Can't I just upload it to the VLE? Designing and embedding information literacy into online and blended learning

Can't I just upload it to the VLE?

Designing and embedding information literacy into online and blended learning Lyn Parker, Quality and Development Team Manager, University of Sheffield Library

TheUniversityLibrary

Outline• E-Learning• Information Literacy• Design issues for VLEs

• Course versus Reusable Learning Objects• Generic versus specific• Online versus f2f – particular blend?

• Embedding IL in the curriculum• Web 2.012/04/2023 Lyn Parker, [email protected] Epigeum workshop, Limerick

mailto:[email protected]


E-Learning = Enhanced Learning• Connectivity to information and to others

• 24/7 & greater choice over time, place and pace of study

• Distance, blended, work-based, campus-based• Personalisation & Rapid feedback on assessments• Active learning through interactive technologies• Communities of knowledge, inquiry and learning • Learning by discovery in virtual worlds• 21st century skills for living and working in a digital

age JISC (2009) Effective Practice in a Digital Age, HEFCE. p.8

12/04/2023 Lyn Parker, [email protected] Epigeum workshop, Limerick



Education models applied to VLE• “learning should be the key objective, and

pedagogy rather than technology should drive the decision-making”

• “technology does not in itself bring about successful learning.”

• “rationale for using the tools needs to be clearly articulated to learners”

• In my experience:• VLE often just used to distribute content• VLE is constantly evolving so staff development issues• How do we engage academics with VLE & with IL?




What do we mean by Information Literacy?

CILIP definition

“Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.”http://www.cilip.org.uk/professionalguidance/informationliteracy/

definition/




Information Literacy: the Skills

• a need for information

• resources available

• how to find information

• need to evaluate results

• how to work with the

results

• ethics & responsibility of use

• how to communicate or share your findings

• how to manage your findings.

Requires an understanding of:




The VLE & IL @ Sheffield: Our Story• LibCT project in 2002-03

• Reading lists “need to find a balance between spoon feeding the compulsory reading and providing opportunities to find their own material”

• Information skills strongly supported by academics but Course or Resource?

• Student motivation strongly dependent on relevance

• Information Skills Project 2004-06• Design interface for collection of tutorials rather than

course• Initially worked with 4 departments but rolled out to all

students Sept 05 before end of project12/04/2023 Lyn Parker, [email protected] Epigeum workshop, Limerick



Range of tutorials• Started with topics academics considered

undergraduates found most difficult• searching for information effectively• evaluating information found, • referencing correctly and avoiding plagiarism

• Used SCONUL 7 Pillars Model to fill in the gaps• Basic and advanced levels• Guidance for academics on which appropriate for

what• Not replicate library web, link where appropriate12/04/2023 Lyn Parker, [email protected] Epigeum workshop, Limerick



Design issues: Generic v specific

• Generic may be considered to be:• Too general and lacking in subject focus – no

context• Not relevant to the specific needs of students on

particular courses i.e. not engage with materials• Students not apply to other modules, courses i.e.

not transfer skills• How generic is generic: faculty, dept, course

• Level of granularity required• Could we use/reuse national resources?




Information Skills Resource










Embedding is Key

• Integration into student modules • Support the learning outcomes • Owned by academic• Not seen as add on by student• Information Literacy is explicit• Included in assessment where

appropriate







Interactivity • Catering for

different learning styles

• Mix of text, screencasts & podcasts

• Self help quizzes and exercises

• Learning by doing• Different navigation

routes

‘I was impressed by the information contained in this WebCT course as it allows one to revisit areas as well as getting an objective measure of one’s knowledge through the quizzes. This presents a good starting point for further learning and its interactive nature allows for active learning.’




Library Liaison with Departments• Integrate library materials into MOLE

TalisListEoffprints (Digitisation of extracts)Information Skills Resource

• Audit existing IL within departments and identify any gaps

• Assess students’ information literacy• Develop suitable benchmarks for each

year group




Feedback• “We strongly welcome the close collaboration…

with colleagues in Library Services.” (Politics)• “… continue this important dialogue with the

library team and … endeavour to ensure that more credit goes to them.” (English Literature)

• “… the real differences will be seen in Levels 2 and 3 of this year's entry.”(Politics)

• “… a marked improvement in these areas, when compared to other cohorts. And they enjoyedusing the resource.” (ScHaRR)


Strategic Engagement

CILASS

Academics

Department of

Information Studies

Library

Information LiteracyNetwork




Departments using ISR




Michael Habib’s Bloghttp://mchabib.blogspot.com/2006/08/academic-library-20-concept-models.html


Web 2.0 project• Improve understanding and awareness of Web2.0

and take up by all library staff • Improve communication and collaboration

between library staff and the student population

• Provide guidance to students on how to use web2.0 technologies appropriately and where they fit into information literacy

• Integrate innovation communication tools with existing communication methods to ensure a unified approach

• Ensure relevance to encourage engagement12/04/2023 Lyn Parker, [email protected] Epigeum workshop, Limerick






Web 2.0 and Information Literacy


Higher Education in a Web 2.0 World

Report published 12th May by Committee of Inquiry into the Changing Learner Experience

http://www.jisc.ac.uk/publications/documents/heweb2.aspx

The overall intention is to “enable informed choice in the matter of these tools, and to support them and their effective deployment”






Points for discussion• Why are so many students still lacking basic IL

when so much good practice is taking place?• “How do we cater for the broad range in students’

levels of access to, familiarity with, and preference for different technologies and technology-based tools?” (Kennedy, 2008) given our own usage and knowledge of the tools?

• What impact are the new technologies having on the information cycle and academic authority?

• What does all this mean for us within IL support?12/04/2023 Lyn Parker, [email protected] Epigeum workshop, Limerick


TheUniversityLibraryStrategies and roles

7 Faces of the Library• Physical collection of

books• Learning and social space• Website• University portal• Virtual learning

environment• Web 2.0 technologies • 3D virtual worlds

Services• Information literacy• Information availability• Personalisation• Seamless access• 24/7 delivery• Student engagement• Marketing




Questions?

• Contact details

Lyn [email protected]: 44 1226 27363Twitter: @lynparker



Resources• Information Skills Resource Showcase

http://librarydevelopment.group.shef.ac.uk/showcase.html• uSpace at the University of Sheffield

http://uspace.shef.ac.uk/clearspace/index.jspa • Slideshare account

http://www.slideshare.net/LynParker• Information Literacy website

http://www.informationliteracy.org.uk/• CILIP CSG Information Literacy Group

http://www.cilip.org.uk/specialinterestgroups/bysubject/informationliteracy


http://librarydevelopment.group.shef.ac.uk/showcase.html

http://uspace.shef.ac.uk/clearspace/index.jspa

http://www.slideshare.net/LynParker

http://www.informationliteracy.org.uk/


