Incorporating Information Competence into Classes
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Incorporating Information Competence into Classes Katherine C. Chen* and Paul T. Adalian Jr.+ *Materials Engineering Department + Library Reference Department California Polytechnic State University San Luis Obispo, CA 93407 ABSTRACT Enabling students to become independent learners is a desirable goal for many educators. However, the task is not always easily addressed with the long lists of concrete, technical objectives that must usually be covered in classes. As a result, information often follows a oneway path from the instructor to the student, and students can develop a reliance on “packaged” knowledge and answers from only teachers and textbooks. In efforts to engage students in the learning process and to encourage the self-directed exploration of knowledge, “information competence” [1] has been incorporated into an upper-level materials course. Using current topics in materials science and engineering, students formulate questions to address specific issues and then locate pertinent information. A variety of resources, such as newspapers, web sites, and scholarly journals, are explored and evaluated. The instructor acts as a facilitator that assists with search strategies and evaluation of the information. Students develop the ability to process and reorganize the information into useful forms (e.g., reports, oral presentations). Providing the tools and instructions to function effectively in this Information Age will hopefully promote lifelong learning in today’s students.
INTRODUCTION The abundance of information that exists today can be overwhelming, and as educators, we must help prepare students to function effectively in this Information Age. Not only should students be gaining knowledge, but they should also be developing methodologies to handle information [2]. Proficiency in finding, evaluating, and organizing information represents skills that are valuable beyond the classroom. With the end goal of producing “self-directed, independent learners [3],” information competence is a framework that can be incorporated into curriculum and can support several educational objectives. Information competence, also referred to as “information literacy,” is the set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information [4].” Table I outlines specific components of information competence, as defined by the California State University (CSU) Information Competence Workgroup [5]. The Association of College and Research Libraries has defined standards, performance indicators, and outcomes for information competence [6]. Information competence education involves learning to use formal and informal information resources available to individuals in their professional lives and as private citizens [7]. Inquiry-based learning styles easily accommodate information competence. In essence, information competence provides a framework in which students can learn how to learn. Successful integration into the classroom re
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