Presentation Title

Implementing information literacy into the community college STEM courses

Location

PARB 127

Type of Presentation

Individual paper/presentation (20 minute presentation)

Target Audience

Higher Education

Abstract

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

Session Objectives

Participants will be able to:

(1) Learn how to implement information literacy instruction into STEM courses

(2) Identify tools for measuring IL

(3) Understand the relationship between IL and student learning

Keywords

information literacy, community college, STEM, Assessment

Publication Type and Release Option

Presentation (Open Access)

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Feb 22nd, 10:15 AM Feb 22nd, 11:30 AM

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.