Transcript Information Literacy Standards

Information Literacy
Standards
Performing Arts
Point Park University Library
What is Information Literacy
A person’s ability to find, evaluate and use
information effectively from a variety of formats.
Importance of Information Literacy
 As academics we believe in education and the
research process.
 We want our students to succeed now and in their
future careers [life long learning].
 Accreditation agencies ask for proof that students
meet the standards.
The Standards
Standard One: determines the nature & extent of the information needed.
Standard Two: accesses needed information effectively & efficiently.
Standard Three: evaluates critically information and its sources, decides
whether to modify initial query, seek additional sources or develop new
research process.
Standard Four: presents information.
Standard Five: understands ethical use of information.
Standard One
The student determines the nature & extent of
the information needed.
Standard 1
1. a. Understands the path of music and drama information
[composition > performance>recording>reviews].
1.b. Understands sub-disciplines in research and how they
influence information organization [ethnomusicology,
music theory, etc.].
1.c. Understands visual/aural sources [liner notes, credits,
content] vs. scores, synopses, lyrics & secondary
literature.
1.d. Understands performance works formats and research
use.
Standard Two
The student accesses needed information
effectively and efficiently.
Standard 2.0
 2.a. Utilizes basic reference sources as tools for





further research.
2.b. Finds performances’ & recordings’ reviews.
2.c. Utilizes online journal databases to obtain
research articles.
2.d. Uses online multimedia material.
2.f. Understands how to locate non-print material in
online catalogue.
2. g. Utilizes research resources for larger cultural
context of performing arts.
Standard Three
The student evaluates critically information
and its sources, decides whether to modify
initial query, seek additional sources or
develop new research process.
Standard 3.0
3.a. Recognizes bias.
3.b. Recognizes performance & recording
medium add complexity layers to original
work.
3.c. Knows the difference between full score,
piano/vocal, study score, etc.
3.d. Understands what constitutes a primacy
source.
Standard Four
The student understands how to utilize
information effectively, individually or
collectively, to accomplish a specific purpose.
Standard 4.0
 4.a. Understands most suitable media to
convey assignment.
 4.b. Understands how to copy media
portions to another medium.
Standard Five
The student understands information & its
technologies’ economic, ethical, legal and
social issues.
Standard 5.0
 5.a. Aware of fair use, copyright restrictions
& royalty fees requirements.
 5.b. Understands legal/illegal issues of
downloading multimedia from the Internet.
 5.c. Use citation guides for media &
electronic sources.
The Evidence of a More Thoughtful
Approach
 Bibliographies
 Databases used
 Search statements
 Research journals
 Portfolios of drafts
Progress
Students will move from :

broad, general reference sources to specialized, subject specific tools.

using textbooks/overviews to specialized subject material.

simple Google searches to more sophisticated use of Google & other search
engines.

using “first three hits” to carefully evaluated sources.

broad, general topics to more specialized but researchable projects.

simply stated search queries to well-formulated search statements.

“copy & paste” mentality to reading, analyzing, synthesizing & interpreting
information.
Suggestions for Successful
Assignments
 Give students the assignments’ learning objectives.
 Clarify requirements & expectations in writing and verbally.
 Give specifics in writing– citation style, scholarly resources only, no






googling, anything goes, etc.
Check to see if library’s resources are adequate, if not ensure
students know about alternate sources and see if library can buy
more.
Don’t assume they know the basics.
Allow variety in topics.
Foster critical thinking by developing assignments integrating
information from variety of sources.
Allow project to progress throughout course with instructor
feedback.
Get to know your reference/instruction librarians; share your
syllabi.
Assignment Checklist
Does assignment ask/encourage students to:








articulate a research question, issue or problem?
make multiple and different determinations about the types of sources
necessary to complete the research?
conduct research through electronic and book-based data retrieval systems?
make selections from, integrate, and synthesize information retrieved in their
search?
analyze and evaluate the credibility of the information retrieved?
utilize computer literacy skills to communicate their research discoveries?
demonstrate an understanding of fair use of copyrighted material and intellectual
property?
develop long-term, adaptable, cross-disciplinary research skills?
[Sonntag &Curry, CSU San Marcos, 1998-1999]