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Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

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Page 1: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Developing An Online Information Literacy

Course

Nancy O’Hanlon

Ohio State University Libraries

Wuhan University, China

March 2007

Page 2: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Goals for Presentation

Provide an overview of information literacy instruction.

Discuss the online courses taught by librarians at Ohio State University.

Describe the course development process.

Provide examples of course assignments and tools for assessing student learning.

Page 3: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Information Literacy Defined

Determine the extent of information needed.

Access information effectively and efficiently.

Evaluate information sources critically.

Incorporate information into knowledge base.

Use information effectively.

Access and use information ethically.

(ACRL, 2000)

Page 4: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

How Standards Are Applied

Standard 2: The information literate student accesses needed information effectively and efficiently.

Performance indicator: Constructs and implements effectively-designed search strategies.

Outcome: Identifies keywords, synonyms and related terms for the information needed

Page 5: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Information Literacy in China

“While learning about computer literacy and media literacy are necessary preconditions of information literacy, they are insufficient for the Internet Age.”

Abilities needed have “grown larger, more

complex, and more important as the volume of available information has mushroomed . . .”

(Feicheng Ma & Cuihua Hu, 2003)

Page 6: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

U.S. Student Characteristics

Rely heavily on the Internet for information.

Ignore library information sources and services.

Act on the “principle of least effort.” Use unsophisticated searching

techniques. Accept Web information uncritically.

(Manuel, 2005)

Page 7: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Methods for Teaching

1. On demand: individual use of tutorials.

2. Integrated into other courses (for example, Literature, History, Psychology).

3. Stand-alone information literacy course offered by Libraries.

Page 8: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

About Our Courses

No formal information literacy requirement for undergraduates at OSU.

Some instructors teach research skills, but may not involve librarians.

Offering our own credit courses advances the goals of our instructional program.

Page 9: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Three Courses Offered

Internet Tools and Research Techniques (2 credits)

Advanced Online Research (2 credits)

Online Research Strategies for Career Exploration (1 credit)

See: http://liblearn.osu.edu/courses

Page 10: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Why Teach Online?

“The student is on stage, guided by the task design created by the faculty member, accessing whatever resources might be needed, and acquiring useful knowledge from the experience.”

(Boettcher, 2007)

Page 11: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Student / Instructor Benefits

Student convenience and flexibility.

Auto-grading features of course management system (CMS).

Page 12: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Enrollment Data

Course DatesTotal

EnrollmentAnnual

Average

ASC 120 Columbus 1999-07 2,819 352

ASC 120 Regional (5) 2000-07 1,562 212

ASC 121 2000-07 600 83

ASC 122 2005-07 185 81

TOTAL 1999-07 5,166 728

Page 13: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Reasons for Enrollment

From Autumn 2006 student survey:

Why did you enroll in this course? 60% I needed a one hour course 13% I am interested in the course topic 17% It was recommended by my advisor 10% Other

Page 14: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Enrollment and Access

Separate registration process.

Opportunity to give important information to students.

Course management system (CMS) controls access to assignments.

Page 15: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Required Skills

Basic proficiency using Web browser and e-mail.

Ability to follow written directions.

Ability to manage time.

Page 16: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Course Development Process

Work backward from goals and specific learning objectives.

What course content and activities will help students meet these objectives?

Can it be delivered entirely online?

Page 17: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Student Learning Styles

Librarians love text.

Many students respond to images.

Others prefer “hands on” style.

Provide something for everyone in the online environment.

Page 18: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Creating the Syllabus

State course goals and learning objectives.

Describe course assignments.

Discuss grading practices, policies.

Example

Page 19: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Presenting Instructional Content

Tutorials Example Searching 101 [net.TUTOR]

Readings Example “The InfoDiet”

Movies Example Search Engine Advanced Features

Page 20: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Incorporating Active Learning

Active learning utilizes a variety of techniques: small group discussion, hands-on projects, and teacher driven questioning.

In an online class, use:

Worksheets Case study assignments Discussion Forum or Chat Room in CMS

Page 21: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Types of Online Assignments

Computer-graded Test Worksheet

Instructor-graded Research assignment Capstone

Page 22: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Measuring Success: Testing

Many types of questions

Question “bank” minimizes cheating

Automatic and personalized feedback

Page 23: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Measuring Success: Capstone

This assignment replaces the final exam.

Students to apply what they have learned during the course to a real world problem.

Model provided for students.

Example

Page 24: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Program Evaluation

CMS for feedback from students. Survey data report

CMS course data reports. Assignment report Question overview report Question detail report

Page 25: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Training New Instructors

Course taught by a variety of librarian

instructors on several OSU campuses.

CMS allows us to create one course offering

and copy it for use by others.

Course designed for minimal interaction of

student/instructor, few grading requirements.

Short learning curve for new instructors.

Page 26: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

References

ALA. Association of College & Research Libraries. 2000. Information Literacy Competency Standards for Higher Education. Available at:http://www.ala.org/ala/acrl/acrlstandards/InfoLit-Chinese.pdf

Boettcher, J. 2007. Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory. Innovate 3 (3). Available at: http://www.innovateonline.info/index.php?view=article&id=54

Manuel, K. 2005. What Do First Year Students Know About Information Research? And What Can We Teach Them? Paper presented at ACRL 12th National Conference, Minneapolis, Minnesota. Available at:

http://www.ala.org/ala/acrl/acrlevents/manuel05.pdf

Ma, Feicheng and Hu, Cuihua. 2003. Information Literacy, Education Reform and the Economy – China as a Case Study. White paper prepared for UNESCO Meeting, Prague, Czech Republic. Available at:

http://www.nclis.gov/libinter/infolitconf&meet/papers/ma-fullpaper.pdf

Page 27: Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries Wuhan University, China March 2007

Questions?

Thank you for your attention.