1 Teaching and learning about libraries and information: some experiments and some experience [email protected] Vrije Universiteit Brussel,

1Teaching and learning about Teaching and learning about libraries and information: libraries and information:

some experiments some experiments and some experienceand some experience

[email protected]@vub.ac.beVrije Universiteit Brussel, Vrije Universiteit Brussel,

and Universiteit Antwerpenand Universiteit Antwerpen

BelgiumBelgium

Paper presented at thePaper presented at theInternational Conference on Information International Conference on Information Management Management ICIM 2005ICIM 2005in Mumbai (ex-Bombay), India,in Mumbai (ex-Bombay), India, 21-24 February 200521-24 February 2005

2Some methods Some methods are described are described that have been that have been applied in applied in teaching teaching university university students about students about exploiting and exploiting and managing managing information.information.

- - contents

- summary

- overview

of this contribution

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A few words A few words about Belgiumabout Belgium

Belgium is a small country Belgium is a small country in Western Europe.in Western Europe.

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The target audience: The target audience: university students in Belgiumuniversity students in Belgium

• Vrije Universiteit BrusselVrije Universiteit Brussel

»Master Communication Studies Master Communication Studies (in Dutch)(in Dutch)

»Master Literature Science Master Literature Science (in Dutch)(in Dutch)

»Master Science … Master Science … (in English)(in English)

• University of AntwerpUniversity of Antwerp

»Master Library and Information Science Master Library and Information Science (in (in Dutch)Dutch)

• Occasionally in other organisations and Occasionally in other organisations and projects projects

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The contents The contents of the coursesof the courses

Information literacyInformation literacy

Creating Creating a small and simple a small and simple

digital librarydigital library

Exploiting Exploiting available available

digital librariesdigital libraries

Other topicOther topic Other topicOther topic

Other topicOther topic




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Methods for teaching & Methods for teaching & assessment: assessment: introductionintroduction

Besides the application of traditional, classical, Besides the application of traditional, classical, proven methods and approaches, proven methods and approaches, experiments are going on continuously experiments are going on continuously and more experience is acquired with less and more experience is acquired with less traditional methods.traditional methods.

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Active learning Active learning

Co-operative learning Co-operative learning

Study close to reality Study close to reality

Communication through InternetCommunication through Internet

Each student creates a course-portfolioEach student creates a course-portfolio

Peer assessment of studentsPeer assessment of students

Students offer feedback on the courseStudents offer feedback on the course

Electronic learning environment Electronic learning environment

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Time

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Methods for teaching & Methods for teaching & assessment: assessment: electronic electronic

learning site on the WWWlearning site on the WWW• http://www.vub.ac.be/BIBLIO/nieuwenhuysen/http://www.vub.ac.be/BIBLIO/nieuwenhuysen/

courses/ courses/ • This offers for each courseThis offers for each course

»an outline of the contents and aimsan outline of the contents and aims»a description of the evaluation procedurea description of the evaluation procedure»a link to the student discussion group that has been a link to the student discussion group that has been

created for each coursecreated for each course»slides used in classroom with explanations, slides used in classroom with explanations,

exercises, references for further readingexercises, references for further reading»a bibliography for each course chaptera bibliography for each course chapter

• Available for everyone through the Internet Available for everyone through the Internet = “open access”= “open access”

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Methods for teaching & Methods for teaching & assessment: assessment: communication communication

through the Internetthrough the Internet• For each course, we have created For each course, we have created

a discussion group based on e-mail and the a discussion group based on e-mail and the WWW.WWW.

• This is available through the electronic This is available through the electronic learning WWW site for the course.learning WWW site for the course.

• This supports communicationThis supports communication

»student student students !students !

»(professor (professor students)students)

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Methods for teaching & Methods for teaching & assessment: assessment: co-operative co-operative

learning (1)learning (1)• Each student works not only on small Each student works not only on small

individual assignments, but contributes also to individual assignments, but contributes also to a bigger assignment that is carried out by a a bigger assignment that is carried out by a group of students.group of students.

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learning (2)learning (2)• Some reasons why to organise group work:Some reasons why to organise group work:

»It can enhance the group spirit of the class.It can enhance the group spirit of the class.

