student participation (hands-on exercises, asking questions, hands-on practice with sources, working in small groups, answering instructor's questions, etc.).

2. Visual aids (handouts, transparencies, blackboard, Web projection, interface demonstration, etc.)

3. Library or ICT terminology (definitions, explanations, examples, etc.).

4. Did the instruction librarian give any homework assignments to be done before the next session (field exercises, looking things up, researching a topic, writing a paper, essay, bibliography, review, or other product, etc.)?

5. Testing of library skills (pre/post-tests, quizzes, exercises).

6. Outline of lesson (overview, introduction, objectives, summary, etc.).

7. Error prevention techniques (alerting, pointing out, scenarios, etc.).

8. New content area knowledge (concepts, sources, etc.).

9. Teaching and presentation techniques (voice, eye contact, gestures, pacing, posture, facial expressions, tone, small group work, hands-on exercises, classroom management skills, etc.).

10. Evaluation of the session by the students.

11. What outcomes or objectives (explicit or implicit) did the instructor have for the sessions? What method was used to determine whether the objectives were met?

12. What is your impression of the level of students' involvement in the sessions? When were students most alive to and involved in the content?

13. What specific feedback would you offer the instructor that could help student learning? Suggest possible instructional devices to reduce errors.

14. Give several examples of affective, cognitive and sensorimotor skills you observed in the student(s) or in the instructor.

15. What information from the listserv was helpful?

16. In your conclusion, discuss the value of observing academic IL instruction and what you gained from this perspective. What will you take with you in designing your session?

Grading criteria: Following instructions; use of specified sub-headings throughout the text; technical accuracy (spell-check, pagination, typos, grammar); evidence of analysis using the ACS Taxonomy; informative of the learning situation, helpful recommendations.

Instruction Observation Options So Far

Jennifer Campbell-Meier jlcampbe@hawaii.edu

Monday Jan. 23rd from  2-4pm for 5 new grad students, meets in George Hall  201. This is a one shot.

OUTCOMES ASSESSMENT STUDY

The purpose of this assignment is to enable students to gain skill in assessing the stages and effectiveness of learning in information environments through:

1. Designing outcomes assessment tools for UH Library Information Technology workshops.

2. Designing pilot projects to study learners and users in natural information settings.

3. Using research concepts, methods and statistics to analyze user data and make useful recommendations for redesign and improvement in learning outcomes.

4. Valuing assessment as a useful tool for helping learners through improving instruction.

Instruction librarians are often called upon to produce data for decision-making about services to users. Strategic planning models in place in most institutions and accrediting bodies require librarians to focus on assessing or measuring outcomes to show the degree to which services, including instruction, are effective, meet strategic goals of the institution and how instruction could be improved. Instruction Unit pairs will gather and analyze user data from your teaching session to extract useful information for instructional decision-making and improvement.

These pilot study projects are conducted in an assessment workshop environment with time set aside in class to work on design and analyses. Statistical analyses will be kept simple, but teams will work with spreadsheets for the raw data analysis.

REQUIREMENTS

Writing the Report

Although this is a team project, the reports will be written individually using the format for published research articles. Members may share the same Title, Abstract, References and Methodology sections. Each person will write individual Introduction, Results, and Conclusion sections. You may choose to focus on particular aspects of the data in your individual write-up, in which case the Title may differ. Under some circumstances, for those who are interested, I will work with you to create a publishable research article.

A. Describe the research project in the Introduction, including relevant features:

1. The information skills learning environment and its components.

2. The role and typical activities of users in that environment.

3. What you want to assess and why.

4. Cite some research in a literature review and discuss its relevance to your study. Include information found in the required readings as well as other user studies. Include information obtained through the instruction listserv. Include tie-ins to aspects of learning theory, the ACS Taxonomy, the ARCS model, and Information Literacy Competencies.

B. Describe the research design and methodology, including:

1. The instructional setting, student learning goals and outcomes and the participants (number [n=], gender, age, academic status).

2. Your hypotheses (your expectations of what you'll find before you gather or analyze any data).

3. The type of data gathered and the instrument(s) used to gather the data. (What did you have them do or fill-out? Systematic observations, pre-post test/quiz results, performance exercises, interview, questionnaire, structured report, log files, ratings, rubrics, etc.).

