Upload
landon-gordon
View
216
Download
1
Tags:
Embed Size (px)
Citation preview
Teaching Information Literacy Skills
Tom Adam,
University of Western Ontario
Stephan Beckhoff,
London Health Sciences Centre
Tom Adam,
University of Western Ontario
Stephan Beckhoff,
London Health Sciences Centre
Teaching Information Literacy Skills
Tom “Dewey Decimator” Adam
Stephan “The Obtuse Kid” Beckhoff
Tom “Dewey Decimator” Adam
Stephan “The Obtuse Kid” Beckhoff
A librarian should be more than a keeper of books; a librarian should be an educator…All that is taught in college amounts to very little; but if we can send students out self-reliant in their investigations, we have accomplished very much…
Otis Hall Robinson, “Proceedings,” American Library Journal v.1, November 30, 1876: pp.123-124.
Question
Did you ever think of yourself as an educator?
Goals
To enhance your learning materials by applying theory and design principles
To make an informed decision when evaluating instructional media
To conceptualize information literacy
To consider how information literacy shapes instruction
To enhance your learning materials by applying theory and design principles
To make an informed decision when evaluating instructional media
To conceptualize information literacy
To consider how information literacy shapes instruction
Objectives
• Apply fundamental Instructional Design• Apply adult learning principles• Compare instructional media • Highlight design principles for a WWW
instructional event• Investigate information literacy standards• Consider current practices in library
instruction• Consider future trends in library instruction
• Apply fundamental Instructional Design• Apply adult learning principles• Compare instructional media • Highlight design principles for a WWW
instructional event• Investigate information literacy standards• Consider current practices in library
instruction• Consider future trends in library instruction
Fundamentals: Instructional Design
Three step process:
Analysis– Learner– Environment– Needs, gap, task analysis
Design Strategies
Evaluation– Formative, summative
Three step process:
Analysis– Learner– Environment– Needs, gap, task analysis
Design Strategies
Evaluation– Formative, summative
Fundamentals: Instructional Design
Design StrategiesOrganizational Strategies – Structures– Sequencing (ID and Learning theory)Delivery Strategies– Media– GroupingManagement Strategies – Scheduling, resources, etc
Design StrategiesOrganizational Strategies – Structures– Sequencing (ID and Learning theory)Delivery Strategies– Media– GroupingManagement Strategies – Scheduling, resources, etc
Instructional Design Theory
Lesson Level Organizational Strategy
Introduction
Body
Conclusion
Assessment
Lesson Level Organizational Strategy
Introduction
Body
Conclusion
Assessment
Instructional Design Theory
Lesson Level Organizational Strategy Introduction
Gaining attentionInforming the learner of the objectiveStimulating prior recall
BodyPresenting “stimulus” materialProviding guidanceEliciting performance Providing feedbackAssessing performance
ConclusionEnhancing retention and transfer (summarize)
Assessment
Lesson Level Organizational Strategy Introduction
Gaining attentionInforming the learner of the objectiveStimulating prior recall
BodyPresenting “stimulus” materialProviding guidanceEliciting performance Providing feedbackAssessing performance
ConclusionEnhancing retention and transfer (summarize)
Assessment Nine Events of Instruction - Gagné-Briggs 1983
Instructional Design Theory
Keller ARCS model for “motivating” instruction:
Attention
Relevance
Confidence
Satisfaction
Keller ARCS model for “motivating” instruction:
Attention
Relevance
Confidence
Satisfaction
Adult Learning Principles
Androgogy: the art and science of teaching adults
Arnold et al (1991) state that among adult learners, people retain:
20% of what they hear30% of what they see50% of what they see and hear70% of what they see, hear and say90% of what they see, hear, say and do
Androgogy: the art and science of teaching adults
Arnold et al (1991) state that among adult learners, people retain:
20% of what they hear30% of what they see50% of what they see and hear70% of what they see, hear and say90% of what they see, hear, say and do
Adult Learner: Characteristics
• Have a variety of work and life experience
• Learning is a means to an end
• Response to life change events
• Highly motivated• Cover material
rapidly
• Appreciate respect• View learning as a
social process• Fragile self-esteem• Pre-occupied• Diminished physical
