Personnel Development

Presented by

Karin de JagerEmail: karin.dejager@uct.ac.za

4 - 6 Oct 2008 TTT Workshop Cape Town 2

Role of IL librarian

Provide essential expertise on a) Accessing information, b) Selecting information resourcesc) Evaluating most appropriate resources

Collaborate with academic staff to integrate IL components into the curricula

Learn and teach new information formats Facilitate non-traditional or constantly changing

points of access as information media and resources evolve

4 - 6 Oct 2008 TTT Workshop Cape Town 3

Self-development Develop your own information literacy skills Develop the ability to facilitate learning & to teach

critical thinking & inquiry Be responsible for your own learning & technological

skills Receive constant library training, a crucial form of

learning new skills & concepts Participate in professional organizations, attend

conferences & purchase technical literature Allow adequate time for opportunities to collaborate

with peers, have/give ongoing support & offer/receive task-related curriculum advice

4 - 6 Oct 2008 TTT Workshop Cape Town 4

Information literacy teaching & learning

The IL librarian understands that: Teaching information literacy is more than

teaching bibliographic instruction Random learning does not work Students don’t understand when they know

nothing about a topic Meaningful learning builds on prior knowledge

or experience

4 - 6 Oct 2008 TTT Workshop Cape Town 5

IL librarians also know

The main issue isn’t technology, but pedagogy What has been learnt cannot be applied if not properly

understood Active learning techniques required IL Standards do not represent simple linear

progression; evaluation implicit in all All standards not equally present in different

interventions Important to develop experience in teaching

& student performance assessment

4 - 6 Oct 2008 TTT Workshop Cape Town 6

ACRL Best Practice Initiative: IL education integrated into student career Multiple methods of assessment Collaborative IL education planning Use student-centred, active, collaborative

methods Adhere to instructional design principles Relate programme to course goals

4 - 6 Oct 2008 TTT Workshop Cape Town 7

Training the trainers Course components for basic, mrdium &

advanced level training Facilitate class communication Group & conflict management Assessment & evaluation; formative & summative Course management software Equipment management

4 - 6 Oct 2008 TTT Workshop Cape Town 8

Types of instruction (1) Orientation Small-group teaching Instruction in traditional or electronic classrooms Printed or electronic instruction materials for

independent use One-on-one research consultations

Materials selection & evaluation Citation & plagiarism

4 - 6 Oct 2008 TTT Workshop Cape Town 9

Types of instruction (2) Online tutorials Asynchronous instruction (newsletters, e-mail,

forums) Synchronous instruction (chat, videoconferencing) Insertion into course management software Integration into curriculum preferable Orientation for new students

4 - 6 Oct 2008 TTT Workshop Cape Town 10

Constraints & Problems

Multiple choice questions frequently used: easy to mark & standardise results

Limited in knowledge/skill that can be demonstrated

Other approaches: observation, focus groups, interviews & marking written tests, information diaries, portfolios

Time-consuming, labour intensive & difficult to standardise

4 - 6 Oct 2008 TTT Workshop Cape Town 11

Constraints & Problems, cont. Don’t know what difference has been made if

difference can’t be proved Use pre-tests and post-tests to establish

improvement/difference Control groups are difficult; so rarely used Assessments not ‘counting’ for credit not taken

seriously

4 - 6 Oct 2008 TTT Workshop Cape Town 12

Also consider: Context for assessment Possible barriers Bring variety into assessment, e.g.

Expert mode (by a teacher/instructor) Self-assessment Peer assessment (by fellow workers)

4 - 6 Oct 2008 TTT Workshop Cape Town 13

All methods of IL instruction should:

Aim to effect improvement Focus on outcomes, not just skills Focus on competency, not opinion or satisfaction Closely linked to goals & objectives of teaching,

which should be built into learning process Both formative and summative Provide adequate & ongoing feedback

4 - 6 Oct 2008 TTT Workshop Cape Town 14

Characteristics of successful IL programmes

Partnerships with academics Collaborative approaches IL integrated into learning process Learner-centred programmes with experiential &

reflective practice Consistent with institutional mission, goals,

objectives

4 - 6 Oct 2008 TTT Workshop Cape Town 15

Characteristics of successful IL programmes, cont.

Establish measurable outcomes Prepare students to reach academic goals &

lifelong learning Undergo periodic review and evaluation

4 - 6 Oct 2008 TTT Workshop Cape Town 16

IL Personnel Development

Be responsible for your own learning

Develop/Reinforce Competencies

Pedagogical Technological

Self-Management Information Skills