4. The exact procedures you followed while gathering and analyzing the data (so that it could be replicated by another).

5. Identify any potential confounding variables or limitations that might interfere with making a correct interpretation of the data or in generalizing it.

C. Discuss the findings, the results of your analysis, including:

1. What the data reveal about the instruction-information system dynamic (use tables, charts, and/or graphs to represent data). Label each table, chart and graph with a number and descriptive title. Place them within the text, mention them by number and discuss each. Make sentences from data in tables and graphs to explain your results, e.g., explain what contributed to the size of a pre-post test difference.

2. Discuss implications for human users as learners, for instructional design, teaching, and outcomes assessment. Tie-in to research literature to relate your findings to other studies, to relevant aspects of learning theory, the ACS Taxonomy, the ARCS Model, and Information Literacy Competencies.

3. Conclude with suggestions for future studies, information services, instructional practice and system design.

4. Make final remarks to future students about the research process and what you learned from this assignment.

D. Format

1. Reports should be accessible on the Web, about 10 pages (including graphics, instruments and references), double-spaced. Use a standard citation style for the field (prefer APA style). Extra credit: a one-page PowerPoint slide consisting of the Title, Name, Date, Course, Abstract and a graphic of major results to make into a poster.

2. Write and organize the paper under the following sub-titles:

WRITING ORDER	ORDER for REPORT SUB-TITLES
First, revise last	Title (Fully describe the project)
Last	Abstract (Briefly summarize problem, method and results)
Fifth	Introduction (State the research problem and review relevant literature.)
Second	Methodology (Describe the research design and all procedures followed.)
Third	Results and Discussion (Present analyses, charts, graphs, tables and interpretations of data.)
Fourth	Conclusion (Summarize the important findings and make recommendations for future research and for practice. In a separate paragraph, make comments to future students on what you value about doing this research project.)
From the beginning & throughout	References (Use standard style)
Prior to writing	Appendices (Data gathering instruments, handouts, etc.)

3. Make a 20-30 minute oral presentation of your unit and this study to the class (to be scheduled in class for May 1). The written report is due May 8.

Grading Criteria: Following instructions; technical accuracy (sub-headings, grammar, spell-checking, typos, pagination, consistency in citation/reference style); coherent synthesis of data; relevant integration of research literature; evidence of critical thinking; application of seminar concepts, theories and models.

LILO RUBRICS PROJECT

The purpose of this assignment is to enable students to obtain practice in:

1. Working on an actual IL assessment project within a university system.

2. Analyzing open-ended student responses in online Research Journals.

3. Identifying degrees of competency in information research skills.

4. Identifying degrees of competency within ACRL IL competencies.

5. Creating rubric assessment tools for particular LILO research skill components.

6. Valuing obtaining rubric creation skills.

LILO (Learning Information Literacy Online) is a project of the UH Libraries Information Literacy Committee (UHLILC), to be used as an alternative to in-person information literacy instruction in the UH System. LILO is a productivity application that guides students’ research process using library and Web resources. Students create an online Research Journal throughout the process, documenting their research of a topic over a period of weeks.

In this service learning project you will work in small groups with a portion of the LILO Research Journal entries created by fall 2004 students taking required English 100 or related first year writing courses. The course instructors required their students to use LILO for a research paper assignment. Members of the UHLILC will examine your rubrics for inclusion in an assessment tool to be used in future semesters throughout the UH System.

REQUIREMENTS:

1. Form a group of no more than three people for this project.

2. Critically review the LILO tutorial modules and the Research Journal prompts for each module that students used to create their responses in the fall 2004 semester (use the Guest Login link). LILO content has changed slightly in the spring 2006 version (use the UH User Login link).

3. Select the specific module and worksheet prompts your group will use to create rubric assessment tools. The groups will cover different modules or portions of modules.

4. Review the rubric materials in the Assignment Instructions (links) and Handouts, and search the Web and the LIS literature for others that can assist you in creating a useful tool to assess students on the content you have selected.

5. Review the ACRL IL Standards and Performance Indicators that have been mapped to the LILO Research Journal Prompts on pp. 17-22, and the LILO Module Prompts only on pp. 23-25 below. Further map your Prompts to the measurable IL Outcomes beneath each Performance Indicator.