and perceptual capacities
• Appreciate respect• View learning as a
social process• Fragile self-esteem• Pre-occupied• Diminished physical
and perceptual capacities
Teaching the Adult Learner
• Create an atmosphere of challenge, little threat, freedom of choice, respect and warmth
• Set goals, meet needs.• Get learner involved in establishing and
meeting needs
• Create an atmosphere of challenge, little threat, freedom of choice, respect and warmth
• Set goals, meet needs.• Get learner involved in establishing and
meeting needs
Learning Cycle
People cycle through four phases:People cycle through four phases:
Learning Style Inventory – D. Kolb, 1999
Concrete ExperimentationConcrete Experimentation
Active ExperimentationActive Experimentation
Abstract ConceptualizationAbstract Conceptualization
Reflective ObservationReflective Observation
Learning Cycle
Concrete Experimentation
“Learning by experiencing…”
• Learns from specific experiences• Relates to people• Sensitive to feelings and people
Concrete Experimentation
“Learning by experiencing…”
• Learns from specific experiences• Relates to people• Sensitive to feelings and people
Learning Style Inventory – D. Kolb, 1999
Learning Cycle
Active Experimentation
“Learning by doing…”
• Shows ability to get things done• Takes risks (What if..?)• Influences people and events through
action
Active Experimentation
“Learning by doing…”
• Shows ability to get things done• Takes risks (What if..?)• Influences people and events through
action
Learning Style Inventory – D. Kolb, 1999
Learning Cycle
Abstract Conceptualization
“Learning by thinking…”
• Logically analyzes ideas• Systematically plans• Acts on intellectual understanding of the
situation (How does it work…?)
Abstract Conceptualization
“Learning by thinking…”
• Logically analyzes ideas• Systematically plans• Acts on intellectual understanding of the
situation (How does it work…?)
Learning Style Inventory – D. Kolb, 1999
Learning Cycle
Reflective Observation
“Learning by reflecting…”
• Carefully observes before making judgments
• Views issues from different perspectives
• Looks for the meaning of things (Why?)
Reflective Observation
“Learning by reflecting…”
• Carefully observes before making judgments
• Views issues from different perspectives
• Looks for the meaning of things (Why?)
Learning Style Inventory – D. Kolb, 1999
Instructional Media
• Print• Internet/CBT • Instructor
Instructional Media: Print
• Interactive, asynchronous• Cheap to reproduce• High production value• Limited versatility – stand alone or
supplement• Easy to edit/update• 50 – 100 hrs of effort for 1 hr of
academic media
• Interactive, asynchronous• Cheap to reproduce• High production value• Limited versatility – stand alone or
supplement• Easy to edit/update• 50 – 100 hrs of effort for 1 hr of
academic media
Instructional Media: CBT/WWW
• Highly interactive, asynchronous• Unlimited reproduction (web)• High production value• Versatile – can accommodate many
learning styles• End-user needs equipment• Expensive to produce: 200 – 300 hrs for
one hour of academic media
• Highly interactive, asynchronous• Unlimited reproduction (web)• High production value• Versatile – can accommodate many
learning styles• End-user needs equipment• Expensive to produce: 200 – 300 hrs for
one hour of academic media
Instructional Media: Instructor led
• Highly interactive• Accommodate different learning modes
almost instantaneously• Needs extensive resource management
and planning• Cheap to produce: 3 – 10 hours for 1
hour of academic media (i.e. lecture)• Extremely expensive to produce the
content expert
• Highly interactive• Accommodate different learning modes
almost instantaneously• Needs extensive resource management
and planning• Cheap to produce: 3 – 10 hours for 1
hour of academic media (i.e. lecture)• Extremely expensive to produce the
content expert
Designing for WWW: Principles
Know your audience
Test your content
Learn and use design principles for WWW
Ensure design continuity
Keep navigation simple
Apply learning and ID principles to your teaching materials and teaching style
Know your audience
Test your content
Learn and use design principles for WWW
Ensure design continuity
Keep navigation simple
Apply learning and ID principles to your teaching materials and teaching style
Web Page Design Principles
• Text• White space - Hyperlinks• Graphics and graphic highlighting• Colours• Scrolling• Animation• Blend delivery solutions
Question
Which is better…Print, Internet/CBT or Instructor?
