The Role of Information Literacy in Service Learning Courses ...

The Role of Information Literacy in Service Learning Courses ...

The Role of Information Literacy in Service Learning Courses: A Case Study and Best Practices C H R I S S W EET I L L I N O I S W E S L E YA N U N I V E R S I T Y L OEX ENCOR E VIRTUAL SESSION 5/31/2012 The Big Picture

Service Learning Experiences? How many are aware of service-learning courses on your campus? Service Learning Experiences? How many are aware of service-learning courses on your campus? Of these, do you know of any that seek library support?

Service Learning Experiences? How many are aware of service-learning courses on your campus? Of these, do you know of any that seek library support? Of these, who has personally worked with a service-learning course?

Service Learning Experiences? If you were in an elevator for 1 minute with a faculty member who teaches a servicelearning course could you make a good case for integrating information literacy? Where were headed Defining Service-Learning

History of Service-Learning in Higher Education Pedagogical and Theoretical Foundations Service-Learning and Information Literacy Environmental Studies Seminar Case Study Emerging Best Practices Final Thoughts and Questions Definitions Service-Learning is a teaching and learning

strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. (National Service-Learning Clearinghouse) Definitions The basic principle: Service, combined with learning, adds value to each and transforms both (Honnet & Poulsen, 1996).

My contention: Service-Learning, combined with information literacy, adds value to each and transforms both. Service-learning is not: an internship, community service, or volunteerism Andrew Furco Diagram By way of illustration Cleaning up a riverbank is SERVICE

Sitting in a science classroom looking at water samples under a microscope is LEARNING Science students taking samples from local water sources, then analyzing the samples, documenting the results and presenting the scientific information to a pollution control agency is SERVICE-LEARNING (National Youth Leadership Council) Characteristics of Service-Learning

Connects with and reinforces the academic subject material of a course Addresses a problem or contributes to the betterment of the local community or a specific group Demonstrates reciprocity between students and groups being served Teaches civic and social responsibility Requires critical reflection and analysis from students

Brief History of Service-Learning and Educational Reform Movements Understanding these contexts is essential if you are advocating for service-learning 1960s: social turmoil, activism, civil rights, formation of Peace Corps and Volunteers in Service to America (VISTA) 1970s: Freires Pedagogy of the Oppressed, Natl student volunteer program 1980s: A Nation at Risk, formation of Campus Compact, Wingspread Conference

Brief History of Service-Learning and Educational Reform Movements 1999:Wingspread Declaration of Renewing the Civic Mission of the American Research University 2008: Association of American Colleges and Universities (AACU) releases a report on HighImpact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter.

Pedagogical and Theoretical Foundations Service-learning relies heavily on constructivist educational theories. Constructivist theorists contend that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences Experiential / active learning are common

constructivist pedagogies. The Other Dewey John Dewey (1859-1952) is generally recognized as the founding father of constructivism. Deweys educational philosophy is largely based on three principles: Education must lead to personal growth Education must contribute to humane

conditions Education must engage citizens in association with one another (Hatcher, 1997) Pedagogical and Theoretical Foundations Paulo Freire (1921-1997) Pedagogy of the Oppressed (1970) Education should develop Critical

Consciousness-the ability to perceive social, political, and economic oppression and to take action against the oppressive elements of society. Pedagogical and Theoretical Foundations Kolb Experiential Learning Cycle Concrete Experience (or DO) Reflective Observation (or OBSERVE) Abstract Conceptualization (or THINK)

Active Experimentation (or PLAN) Service-Learning and Information Literacy Wheres the Library in Service Learning? John Riddle, 2003. ALA Information Literacy Definition IFLA Alexandria Proclamation Service-Learning and Information Literacy

Wheres the Learning in Service- Learning? Eyler and Giles, 1999. National survey of 1500 students in service-learning classes. Conclusions related to Info Lit Service-Learning and Information Literacy

2011 ACRL strategic plan: ACRL Plan for Excellence Librarians transform student learning, pedagogy, and instructional practices through creative and innovative collaborations The simplest reason for combining service- learning and information literacy is to assist students with understanding the why and how behind a service-learning project.

