Presentation on theme: "Developing a programme of information literacy. Strategy Will you work at an institutional level? Will you work at a course level? Will you work at a."— Presentation transcript:
Strategy Will you work at an institutional level? Will you work at a course level? Will you work at a subject level?
Write a mission statement for the IL programme Mission statement –What is it? – Why is it important?
Mission statement E.g. “The Teaching Library’s mission is to ensure that every graduate of the University of California at Berkeley is thoroughly familiar with the information resources and tools in their major field of study, is trained to use them effectively, and is prepared to conduct a search strategy in any field” (www.lib.berkeley.edu/TeachingLib/About.html)
Set goals E.g. of an goal –Help library users acquire skills to access information
Set objectives E.g. of an objective –Provide orientation sessions for all first year students during the first week of the semester Objectives – more focused than goals –Specific –Contain a time line –Identify responsibility –Use action verbs e.g. to develop, establish, improve –Language is precise, verifiable and understandable
Set learning outcomes Answers the question: When the student leaves this session / course, what do I want them to be able to do, understand, know? Also consider: What might prevent the student achieving these learning outcomes? See SCONUL (2004) Learning Outcomes and Information Literacy http://www.sconul.ac.uk/activities/inf_lit/papers/outcomes.pdf
Who? - Users Identify users –Bachelors / undergraduates Years 1, 2 and 3 –Masters / graduates –Researchers –Lecturers
What? – Content e.g s Catalogues, Online Public Access Catalogues (OPAC) –Finding resources Search strategies Reference tools Databases –Bibliographic –Full-text Library web-site Internet Government documents Evaluating information Citing references Plagarism Current awareness services…
When – at what time in the programme? Beginning Different times How many sessions?
How? – methods, activities and materials Tours of libraries – E.g. Self guided, audio Talk to groups –Large number of students Show and Tell –Talk about resources and demonstrate Workshops –Hands-on training with pre-prepared training materials / exercises Users learn best by being active and collaborating
How? (cont.) Web-based activities –Web-based tutorials, exercises and guides For examples of web-based tutorials see http://www.ala.org/ala/acrl/acrlissues/ac rlinfolit/infolitresources/infolitinaction/iltut orials.htm
How? – methods Course-related instruction Course-integrated instruction Develop an IL module
How ? - methods Collaboration among faculty and librarians Programme structure –Progression of learning outcomes: Outcomes for 1 st year students… Outcomes for 2 nd year students… For examples of successful collaboration see http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/ infolitresources/collaboration/collaboration.htm
Challenges IL sessions - optional or mandatory? Integration of IL sessions into the curriculum Resources –Staffing – who in the library can become involved? –Equipment –Class-room space Administrative and institutional support within an institution How to implement IL campus-wide?
Assessment / Evaluation Not an easy area What are you trying to assess? What have students learned? How do participants feel about their learning experience?
How to assess? Questionnaires Training worksheets Focus groups Course assessment
Types of learning assessment Prescriptive –Assesses the skills BEFORE the learning takes place Formative –Assesses learning while instruction is ONGOING Summative –Assesses`learning at the END of the instruction See - IFLA Guidelines for information literacy assessment http://www.ifla.org/VII/s42/pub/IL-guidelines2004-e.pdf
Assessment can take place In the library In the class-room At campus level Beyond the campus
Plan a timetable Consider the academic calendar –E.g.Times of induction When are courses assessed?
Marketing the IL programme Product –What are you marketing? E.g. induction session for 1 st year students Place –Where is a good place to market? E.g. library web-site Price –Will there be any costs incurred? E.g production of publicity materials Promotion –How will you promote the programme?
Finally Review and revise What can be improved next time?
New roles for librarians As facilitators, teachers, trainers and educators Opportunity to strengthen position in academic programmes and ensure that IL becomes a key strategy of the institution
Exercise Developing your own information literacy programme –Look at the following web-sites before you begin the exercise. –They give you some ideas of the types of IL programmes developed in libraries. These can help you think about what might work in your library
International Information Literacy Resources Directory The IFLA Information Literacy Section has created this database to record information literacy materials from different parts of the world, on behalf of UNESCO http://www.ifla.org/VII/s42/index.htm
Examples of information literacy programs http://www.sconul.ac.uk/activities/inf_lit/links/prog. html#1 Compiled by SCONUL