1	All Information On A Need-To-Know Basis: Teaching Today’s Undergraduates Athena Nazario Kendra Van Cleave San Francisco State University
2	Introduction Changing structures Emerging mental models Practical strategies for teaching Hands on exercise Discussion/Q&A
3	Changing Structures The Old Path: The Browsing Experience
4	Consequences of Old Path
5	Changing Structures The new path: Fishing and Retrieving
6	Consequences of New Path
7	Complex Path
8	Mental Models: Librarians Changing role of librarian Information gatekeepers vs. information guides
9	Mental Models: Librarians Information constructs and structures Library organizational structure Format is key Library terminology
10	Mental Models: Librarians We know the process because we live the process
11	Mental Models: Students Free web is their primary experience with research
12	Mental Models: Students Google is their primary experience with searching
13	Mental Models: Students Interested in results Don’t care how they get it Not immersed in a discipline Don’t know why they should care!
14	Mental Models: Students Generation gap for older students May be less fluent with technology May be rusty in their research skills
15	Mental Models: Students What is important for students to take away after graduation? Ability to determine needed information Ability to locate that information Ability to evaluate how well that information meets their needs Ability to synthesize and use that information
16	Why “All Information on a Need-to-Know Basis”?
17	Practical Strategies
18	Practical Strategies Teach to where students are and not where you want them to be Suggestions: Refer concepts to students’ knowledge of the web (information and searching)
19	"The Yes Men" The Yes Men
20	"WTO Website" WTO Website
21	"Gatt Website" Gatt Website
22	Practical Strategies Model assignment analysis Suggestions: Focus on IL Standard One: Teach how to determine what information is needed Teach how to deconstruct assignment to identify the parameters
23	Practical Strategies: Example
24	Practical Strategies Don’t teach tools, teach structures and strategies Suggestions: Emphasize commonalities between tools Focus on structuring research process
25	Practical Strategies Don’t just teach how, teach why Suggestions: Don’t focus on mechanics Do focus on the function of the mechanics
26	Practical Strategies: Example
27	Practical Strategies Less is more Suggestions: No more than 3-5 learning outcomes Limit the number of tools demonstrated
28	Practical Strategies Use natural language and pair library terms with definitions Suggestions: Remain conscious that vocabulary used every day in the library is a foreign language to students
29	Small Group Exercise Student question: “I searched for ‘The impact of the Korean war on Korean American women’ but nothing came up and I need research articles. What do I do?” Substitute the word “RED” for:
30	Discussion Note: PowerPoint slides will be available online after the conference at: http://online.sfsu.edu/~kendrav/carl06/ Contact Athena: anazario@sfsu.edu Contact Kendra: kendrav@sfsu.edu
31	Bibliography Albers, M.Communication of Complex Information: User Goals and Information Needs for Dynamic Web Information. Mahwah, New Jersey: Lawrence Erlbaum Associates, 2004. Holliday, W. (2004). Understanding the millennials: updating our knowledge about students. Reference Services Review, 32(4), 356-366. Manuel, K. (2002). Teaching information literacy to Generation Y. Journal of Library Administration, 36(1/2), 195-217. Pelikan, M. (2004). Problem-based learning in the library: evolving a realistic approach. portal: Libraries and the Academy, 4(4), 509-520. Sarason, S. And what do YOU mean by learning? Portsmouth, N.H.: Heinemann, 2004