Libraries and Service-Learning In 1907 at the Illinois Library School at the University of Illinois in Champaign, upper-level students could add a month of fieldwork in a public library to their coursework. (Roy & Sheldon, 1998). Service-learning courses have been incorporated into many LIS programs In the last 15 years, service-learning has been a major trend in education at all levels, but library

support for these courses has been sporadic at best Questions? Any brief questions before the case study? Case Study Illinois Wesleyan University: private, liberal arts, 2100 students CFP: Teagle Foundation Teaching

Grants Environmental Studies Senior Seminar already met criteria for 4 of 10 highimpact practices: service-learning, writing-intensive, undergraduate research and capstone courses. Case Study ENST Senior Seminar: Creating a Sustainable Society Course Description

Major course goal: show students that they could make a real contribution towards sustainability in their own communities Case Study Fully embedded as a co-teacher Shared responsibilities for grading, leading class sessions, meeting with students, coordinating with community partners Students must work collaboratively with a

community partner on their projects Requires a full literature review to provide context for each project Case Study Some project examples: LINK cards at farmers markets Improving Inclusion of Minorities in local Environmental Work Bringing Back Endangered Barn Owls

Establishing a Campus Eco-House Documenting the environmental benefits of roadside prairies My Conclusions The single most meaningful teaching experience in my career as an academic librarian Service-learning is one of the most effective methods for teaching students information literacy skills and concepts

Models how information literacy is used outside academia Co-Teaching (or lead teaching) can be incredibly rewarding and beneficial What about scalability and sustainability?! Student Evaluations What did your experience conducting

research and working on a real world problem teach you? What is the most significant outcome youve gained from this course? How do you feel the class benefitted from having the perspectives of two instructors? Emerging Best Practices for Library Support of Service-Learning Courses

Be able to situate both service-learning and information literacy within pedagogical theory and higher education reform movements When appropriate be able to tie service-learning to institutional and library mission statements and/or strategic plans Identify existing information literacy elements in service-learning courses and explain how they could be strengthened through collaboration with the library Focus on information literacys ability to strengthen the contextualizing and reflection portions of servicelearning courses

Emerging Best Practices for Library Support of Service-Learning Courses Know your campus organizations and faculty that are involved in service-learning Know your local social service organizations and their needs Monitor listservs that focus on service-learning such as those maintained by Campus Compact and the National Service-Learning Clearinghouse Collaborative, embedded librarian models are one of the best ways to support service-learning, but one-shot

research instruction sessions can also be of benefit to service-learning courses Librarian-led courses particularly information literacy courses- can also benefit when structured around a servicelearning model Final Thoughts Information Literacy and Reflective Pedagogical Praxis Heidi Jacobs, 2008 What I am suggesting is that the dialogues we have surrounding information literacy instruction strive to find a balance in the

daily and the visionary, the local and the global, the practices and the theories, the ideal and the possible p. 258. Final Thoughts Service-Learning, combined with information literacy, adds value to each and transforms both. Service-learning is challenging for both students and instructors, but it is not an

educational fad. To the contrary, it may be one of the best ways to return to a system of education that engages students in the learning process and strengthens civic ties to local communities. Forthcoming Book Chapter Information Literacy and Service-Learning: Creating Powerful Synergies Forthcoming in: Information Literacy and

Social Justice: Radical Professional Praxis, Library Juice Press, Fall 2012 Questions? [email protected] Bibliography Eyler, J., & Giles, D. E., Jr. (1999). Where's the learning in service-learning? josseybass higher and adult education series Hatcher,

J. A. (1997). The moral dimensions of john dewey's philosophy: Implications for undergraduate education. Michigan Journal of Community Service Learning, 4, 2229. Honnet, E., & Poulsen, S. (1996). Principles of good practice for combining service and learning. Johnson Foundation, Inc. Retrieved from http://www.nationalserviceresources.org/files/Principles-of-Good-Practice-for-Combinin g-Service-and-Learning.pdf Jacobs,

H. L. M. (2008). Information literacy and reflective pedagogical praxis. Journal of Academic Librarianship, 34(3), 256-262. Kendall, J. C., National Society for Internships and Experiential Education (U.S.), Mary Reynolds Babcock Foundation, & Charles F. Kettering Foundation. (1990). Combining service and learning : A resource book for community and public service. Raleigh, N.C: National Society for Internships and Experiential Education. Bibliography Kolb, D. (1981). Learning styles and disciplinary differences. In A. W.

Chickering (Ed.), The modern american college (pp. 232). San Francisco: Jossey-Bass. Kuh, G. D., & Schneider, C. G. (2008). High-impact educational practices : What they are, who has access to them, and why they matter Washington, DC : Association of American Colleges and Universities, c2008. Putnam, R. D. (2000). Bowling alone : The collapse and revival of american community / robert D. putnam New York : Simon & Schuster, c2000.

Riddle, J. S. (2003). Wheres the library in service learning?: Models for engaged library instruction. Journal of Academic Librarianship, 29(2), 71-81. Roy, L., & Sheldon, B. E. (1998). Library and information studies

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