2. 1 How to stimulate and guide young information users and professionals? Paul.Nieuwenhuysen@vub.ac.be Vrije Universiteit Brussel, and Universiteit Antwerpen Belgium Prepared to support a 90 minutes workshop at the annual BOBCATSSS conference, in 2009 with the theme Challenges for the New Information Professional in Porto, Portugal, January 2009

3. 2 These slides should be available from the WWW site http://www.vub.ac.be/BIBLIO/nieuwenhuysen/presentations/ (note: BIBLIO and not biblio)

4. 3 - contents - summary - overview of this workshop 1.Topic of this workshop 2.Audience 3.Experience 4.Recommendations Part 1 + Discussion ! 5.Recommendations Part 2 + Discussion !

5. 4 TOPIC of this workshop Methods applied in motivating and teaching young users and information professionals to exploit and manage information

6. 5 TOPIC of this workshop This workshop fits well into the general theme of this conference: “Challenges for the New Information Professional”This workshop fits well into the general theme of this conference: “Challenges for the New Information Professional” One of these challenges isOne of these challenges is How to spend less attention and effort to collecting and preserving physical documents, so that more attention can be spent on increasing the level of information literacy of information users in your environment? = How to assist others in increasing their expertise in the information landscape that is evolving quite fast?

7. 6 TOPIC of this workshop Then we face more specific questions like:Then we face more specific questions like: »How to increase the knowledge and skills of various types of users and perhaps even of colleagues information professionals, in the area of our expertise: information sources, retrieval, management and presentation = How to upgrade the level of information literacy? »How to teach and train others?

8. 7 TOPIC of this workshop Another formulation is preferable in my view:Another formulation is preferable in my view: »How to communicate with a target audience and how to stimulate the members of the target group, in an efficient way?

9. 8 AUDIENCE of this workshop The audience of this conference consists mainly of young people with their own study endeavours fresh in their mind.The audience of this conference consists mainly of young people with their own study endeavours fresh in their mind.

10. 9 AIM of this workshop The aim / hope is to create a lively, interactive workshop session  we all learn from each other’s experience, likes and dislikes,  we can improve the methods that we apply to stimulate others in their activities related to information management (at their appropriate level of information literacy or expertise)

11. 10 Experience with various target groups University students at Master level in Belgium:University students at Master level in Belgium: »Vrije Universiteit Brussel —Master Communication Studies (in Dutch) —Master Literature Science (in Dutch) —Master Science … (in English) »University of Antwerp —Master Library and Information Science (in Dutch)

12. 11 Experience with various target groups University students at Doctoral = PhD level in Vrije Universiteit Brussel, BelgiumUniversity students at Doctoral = PhD level in Vrije Universiteit Brussel, Belgium

13. 12 Experience with various target groups Participants to International Training Programs entitled: Scientific and Technical Information Management in Universities and Libraries – an Active Training Environment = STIMULATEParticipants to International Training Programs entitled: Scientific and Technical Information Management in Universities and Libraries – an Active Training Environment = STIMULATE http://www.vub.ac.be/BIBLIO/itp/

14. 13 Experience with various target groups Participants to training workshops in the framework of UNESCO-IOC-IODE capacity building on information management for marine science http://www.iode.org/Participants to training workshops in the framework of UNESCO-IOC-IODE capacity building on information management for marine science http://www.iode.org/ http://www.iode.org/

15. 14 UNESCO > IOC > IODE UNESCO with headquarters in Paris, the United Nations organization for education, science and culture > UNESCO-IOC The Intergovernmental Oceanographic Commission > UNESCO-IOC-IODE = programme for International Oceanographic Data and Information Exchange

16. 15 The contents of the courses Information literacy Creating a small and simple WWW site Exploiting available digital sources Other topic Presentation of information (slides, posters…)

17. 16 Methods for teaching & assessment: introduction Besides the application of traditional, classical, proven methods and approaches, experiments are going on continuously and more experience is acquired with less traditional methods.

18. 17 Methods for teaching & assessment: “working” in this workshop After a few statements and recommendations, all members of the audience will formulate on paper 1 of the following: »Question = request to clarify a statement »Strong agreement with one of the statements »Strong disagreement with one of the statements »Additional interesting example = additional case »Additional recommendation

19. 18 Time Presentation and slides and recommendations in chronological order.

20. 19 Methods for teaching & assessment: electronic learning site on the WWW http://www.vub.ac.be/BIBLIO/nieuwenhuysen/courses/http://www.vub.ac.be/BIBLIO/nieuwenhuysen/courses/ This offers for each courseThis offers for each course »an outline of the contents and aims »a description of the evaluation procedure »a link to the student discussion group that has been created for each course »slides used in classroom with explanations, exercises, references for further reading »a bibliography for each course chapter Available for everyone through the Internet = “open access”Available for everyone through the Internet = “open access”

21. 20 Methods for teaching & assessment: electronic learning site on the WWW http://www.vub.ac.be/BIBLIO/itp/http://www.vub.ac.be/BIBLIO/itp/ WWW site for VLIR international training programs on information management in science and technologyWWW site for VLIR international training programs on information management in science and technology Offers for each programOffers for each program »an outline of the contents and aims »time schedule with locations and persons involved Available for everyone through the Internet = “open access”Available for everyone through the Internet = “open access”

22. 21 Methods for teaching & assessment: electronic learning site on the WWW http://www.oceanteacher.org/http://www.oceanteacher.org/ Created in the framework of UNESCO-IOC-IODE.Created in the framework of UNESCO-IOC-IODE. This offers study materials related to information management, including information about marine science.This offers study materials related to information management, including information about marine science. Available for everyone through the Internet = “open access”Available for everyone through the Internet = “open access”

23. 22 Methods for teaching & assessment: electronic learning site on the WWW Difficulties:Difficulties: »Not all users have access to fast Internet »Various organisations offer different e-learning platforms. »The e-learning platforms change over time.  Adaptation by students and teachers is time consuming

24. 23 Methods for teaching & assessment: conclusion: recommendation Exploit the WWW for delivery ofExploit the WWW for delivery of »course schedules and »study materials

25. 24 Methods for teaching & assessment: communication through the Internet For each course, we have created a discussion group based on e-mail and the WWW.For each course, we have created a discussion group based on e-mail and the WWW. This is available through the electronic learning WWW site for the course.This is available through the electronic learning WWW site for the course. This supports communicationThis supports communication »student  students ! »(professor  students)

26. 25 Methods for teaching & assessment: communication through the Internet Difficulties:Difficulties: »Not all users have access to fast Internet »SPAM, noise messages

27. 26 Methods for teaching & assessment: conclusion: recommendation Exploit the Internet for communication (or messages on mobile phones)Exploit the Internet for communication (or messages on mobile phones)

28. 27 Methods for teaching & assessment: co-operative learning (1) Each student works not only on small individual assignments, but contributes also to a bigger assignment that is carried out by a group of students.Each student works not only on small individual assignments, but contributes also to a bigger assignment that is carried out by a group of students.

29. 28 Methods for teaching & assessment: co-operative learning (2) Some reasons why to organise group work:Some reasons why to organise group work: »It can enhance the group spirit of the class. »A larger work can be realised, which is more motivating, more realistic, more interesting… »Students learn to cope with problems of working in group, such as —co-ordination and management; —heterogeneity in language, motivation, expertise, punctuality; —leaders versus followers…

30. 29 Methods for teaching & assessment: co-operative learning (3) The groups are formed in such a way that they are NOT composed only of friends or of students from the same region or who speak the same language or who have the same level of expertise. Instead they are created on the basis of alphabetical order of the names of the students, because this guarantees heterogeneity in the group. Heterogeneity is desirable as it enhances the learning experience during the group work.The groups are formed in such a way that they are NOT composed only of friends or of students from the same region or who speak the same language or who have the same level of expertise. Instead they are created on the basis of alphabetical order of the names of the students, because this guarantees heterogeneity in the group. Heterogeneity is desirable as it enhances the learning experience during the group work.

31. 30 Methods for teaching & assessment: co-operative learning (4) The co-ordination of the group work is organised by the group members as an exercise in management and democracy.The co-ordination of the group work is organised by the group members as an exercise in management and democracy. The groups compete to create the best report. So working with at least 2 groups is desirable.The groups compete to create the best report. So working with at least 2 groups is desirable. Each report includes of course the names of the contributing students, but also their portraits and an outline of who contributed what.Each report includes of course the names of the contributing students, but also their portraits and an outline of who contributed what.

32. 31 Methods for teaching & assessment: co-operative learning (5) Example 1 of group work by students:Example 1 of group work by students: »Information retrieval about a particular subject (that is related to the main focus of the curriculum, as far as possible)

33. 32 Methods for teaching & assessment: co-operative learning (6) Example 2 of group work by students:Example 2 of group work by students: »Building a small web site = creating a digital library, starting from a classical, hard-copy, printed document that includes structure, at least 1 picture and at least one computer-screen shot. This confronts students with many aspects of digital libraries, such as dealing with —analog to digital conversion; OCR —pictures with various resolutions and file formats —structure and architecture of a web site —HTML versus PDF versus Word-XML

34. 33 Methods for teaching & assessment: co-operative learning (6) Example 3 of group work by students:Example 3 of group work by students: »Creation of a poster to support the live discussion of scientific research carried out in the department (digital version and a print-out)

35. 34 Methods for teaching & assessment: co-op. learning & communication Follow-up of progress made by each group is desirable.Follow-up of progress made by each group is desirable. Co-operative learning is supported by efficient communication independent of place and time, throughCo-operative learning is supported by efficient communication independent of place and time, through —the discussion group that has been created for each course —electronic mail —closed discussion groups that are created by the groups of competing students

36. 35 Methods for teaching & assessment: conclusion: recommendation Co-operative learning deserves a place besides personal learning.Co-operative learning deserves a place besides personal learning.

37. 36 Methods for teaching & assessment: student portfolios (1) Besides a classical examination to assess the level of knowledge of each student, each student creates also a “portfolio” = a collection of reports concerning small assignments.Besides a classical examination to assess the level of knowledge of each student, each student creates also a “portfolio” = a collection of reports concerning small assignments. That portfolio is also used in the assessment.That portfolio is also used in the assessment.

38. 37 Methods for teaching & assessment: student portfolios (2) Some advantages of the portfolios are the following:Some advantages of the portfolios are the following: »The portfolio is a direct, physical reflection of skills and knowledge, that is closer to reality and more satisfactory than a mark on an exam and that can also be shown to other interested persons. »The portfolio forces students to improve some important skills (reporting, presentation of information) »Creating the portfolio enforces active learning = learning by doing (“constructivist approach” in education).

39. 38 Methods for teaching & assessment: student portfolios (3) Some examples of the contents of such a portfolios:Some examples of the contents of such a portfolios: »Written proposal of an approach to solve a specific problem in an information-environment »Personal WWW site created by the student (digital version and print-outs with various font-sizes) »Series of slides to support a live presentation of personal scientific work (digital version and a print-out of “hand-outs” for the audience) »Poster created to support the live discussion of scientific work (digital version and a print-out)

40. 39 Methods for teaching & assessment: conclusion: recommendation Students should create a portfolio for some courses.Students should create a portfolio for some courses.

41. 40 Methods for teaching & assessment 1 st time for feedback and discussion! All members of the audience are expected to formulate on paper 1 of the following: »Question = request to clarify a statement »Strong agreement with one of the statements »Strong disagreement with one of the statements »Additional interesting example = additional case

42. 41 Methods for teaching & assessment: (1) Methods for teaching & assessment: study close to reality (1) Library and information science is NOT the main point of interest for most students. Therefore, the illustrations/contents/subjects/examples used in teaching and for the assignments are chosen as close as possibleLibrary and information science is NOT the main point of interest for most students. Therefore, the illustrations/contents/subjects/examples used in teaching and for the assignments are chosen as close as possible »to the main focus, the core of the curriculum, and »to the personal interests of the student »to the “reality” of the student

43. 42 Methods for teaching & assessment: (2) Methods for teaching & assessment: study close to reality (2) Examples of choosing illustrations:Examples of choosing illustrations: »The subjects of assignments in scholarly information retrieval are chosen so that they are close to the core of the curriculum. »Students learn how to present information by presenting their own scientific research to the whole group of students. »Students are guided to create their personal site on the WWW and to explain their scientific interests there.

44. 43 Methods for teaching & assessment: conclusion: recommendation The core interests of the students should determineThe core interests of the students should determine »the illustrations, examples and »subjects of assignments.

45. 44 Methods for teaching & assessment: learning for credit (1) Assessment of learners / students is important! :Assessment of learners / students is important! : »Increases the perceived “importance” of what is learned for students and for professors of other courses. »Allows adjustment of the effort spent to what should be learned.

46. 45 Methods for teaching & assessment: learning for credit (2) Methods of assessment:Methods of assessment: »Self assessment based on questions and small assignments provided in the study materials. »Formal assessment by the supervisor/teacher. »Assessment in the framework of other study modules: —Modules should be suitable/acceptable for learning / applying information literacy. —Co-operation with teachers/professors is desirable.

47. 46 Methods for teaching & assessment: learning for credit (3) Ideally, learning and assessment should lead to a credit for the student!Ideally, learning and assessment should lead to a credit for the student! Reference: Badke, William Ten reasons to teach information literacy for credit. Online 2008 Nov/Dec, pp. 47-49.

48. 47 Methods for teaching & assessment: conclusion: recommendation In exchange for the efforts made by students, deliver credits.In exchange for the efforts made by students, deliver credits.

49. 48 Methods for teaching & assessment: peer assessment (1) The report by each student is not only assessed / questioned by the responsible teacher / professor, but also by peer students who are member of a competing group.The report by each student is not only assessed / questioned by the responsible teacher / professor, but also by peer students who are member of a competing group.

50. 49 Methods for teaching & assessment: peer assessment (2) Some advantages of peer assessment by students are the following:Some advantages of peer assessment by students are the following: »All students together can spend more time than the busy professor, to discover errors or weak points in the work of others, and more importantly: to suggest improvements. »The student who evaluates can learn from the different approach by another student to the same problem. »The students learn to have scientific and constructive discussions.

51. 50 Methods for teaching & assessment: conclusion: recommendation To assess the achievements of students, peer assessment should be included whenever possible.To assess the achievements of students, peer assessment should be included whenever possible.

52. 51 Methods for teaching & assessment: active learning Less:Less: »classical professor  student teaching More:More: »question & answer sessions »practical work »presentations by students »co-operative learning »creation of a portfolio by each student »peer assessment

53. 52 Methods for teaching & assessment: conclusion: recommendation Facilitate more active learning.Facilitate more active learning.

54. 53 Methods for teaching & assessment: inviting feedback (1) Each student is formally invited to provide some critical but constructive feedback on any aspect of the course, such as:Each student is formally invited to provide some critical but constructive feedback on any aspect of the course, such as: »contents, coverage, illustrations, subjects »assignments, tasks, exercises »bibliography, recommended reading »the WWW site for the course »the educational methods applied »…

55. 54 Methods for teaching & assessment: inviting feedback (2) Why inviting the students to provide feedback?Why inviting the students to provide feedback? »Constructive remarks can lead to improvements of the course in future years. »Stimulates critical thinking by the students. »Students learn that constructive criticism is more difficult but more rewarding than simple negative criticism.

56. 55 Methods for teaching & assessment: inviting feedback (3) Take into account the different aspects of teaching / learning:Take into account the different aspects of teaching / learning: »Contents: level, relevance, quantity, up-to-date? … »Format: teaching methods, study materials, expertise of teacher…

57. 56 Methods for teaching & assessment: conclusion: recommendation Invite students / trainees to provide constructive, critical feedback.Invite students / trainees to provide constructive, critical feedback.

58. 57 Methods for teaching & assessment 2 nd and last time for feedback and discussion! All members of the audience are expected to formulate on paper 1 of the following: »Question = request to clarify a statement »Strong agreement with one of the statements »Strong disagreement with one of the statements »Additional interesting example = additional case »Additional recommendation ?!

59. 58 Active learning Co-operative learning Study close to reality Communication through Internet Each student creates a course-portfolio Peer assessment of students Students offer feedback on the course Electronic learning environment Learning for credit

60. 59 Recommended reading Horton, Forest Woody Jr. and Keiser, Barbie E. Encouraging global information literacy. Computers in Libraries, Nov. / Dec. 2008, pp. 6-32. Nieuwenhuysen, Paul Information literacy: a bibliography. [online] http://www.vub.ac.be/BIBLIO/nieuwenhuysen/courses/bibliography /educat.htm http://www.vub.ac.be/BIBLIO/nieuwenhuysen/courses/bibliography /educat.htm Nieuwenhuysen, Paul Information literacy courses at university level: some experiments and some experience. In: Campus-wide information systems, Vol. 17, No. 5, 2000, printed pp. 167-173. Also available online through the Internet and WWW, for instance at http://www.emerald-library.com/ http://www.emerald-library.com/

61. 60 We all walk in the dark, supported by a few lights