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Teaching Information Literacy Skills Tom Adam, University of Western Ontario Stephan Beckhoff, London Health Sciences Centre Tom Adam, University of Western.

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Presentation on theme: "Teaching Information Literacy Skills Tom Adam, University of Western Ontario Stephan Beckhoff, London Health Sciences Centre Tom Adam, University of Western."— Presentation transcript:

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2 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

3 Teaching Information Literacy Skills Tom Dewey Decimator Adam Stephan The Obtuse Kid Beckhoff Tom Dewey Decimator Adam Stephan The Obtuse Kid Beckhoff

4 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

5 Question Did you ever think of yourself as an educator?

6 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

7 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

8 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

9 Fundamentals: Instructional Design Design Strategies Organizational Strategies – Structures – Sequencing (ID and Learning theory) Delivery Strategies – Media – Grouping Management Strategies – Scheduling, resources, etc Design Strategies Organizational Strategies – Structures – Sequencing (ID and Learning theory) Delivery Strategies – Media – Grouping Management Strategies – Scheduling, resources, etc

10 Instructional Design Theory Lesson Level Organizational Strategy Introduction Body Conclusion Assessment Lesson Level Organizational Strategy Introduction Body Conclusion Assessment

11 Instructional Design Theory Lesson Level Organizational Strategy Introduction Gaining attention Informing the learner of the objective Stimulating prior recall Body Presenting stimulus material Providing guidance Eliciting performance Providing feedback Assessing performance Conclusion Enhancing retention and transfer (summarize) Assessment Lesson Level Organizational Strategy Introduction Gaining attention Informing the learner of the objective Stimulating prior recall Body Presenting stimulus material Providing guidance Eliciting performance Providing feedback Assessing performance Conclusion Enhancing retention and transfer (summarize) Assessment Nine Events of Instruction - Gagné-Briggs 1983

12 Instructional Design Theory Keller ARCS model for motivating instruction: Attention Relevance Confidence Satisfaction Keller ARCS model for motivating instruction: Attention Relevance Confidence Satisfaction

13 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 hear 30% of what they see 50% of what they see and hear 70% of what they see, hear and say 90% 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 hear 30% of what they see 50% of what they see and hear 70% of what they see, hear and say 90% of what they see, hear, say and do

14 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

15 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

16 Learning Cycle People cycle through four phases: Learning Style Inventory – D. Kolb, 1999 Concrete Experimentation Active Experimentation Abstract Conceptualization Reflective Observation

17 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

18 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

19 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

20 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

21 Instructional Media Print Internet/CBT Instructor

22 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

23 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

24 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

25 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

26 Web Page Design Principles Text White space - Hyperlinks Graphics and graphic highlighting Colours Scrolling Animation Blend delivery solutions

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28 Question Which is better…Print, Internet/CBT or Instructor?

29 How did you learn the library? What did you do? What were you thinking? How did you feel?

30 Information Explosion Bombarded daily with information Electronic journals & digital libraries Connecting Canadians – SchoolNet, LibraryNet

31 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

32 Information Literacy ACRL Information Literacy Competency Standards for Higher Education (2000) CAUL Information Literacy Standards (2001)

33 Information Literacy at Western equip students with the power to achieve straight As! A A A A A A A A ccess ccess ssess ssess ssimilate ssimilate pply pply

34 recognize the need for information identify potential sources question formation develop effective search strategies navigate resources ccessccess A A

35 critically evaluate information & sources – content – context informed decisions re-examine & refine searching strategies ssessssess A A

36 incorporate into knowledge base – classify, store, manipulate, manage relate to how information generally is generated and stored organize for practical application or purpose ssimilatessimilate A A

37 use new information in critical thinking and problem solving share information, create new knowledge ethical, legal, socio-economic implications – responsible stewards pplypply A A

38 DANGER! Static set of skills mastered once Information Literacy Standards must dynamically respond to the ever- changing information environment. DANGER!

39 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

40 About 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

41 Where we were in 1998 Upper Level and Graduate focus Tool based teaching Renovating Weldon First year Programmes? – Field of Dreams

42 Our Plan Look at what we needed to offer Strategize a methodology Develop an instruction model Just do it!

43 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

44 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)

45 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

46 Politics 020 Faculty liaison Pre session meetings Lecture Tutorials Exam Questions Post Session evaluation and prep

47 Instruction Sessions

48 So Whats Next? Teaching Support Centre Virtual Assistance Ask Us Now

49 Ask A Question link

50 ASK US NOW chat reference


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