6. Examine the student responses for your section and extract content that demonstrates degrees of competency for each prompt and its ACRL Standard Performance Indicator and Outcome(s). Arrange the content from low to high degrees of competency. Define three degrees of competency in your rubrics.

7. Examine the categorized content and decide whether to change any of the categorizations and finalize the three competency groupings. Finalize the definitions for each of the three degrees for each rubric and arrange in rubric format.

REPORT REQUIREMENTS:

1. Write an introduction and cite some literature on the subject of rubric assessment in information literacy and higher education. You may use and cite rubric resources from secondary education. Relate the literature to your rubric design experience, describe how it specifically influenced or informed your design.

2. In the procedures section identify the LILO module and prompts you analyzed, and the ACRL IL Standard(s), Performance Indicators and Outcomes that guided the definition of the three degrees of competency in your rubrics. Include your procedures for extracting content and defining the three degrees of competency for each rubric created.

3. In the discussion section, describe and critique the rubrics you created. How did you tailor them to the LILO user group (college freshmen in required writing courses), and to the LILO Prompts and skills? What could you do to improve their usefulness?

4. Present the rubrics in tables with titles e.g., Table 1. Rubric for Using Boolean Operators AND and OR in Online Search Strategies, etc. Each rubric must include the codes for the ACRL Standard, Performance Indicator and Outcome(s) the rubric measures.

5. In the future research section, make specific suggestions about how to improve LILO content and prompts, including deleting certain ones and rewriting or rephrasing others. Give specific examples of changes you would make.

6. In the conclusion section, discuss the value to you as a future academic librarian of creating rubrics from student responses to Research Journal prompts in the LILO tutorial. How will rubrics contribute to assessing information literacy competence for instruction programs and accrediting bodies?

Grading Criteria: Following instructions; clear description of rubric development process; critical analysis of Research Journal content and ACRL Outcomes; relevant citations documenting influences; apt rubrics; useful suggestions for improvement; technical accuracy (sub-headings, spell checking, pagination, typos, grammar).

LILO Research Journal Prompts Mapped to ACRL IL Standards

ACRL Outcome numbers are shown as 1, 2, etc. LILO Prompt numbers appear under each Standard and its Outcome number as 2.1, 2.2, etc. This mapping shows the areas of the ACRL IL Standards that LILO does not yet cover.

Standard One: The information literate student determines the nature and extent of the information needed

1. The information literate student defines and articulates the need for information.

2.1 What important verbs are included in the description of your assignment?

2.2 What kind of approach do those verbs indicate?

2.3 Is there more than one part to your assignment? What are the main parts?

2.4 Briefly describe any special instructions given for this assignment.

3.1 What is your broad topic?

3.2 Subdivide your broad topic by identifying 2–3 more narrow and focused topics, using strategies outlined above
3.3 What questions do you want to ask about your topic?

3.4 Look at your questions and break down your main idea into 2–3 main concepts, and list them here:

3.5 List any appropriate synonyms for each of your concepts.

3.6 List any alternative spellings, abbreviations, or multiple word endings that apply to your concept terms or synonyms.

2. The information literate student identifies a variety of types and formats of potential sources for information.

2.1 What important verbs are included in the description of your assignment?

2.2 What kind of approach do those verbs indicate?

2.3 Is there more than one part to your assignment? What are the main parts?

2.4 Briefly describe any special instructions given for this assignment.
5.1 The exercises in this section will help you evaluate a specific book. Type the title and author of the book you will evaluate here:

5.2 Answer the questions above for the book you’re evaluating. Overall, does what you know about the author/authority of the book indicate that it’s a good resource? How can you tell?

5.3 Answer the questions above for the book you’re evaluating. Overall, does what you know about the purpose of the book indicate that it’s a good resource? How can you tell?

5.4 If there is a table of contents, which chapters would be most relevant to your topic focus? Why?

5.5 If there is an index, what keywords will lead you to information about your topic?

5.6 If there is a bibliography, which entries might be relevant to your topic focus?

5.7 Overall, does what you know about the publisher of the book indicate that its a good resource?

5.8 Overall, does what you know about the date of publication indicate that it's a good resource? How can you tell?

5.9 Overall, is this book a good resource to use for your assignment? Why?

5.10 Describe—in detail and in your own words—the difference between scholarly journal articles and popular magazine articles.

