Laine Parish, Information Literacy Intern
Three facts show why we need to “go beyond the research paper” in English 111.
For one, according to our library visit surveys, over half of our first year composition students have never used an online research database such as JSTOR. Two, one third of our students have “never been” to the Consortium Library Website at all. And three, our library spends 1.5 million dollars a year (over half their total budget) on online resources for students, something I discovered in an interview with one of the librarians, Jodee Kuden. Let me repeat this: Our library spends over half their budget to access online resources that over half of our first year students have never used.
Obviously, there is a gap between student use of information literacy tools and the effort put forth by the university to make these tools available. This gap suggests that access is not the issue, so we will need to inquire further into the value students assign to these tools as we strive to help them learn to integrate credible sources into their writing.
One way to inquire further is to talk directly to classroom teachers and to explore the activities they design that establish a need for information literacy in their own classrooms.
In the following interview, Alyse Knorr explains how she fosters information literacy within her students and sets the need to "go beyond the research paper."
How do you establish a need for information literacy in your classroom?