»Students learn to cope with problems of working in Students learn to cope with problems of working in group, such asgroup, such as

—co-ordination and management; co-ordination and management;

—heterogeneity in language, motivation, heterogeneity in language, motivation, expertise, punctuality; expertise, punctuality;

—leaders versus followers…leaders versus followers…

»A larger work can be realised, which is more A larger work can be realised, which is more motivating, more realistic, more interesting…motivating, more realistic, more interesting…

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learning (3)learning (3)• The groups are formed in such a way that they are The groups are formed in such a way that they are

NOT composed NOT composed only of friends only of friends or of students from the same region or of students from the same region or who speak the same language or who speak the same language or who have the same level of expertise.or who have the same level of expertise.Instead they are created on the basis of Instead they are created on the basis of alphabetical order of the names of the students, alphabetical order of the names of the students, because this guarantees heterogeneity in the because this guarantees heterogeneity in the group.group.Heterogeneity is desirable as it enhances the Heterogeneity is desirable as it enhances the learning experience during the group work.learning experience during the group work.

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learning (4)learning (4)• The co-ordination of the group work is The co-ordination of the group work is

organised by the group members as an organised by the group members as an exercise in management and democracy.exercise in management and democracy.

• The groups compete to create the best report.The groups compete to create the best report.So working with at least 2 groups is desirable.So working with at least 2 groups is desirable.

• Each report includes of course the names of Each report includes of course the names of the contributing students, but also their the contributing students, but also their portraits and an outline of who contributed portraits and an outline of who contributed what.what.

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learning (5)learning (5)• Example 1 of group work by students:Example 1 of group work by students:

»Information retrieval about a particular subject Information retrieval about a particular subject that is related to the main focus of the curriculumthat is related to the main focus of the curriculum

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learning (6)learning (6)• Example 2 of group work by students:Example 2 of group work by students:

»Building a small web site = creating a digital library, Building a small web site = creating a digital library, starting from a classical, hard-copy, printed document starting from a classical, hard-copy, printed document that includes structure, at least 1 picture and at least that includes structure, at least 1 picture and at least one computer-screen shot.one computer-screen shot.This confronts students with many aspects of digital This confronts students with many aspects of digital libraries, such as dealing with libraries, such as dealing with

—analog to digital conversion; OCRanalog to digital conversion; OCR

—pictures with various resolutions and file formatspictures with various resolutions and file formats

—structure and architecture of a web sitestructure and architecture of a web site

—HTML versus PDF versus Word-XMLHTML versus PDF versus Word-XML

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Methods for teaching & Methods for teaching & assessment: assessment: co-op. learning & co-op. learning &

communicationcommunicationCo-operative learning is supported by efficient Co-operative learning is supported by efficient

communication independent of place and communication independent of place and time,time,throughthrough

— the discussion group that has been created the discussion group that has been created for each coursefor each course

— electronic mailelectronic mail

— closed discussion groups that are created by closed discussion groups that are created by the groups of competing studentsthe groups of competing students

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Methods for teaching & Methods for teaching & assessment: assessment: student portfolios student portfolios

(1)(1)• Besides a classical examination to assess the Besides a classical examination to assess the

level of knowledge of each student, level of knowledge of each student, each student creates also each student creates also a portfolio a portfolio = a collection of reports concerning small = a collection of reports concerning small assignments.assignments.

• That portfolio is also used in the assessment.That portfolio is also used in the assessment.

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(2)(2)• Some advantages of the portfolios are the Some advantages of the portfolios are the

following:following:

»The portfolio is a direct, physical reflection of skills and The portfolio is a direct, physical reflection of skills and knowledge, that is closer to reality and more satisfactory knowledge, that is closer to reality and more satisfactory than a mark on an exam than a mark on an exam and that can also be shown to other interested persons.and that can also be shown to other interested persons.

»The portfolio forces students to improve their The portfolio forces students to improve their presentation skills.presentation skills.

»Creating the portfolio enforces active learning Creating the portfolio enforces active learning = learning by doing = learning by doing (“constructivist approach” in education).(“constructivist approach” in education).

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(3)(3)• Some Some examplesexamples of the contents of such a of the contents of such a

portfolios:portfolios:»A written proposal of an approach to solve a specific A written proposal of an approach to solve a specific

problem in an information-environmentproblem in an information-environment»The digital version of a personal WWW site created The digital version of a personal WWW site created

by the student, and a print-outby the student, and a print-out»The digital version of a series of slides to support a The digital version of a series of slides to support a

live presentation of their personal scientific work,live presentation of their personal scientific work,and a print-out of “hand-outs” for the audienceand a print-out of “hand-outs” for the audience

»The digital version of a poster created to support the The digital version of a poster created to support the live discussion of their personal scientific work,live discussion of their personal scientific work,and a print-outand a print-out