5.11 Why do you think instructors require students to use scholarly journal articles instead of popular magazine articles?

5.12 The exercises in this section will help you evaluate a specific Web site. Type the title and URL (Web address) of the Web site you will evaluate here:

5.13 Based on what you know about the authority of this Web site, is it appropriate to use for your assignment? Why or why not?

5.14 Based on what you know about the purpose of this Web site, is it appropriate to use for your assignment? Why or why not?

5.15 Based on what you know about the currency of this Web site, is it appropriate to use for your assignment? Why or why not?

5.16 Based on what you know about the content of this Web site, is it appropriate to use for your assignment? Why or why not?

5.17 Based on what you know about the bias or point of view of this Web site, is it appropriate to use for your assignment? Why or why not?

5.18 Of all the ways to evaluate a Web site based on authority, purpose, currency, content, or bias/point of view—which do you think is most difficult? Why? What lingering questions might you have about the Web site that it was unable to clearly answer?

3. The information literate student considers the costs and benefits of acquiring the needed information.

1.1 What is the name or title of your assignment?

1.2 What is today's date?

1.3 When is your assignment due?

1.4 When should you have chosen your topic?

1.5 When should you begin finding books/articles/Web sites?

1.6 When should you make an outline?
1.7 When should you write your first draft?

4. The information literate student reevaluates the nature and extent of the information need.

2.5 Besides your instructor, who is the audience for your assignment?

2.6 Can You assume your audience already knows about your topic? What specific opinions or biases might they have?

Standard Two: The information literate student accesses needed information effectively and efficiently

1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.

4.1 Use the link to the Hawaii Voyager catalog to locate 3 books related to your research topic. Copy and paste their titles and call numbers here:

4.2 Describe in your own words what periodical article databases are and what they include. How are they different from the library catalog, and how are they different from search engines?

4.3 Browse the periodical article databases available at your library using the links above. Which databases do you think will be best for searching for articles on your topic, and why?
4.4 Use the EBSCO link to the Academic Search Premier yourself and find one article related to your topic. Copy and paste the citation here:

4.5 Was the full text of the article available in the database?
4.10 Follow the link to one of the search engine links above and search for your topic. List the title and the URL (Uniform Resource Locator - the web address) of one promising Web page you find.

2. The information literate student constructs and implements effectively designed search strategies.

3.7 Copy the existing sample search string from the Keyword Builder and paste it here:

3.8 Select two terms from each concept listed above and enter them into the Keyword Builder. Paste the search string here.

3.9 Enter your own search terms into Keyword Builder and paste the search string here:

3.10 Are there any terms in your search string that you might use a truncation symbol with? List them here:
3.11 Are there any phrases related to your topic that you might need to use quotations marks with? List them.

4.12 What does the “advanced search” screen of your favorite search engine allow you to do that the regular search screen does not?

3. The information literate student retrieves information online or in person using a variety of methods.

4.1 Use the link to the Hawaii Voyager catalog to locate 3 books related to your research topic. Copy and paste their titles and call numbers here:

4.2 Describe in your own words what periodical article databases are and what they include. How are they different from the library catalog, and how are they different from search engines?
4.3 Browse the periodical article databases available at your library using the links above. Which databases do you think will be best for searching for articles on your topic, and why?

4.6 The call number in the example begins with the letters HQ. Use the Library of Congress classification System link above to determine what broad subject H represents and what narrow subject HQ represents. List both here:
4.7 Use the same link to find the one or two letter code that most closely matches your research topic, and type it here:

4.10 Follow the link to one of the search engine links above and search for your topic. List the title and the URL (Uniform Resource Locator - the web address) of one promising Web page you find.

4.11 What is your favorite search engine and why is it your favorite? Explain.
4.12 What does the “advanced search” screen of your favorite search engine allow you to do that the regular search screen does not?

4. The information literate student refines the search strategy if necessary.

5. The information literate student extracts, records, and manages the information and its sources.

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

1. The information literate student summarizes the main ideas to be extracted from the information gathered.

2. The information literate student articulates and applies initial criteria for evaluating both the information and its sources.

5.1 The exercises in this section will help you evaluate a specific book. Type the title and author of the book you will evaluate here: