1. Design of Reusable Multimedia Resources to Deepen Information Literacy North Carolina State University Libraries Kim Duckett Principal Librarian for Digital Technologies & Learning kim_duckett@ncsu.edu Hyun-Duck Chung, NCSU Libraries Fellow Research & Instruction Services, Digital Publishing hyun_duck_chung@ncsu.edu

2. Why are we here? Background: Information Literacy & Libraries NCSU E-Learning Resources Initiative Leveraging instructional design practice: –Peer Review in Five Minutes Feedback and questions

3. Who Are You? Librarian Instructor Instructional designer Instructional technologist Combination Other

4. Information Literacy “Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” Association of College and Research Libraries (2000) Information Literacy Competency Standards for Higher Education. Chicago, Association of College and Research Libraries. (online)

5. Info Lit and Libraries Collaborate with faculty for instructional support Course integrated instruction Curriculum integrated instruction Credit courses Tutorials

6. NCSU Libraries’ E-Learning Resources Initiative & the Invisible Web What’s a primary source? in history? in science?

7. Why Context? “Before we train students to use search tools, before we send them to books, periodicals, or websites, we need to teach them about information. What is it? How is it created? Where is it stored?” Swanson, T. (2004). A radical step: Implementing a critical information literacy model. Portal, 4(2), 259-273.

8. Why Context? “Because tools and the way they are used reflect the particular accumulated insights of communities, it is not possible to use a tool appropriately without understanding the community or culture in which it is used.” Brown, J., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(32), 32-42.

9. Goals

10. Explore context as a dimension in library instruction

11. Goals Explore context as a dimension in library instruction Identify and probe gaps in instructional needs

12. Goals Explore context as a dimension in library instruction Identify and probe gaps in instructional needs Spark conversation rather than show-and-tell

13. Goals Explore context as a dimension in library instruction Identify and probe gaps in instructional needs Spark conversation rather than show-and-tell Experiment with new packaging for instructional content

14. Goals Explore context as a dimension in library instruction Identify and probe gaps in instructional needs Spark conversation rather than show-and-tell Experiment with new packaging for instructional content Test out instructional design models

15. Goals Explore context as a dimension in library instruction Identify and probe gaps in instructional needs Spark conversation rather than show-and-tell Experiment with new packaging for instructional content Test out instructional design models Strive for scalability and reusability

16. For Example…

17. The Problem ? “I need a peer review article…”

18. The Response Opportunity for e-learning resource initiative? Develop an instructional aid Promote library services for students and faculty Demonstrate practical model of module development

19. The Approach Analyze Design Develop Implement Evaluate ACADEMIC LIBRARIES

20. Analyze Limitations of Existing Modules

21. Analyze Engaging Faculty Instructors: Sociology Writing Science Political Science

22. Design Elements of Design: 1.Scope 2.Learning Objectives 3.Generic Content + Customized Delivery

23. …specific to a particular discipline… …‘how to’ conduct peer review for graduate students Scope: ‘Peer Review’ as… …a form of expertise… …quality control… …a technical skill… …controversial or debatable aspects of… …a process… a general overview for early undergraduate students

24. Learning objective 1: Provide an overview of the peer review process

25. Learning objective 2: Peer reviewed articles are different…

26. Learning objective 3: Peer review & what happens on college campuses

27. Learning objective 4: For more help… Generic Video Content Custom Delivery

28. Develop Script Brainstorm graphical concepts Collect images & create graphics* Create audio clips Integrate AV components* Prototype Feedback/ Revise Captioning Mount online Write metadata Broader distribution under Creative Commons License

29. Implement Ask faculty to incorporate into courseware or instruction Use in library instruction Link to course pages, library subject/instruction guides Deposit in learning object repositories

30. Evaluate Assess impact on student learning Calculate costs involved Was it worth it? Are there better ways?

31. Share your ideas with us! How do you use (or create) learning modules in your instruction? Do they discuss context? Or ‘how to’ aspects? Where does “context” fit into library instruction or information literacy? What benefits or challenges do you see in our approach? Does anyone have ideas about assessing return on investment?