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Methods for teaching & Methods for teaching & assessment:assessment:

study close to reality (1)(1)• Library and information science Library and information science

is NOT the main point of interest for most is NOT the main point of interest for most students. students. Therefore, the Therefore, the illustrations/contents/subjects/examples used illustrations/contents/subjects/examples used in teaching and for the assignments are in teaching and for the assignments are chosen as close as possible chosen as close as possible

»to the main focus, the core of the curriculum, andto the main focus, the core of the curriculum, and

»to the personal interests of the studentto the personal interests of the student

»to the “reality” of the studentto the “reality” of the student

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Methods for teaching & Methods for teaching & assessment: assessment: study close to

reality (2)(2)• Examples of choosing illustrations:Examples of choosing illustrations:

»The subjects of assignments in scholarly The subjects of assignments in scholarly information retrieval are chosen so that they are information retrieval are chosen so that they are close to the core of the curriculum.close to the core of the curriculum.

»Students learn how to present information by Students learn how to present information by presenting their own scientific research to the presenting their own scientific research to the whole group of students.whole group of students.

»Students are guided to create their personal site Students are guided to create their personal site on the WWW and to explain their scientific on the WWW and to explain their scientific interests there.interests there.

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Methods for teaching & Methods for teaching & assessment: assessment: peer assessment peer assessment

(1)(1)• The report by each student is not only The report by each student is not only

assessed / questioned by the responsible assessed / questioned by the responsible teacher / professor, teacher / professor, but also by peer students who are member of but also by peer students who are member of a competing group.a competing group.

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Methods for teaching & Methods for teaching & assessment: assessment: peer assessment peer assessment

(2)(2)• Some advantages of peer assessment by Some advantages of peer assessment by

students are the following:students are the following:»All students together can spend more time than the All students together can spend more time than the

busy professor, busy professor, to discover errors or weak points in the work of to discover errors or weak points in the work of others, and more importantly: others, and more importantly: to suggest improvements.to suggest improvements.

»The student who evaluates can learn from the The student who evaluates can learn from the different approach by another student to the same different approach by another student to the same problem.problem.

»The students learn to have scientific and The students learn to have scientific and constructive discussions.constructive discussions.

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Methods for teaching & Methods for teaching & assessment: assessment: active learningactive learning

• Less: Less:

»classical professor classical professor student teaching student teaching

• More: More:

»question & answer sessionsquestion & answer sessions

»practical workpractical work

»presentations by studentspresentations by students

»co-operative learningco-operative learning

»creation of a portfolio by each studentcreation of a portfolio by each student

»peer assessmentpeer assessment

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Methods for teaching & Methods for teaching & assessment: assessment: inviting feedback inviting feedback

(1)(1)• Each student is formally invited to provide Each student is formally invited to provide

some critical but constructive feedback on any some critical but constructive feedback on any aspect of the course, aspect of the course, such as:such as:

»contents, coverage, illustrations, subjectscontents, coverage, illustrations, subjects

»assignments, tasks, exercisesassignments, tasks, exercises

»bibliography, recommended readingbibliography, recommended reading

»the WWW site for the coursethe WWW site for the course

»the educational methods appliedthe educational methods applied

»……

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Methods for teaching & Methods for teaching & assessment: assessment: inviting feedback inviting feedback

(2)(2)• Why inviting the students to provide Why inviting the students to provide

feedback?feedback?

»Constructive remarks can lead to improvements of Constructive remarks can lead to improvements of the course in future years.the course in future years.

»Stimulates critical thinking by the students.Stimulates critical thinking by the students.

»Students learn that constructive criticism is more Students learn that constructive criticism is more difficult but more rewarding than simple negative difficult but more rewarding than simple negative criticism.criticism.

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Methods for teaching & Methods for teaching & assessment: assessment: conclusion: some conclusion: some

recommendationsrecommendations• Consider co-operative learning as a possible Consider co-operative learning as a possible

additional method.additional method.

• Consider asking students to create a portfolio.Consider asking students to create a portfolio.

• Choose illustrations, examples, subjects of Choose illustrations, examples, subjects of assignments that are close to the core interests assignments that are close to the core interests of the students.of the students.

• Consider peer assessment as a possible Consider peer assessment as a possible additional method to assess the achievements additional method to assess the achievements of the students.of the students.

• Invite students to provide constructive, critical Invite students to provide constructive, critical feedback.feedback.

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Thank youThank you

Questions?Questions?

Documents

1 Teaching and learning about libraries and information: some experiments and some experience [email protected] Vrije Universiteit Brussel,