JOURNAL OF PUBLIC AFFAIRS EDUCATION - Naspaa

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Information Literacy in Public Affairs Curriculumclassroom professor. For starters, there is limited time to discuss an expandingsubject, and the students have varied degrees of experience and interest in thesubject matter, as well as varied degrees of expertise in using the resources forwriting research papers that typically are offered through an academic library. Ifa session is arranged in haste, too little information might be shared about courseobjectives, or the objectives of the research assignment.Because librarians sometimes overlook the fact that information literacyencompasses skills and concepts learned over time, according to Galvin (2005), theyshould not overlook out-of-class opportunities to promote and support informationliteracy. Galvin suggests pathfinders or subject guides for specific courses orassignments, which can serve as tools that enable students to learn at their own pace.Specific suggestions on how librarians and faculty might plan for a guest lecture andencourage students to look for the best resources (which may, or may not, includethose that are the easiest to locate) are offered in Table 3. [See Table 3 ]These suggestions include the possibility of the librarian attending the courseprior to being a guest lecturer, and also enable follow-up by both the professorand the librarian, with invitations to later oral presentations by students fordiscussing research. Staffing and time constraints could limit the feasibility ofthese suggestions. More formal evaluation and assessment measurements thanthose suggested might already be in place.ConclusionThis paper offers an attempt to retrospectively apply information literacycriteria to a graduate course in Ethics and Public Decision Making, in order toanalyze whether it assists with meeting the accreditation criteria — required asevidence of the way we use information literacy as a learning outcome within thecurriculum. According to Newcomer (2003),In the current mission-oriented accreditation environment, weare supposed to articulate our program’s vision, mission, andmeasurable objectives. We are then supposed to collect data thatwill tell us the extent to which our objectives are met. However,in the fluid environment we now confront, how is this possible?One of the most difficult puzzles we confront as faculty today iscreating a shared sense of what our students need, how we canstructure a curriculum to address these needs, and finally howwe can prepare ourselves to implement what we decide uponand to anticipate what we cannot envision (p.38).The current status of information literacy — explored at the previouslynoted 2005 Conference at Baruch College — focuses on undergraduateeducation, so it is not directly related to the previous discussion in this paper.300 Journal of Public Affairs Education
Information Literacy in Public Affairs CurriculumTable 3.Planning and Goals of Guest Lecture by LibrarianProfessor provides or reviewswith librarianSpecific course objectives andobjectives of research assignmentA sense of the subject matterand the students’ level ofresearch experience; whethera single lecture or ongoinglibrarian support throughresearch cycle is beingrequestedAny special needs of students toaccommodate during the lectureSpecific objectives of researchassignmentWhether students areresearching individual topicsor if the same broad topic isbeing examined by groups orindividualsSpecific objectives of guestlecture, including possibly:Demonstration of databasesand/or Web sites or printresources with hands-onopportunities for studentsRetrieval of specific types ofliterature (books, peer-reviewedjournals, newspapers, trade orother non-peer-reviewed journals,case studies) or backgroundsources, perhaps within specifictime periods of publicationCitation styleRequests demonstration ofsources for locating works ofspecific writers, events or itemsin specific journals, and explainswhy they are being specifiedAttends lecture and offersfeedback to librarian onpresentation; if desired,provides additional feedbackafter student research papersare submitted; invites librarianto any oral presentationsLibrarian provides for professorUnderstandingIf possible, prior observation of classfor understanding of content and togauge level of students’ knowledge;prepare the content and pace oflecture to meet the level of students’knowledge and experience; committo ongoing support if requestedUnderstanding andaccommodationUnderstanding and agreement onassignmentBasic understanding of topic; if a multidisciplinarytopic, understanding ofsources and information most likely tobe requested; provide means of access ifnot available through campus resourcesUnderstands requests, reviewsdatabases, Web sites and printresourcesAlerts professor of new resourcesand discusses features andadvantages; agrees to demonstraterequested databases and sources andto avoid demonstrating databasesthat have not been requested; offershands-on opportunitiesUnderstands the requests;Is prepared to offer brief evaluativecomments to students to supportthe faculty’s inclusion of selectedresourcesAccepts immediate and post-eventfeedback; alerts professor to anyquestions on assignment thatwere left unanswered; attends oralpresentations if schedule permitsStudents will haveReceived info prior to lectureand understand the purposeExplanations of jargon andterms from professor and/orlibrarianAccommodation of specialneedsUnderstanding, or willdirect questions to professorReceived the assignment;perhaps will have narrowedtopic or assigned tasks (ifgroup project)Understanding of basicsearching and retrievingprocess to get informationfrom demonstratedresources; receiveshandout or similar forreinforcement of searchstrategies and resources; willseek additional help withlocating resources fromlibrarian or professor afterlectureUnderstanding of whichcitation format to use forthe research paperUnderstanding of basicdistinctions betweenresources; review process toobtain needed resourcesUnderstanding of and abilityto meet deadlines for draftsand final paper; learned fromthe sharing of viewpoints andconclusions drawn of others’research and subject expertiseof professorJournal of Public Affairs Education 301
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