Implementing information literacy into the community college STEM courses
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
PARB 127
Proposal
This session presents how information literacy instruction was implemented into STEM writing courses at an urban community college in the City University of New York system and reports on assessment of student learning.
In collaboration with STEM faculty, the IL STEM project was launched to investigate if students’ information literacy (IL) skills were improved after one library instructional session. Another goal was to determine if IL skills were correlated with students’ writing performance. Students’ research papers were scored by the Information Literacy VALUE Rubric developed by the Association of American College & Universities (AAC&U). The results were mixed in terms of IL skills, but indicated there was an association between IL skills and writing scores.
Presentation Description
In general, it is difficult to implement information literacy instruction into STEM courses, especially at the community college level. The presenter will discuss strategies for how to approach STEM faculty to increase awareness of IL, collaborate with them, and what impact of information literacy on student learning
Session Goals
The goal of the session is to introduce strategies for effectively implementing information literacy instruction into STEM courses and tools for measuring information literacy for student learning
Keywords
information literacy, community college, STEM, Assessment
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Kim, Christine (Mi-Seon), "Implementing information literacy into the community college STEM courses" (2020). Georgia International Conference on Information Literacy. 62.
https://digitalcommons.georgiasouthern.edu/gaintlit/2020/2020/62
Implementing information literacy into the community college STEM courses
PARB 127
This session presents how information literacy instruction was implemented into STEM writing courses at an urban community college in the City University of New York system and reports on assessment of student learning.
In collaboration with STEM faculty, the IL STEM project was launched to investigate if students’ information literacy (IL) skills were improved after one library instructional session. Another goal was to determine if IL skills were correlated with students’ writing performance. Students’ research papers were scored by the Information Literacy VALUE Rubric developed by the Association of American College & Universities (AAC&U). The results were mixed in terms of IL skills, but indicated there was an association between IL skills and writing scores.