How did you learn the library?
What did you do?What did you do?What did you do?What did you do?
What were you thinking?What were you thinking?What were you thinking?What were you thinking?
How did you feel?How did you feel?How did you feel?How did you feel?
Information Explosion
• Bombarded daily with information• Electronic journals & digital libraries• Connecting Canadians
– SchoolNet, LibraryNet
Coping with it…
• Computer proficiency skills– Technological competence
• Information literacy– Common to all learning environments– All levels of education and beyond– Engage critically with content– Extend investigations
Information Literacy
• ACRL Information Literacy Competency Standards for Higher Education (2000)
http://www.ala.org/ala/acrl/acrlstandards/standardsguidelines.htm
• CAUL Information Literacy Standards (2001)http://www.caul.edu.au/caul-doc/publications.html
Information Literacy at Western
• equip students with the power to achieve straight A’s!
AAAAAA
AAccessccess ssessssess
ssimilatessimilate pplypply
• recognize the need for information • identify potential sources• question formation • develop effective search strategies• navigate resources
ccessccessccessccessAA
• critically evaluate information & sources– content – context
• informed decisions• re-examine & refine searching strategies
ssessssessssessssessAA
• incorporate into knowledge base– classify, store, manipulate, manage
• relate to how information generally is generated and stored
• organize for practical application or purpose
ssimilatessimilatessimilatessimilateAA
• use new information in critical thinking and problem solving
• share information, create new knowledge
• ethical, legal, socio-economic implications– responsible stewards
pplypplypplypplyAA
DANGER!
• Static set of skills mastered once
Information Literacy Standards must Information Literacy Standards must dynamically respond to the ever- dynamically respond to the ever-
changing information environment.changing information environment.
Information Literacy Standards must Information Literacy Standards must dynamically respond to the ever- dynamically respond to the ever-
changing information environment.changing information environment.
DANGER!DANGER!DANGER!
Where Does It Happen?
• anywhere and everywhere– at the desk one-on-one assistance– integrated, assignment-based – course specific one-off sessions– demonstrations of specific tools– self-directed tutorials– embedded in the curriculum
About Western LibrariesAbout Western Libraries
• Collection of 7,500,000+ • Digital Library 100,000+ e-resources
• Collection of 7,500,000+ • Digital Library 100,000+ e-resources
Seven locations across campus
Where we were in 1998
• Upper Level and Graduate focus• Tool based teaching• Renovating Weldon• First year Programmes?
– Field of Dreams
Our Plan
• Look at what we needed to offer• Strategize a methodology• Develop an instruction model• Just do it!
Methodology
• Develop an instructional model– facilitate standardized delivery of information
concepts and skills
• Promote the service– proactive, systematic
• Deliver the instruction sessions– effective presentations
• Evaluate– enhancement and improvement
Instructional Model
• address core information skills, tools and Weldon collections
– information literacy & searching skills
– Library catalogue and key databases
• concretely link to course objectives• interactively engage participants
– foster a level of comfort
• utilize current technologies– presentation software– hands-on approach (where possible)
Marketing and Liaison
• concentration on 020 level– build on existing network
• new faculty sessions, EDO, Residence Dons, Peer/Mentors
– individual mailings
• Pre-session meetings– clarify expectations and detail schedules
• “Post-mortems”– evaluate and adjust
Politics 020
• Faculty liaison• Pre session meetings• Lecture• Tutorials• Exam Questions• Post Session evaluation and prep
Instruction Sessions
Sessions Participants
1998 83 2746
1999 192 5668
2003 267 7462
“Ask A Question” link
ASK US NOW chat reference