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© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 11
Information Literacy for the Information Literate
Ruth A Pagell
Wuhan TTT
October 2008
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 22
Module Objectives
This module will: Help you understand the importance of strategic
planning for course planning
Provide tips for developing an IL class for your institution
Reinforce the importance of information literacy for the information literate to contribute to learning and national development
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 33
Why Consider “Information Literacy” for the Information Literate?
Globalization of economies Globalization of education Tools of business Competitive intelligence Life long learning Raising the level of literacy for all
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 44
What is Information Literacy for your Institutions?
What’s in the name information literacy for the information literate?
OrientationTrainingBibliographic instructionInstructionResearch skillsEvaluation, analysisUnderstanding of copyright and plagiarism
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 55
Bibliographic Instruction or Information Literacy?
It’s not what you call it, but why you teach it
TRANSFERABILITY
Critical thinking
Skills of business
Life long
learning
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 66
Enterprise Wide Orientation
Target Audience:
For new learnersFor new staff at all levelsFor new researchers/faculty/decision makers
Levels of Contact:
Email – personal, mass customization, mass mailing
Participate in organization’s orientationFollow up with individual invitation
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 77
Training / Instruction
From general introduction to research literacy for undergraduates
Academic WritingIntroduction to Legal ResearchHow to search XYZ databaseAdvanced web searchingUsing bibliographic softwareBBA Research Certificate Program
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 88
7 Factors for Developing an IL Course
1. Understand your learners and their literacy needs
2. Set course objectives
3. Prepare course outline
4. Determine teaching methods
5. Create course materials
6. Design assessment tools
7. Plan for marketing your course
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 99
1 Understand Your Learners and Their Literacy Needs
a. What is information literacy for your organization’s staff?
b. What is information literacy for your learners?
c. What do your learners already know and how can you find out?
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 1010
1 a: Information Literacy for Library Staff
Map Learning to Competencies
Competence is the ability to perform a set of tasks successfully or efficiently to a required standard of performance, based on behaviors, skills and underlying knowledge
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 1111
1 a: Information Literacy for Library Staff Map Learning to Competencies
Competency Group: Basic Information Seeking Skills
COMPETENCIES1. Answer basic enquiries
about organization’s collection, services, use, facilities and procedures
2. Search catalogue and other basic finding tools
3. Refer to other people, organizations
4. Provide appropriate response, follow-up and closure to users
SKILLS and KNOWLEDGE1. Read, write, speak, listen
at proficient level2. Use computer and
internet 3. Understand bibliographic
and database records4. Know when to use OPAC,
database or internet and why
5. Know how to search common databases
WDA Scheme 2008
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 1212
1 c: What Do Your Learners Already Know?
Percent Rating Themselves Proficient or ExpertSkill Category
Non-Chinese
Chinese
Number 70 23
Catalog 48.6 30.4
E-Journals
37.7 26.1
Databases 38.6 16.7
Internet 78.6 56.5
Research 24.3 4.2
Proficiency
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
Competencies
Per
cent
Non-Chinese
Chinese
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 1313
2. Set Course Objectives
a. Are your objectives in line with the learner’s needs?
b. What should your learners know at the end of the course?
c. Are the objectives clear, specific and measurable?
d. Are you able to map content to objectives?
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 1414
What are the key takeaways?
How much time do you need?
How much time will you get?
What are the skill dependencies?
Who else should you include in planning?
3. From Objectives To Course Outline
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 1515
4. Select Teaching MethodMap methods to content and learners
Lecture
• Show and tell
• Role Play
• Hands – on
• Discussion
• Small group
• Virtual
Passive
Interactive
On your own time
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 1616
4. Select Teaching Methods
What competencies and skills does your literacy trainer need?
What is more important? Being a good trainer
Being an expert in what is being taught
What is more effective? Using an internal trainer Outsourcing your training
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 1717
5 Create course materials
What form will the course material take? PowerPoint Paper Web pages Hand outs Activity sheets Readings
Do you need to clear copyright or seek permission?
Contact vendors for access rights?
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 1818
6. Design assessment tools
How will you assess your learners? Administer pre and post tests
Provide exercises
Create a case study
How will you evaluate your course? Ask questions to help you improve the course Solicit key learning points and have learners
share
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 1919
6. Design Assessment ToolsAsk questions to help you improve the course
Library Skills Workshop for MSc Applied Economics Programme
Overall, how would you rate this session? Excellent Good Average Poor
Please indicate to what extent you agree or disagree with the statement: Strongly Strongly Agree Agree Neutral Disagree DisagreeThe pace of the session was just right 15% 25% 5% 40% 5%
I am interested in attending library training session in the future ____ Yes ___No
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 2020
7. Plan for Marketing your Course
Factors affecting attendance Is the course compulsory? For credit?
Do you have a champion or sponsor? Who initiated the course? You or your
institution?
What do you call your course?
Is their a charge for the course? Are you
providing food?
Is the course in a convenient location?
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 2121
7. Plan For Marketing your Course
For user learnersHow do you get their attention?Where do your learners get events information?What incentive can you offer for taking the
course?How do learners want you to contact them?
For staff learnersIs the course part of their professional
development? Will the course help their salary or promotion?
Case StudyPagell and Munoo
Applying the 7 Factors toDesigningDevelopingAndDelivering a Course:
First Steps in Becoming a Super Searcher!
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 2323
About the CourseFirst Steps in Becoming a Super Searcher!
Sponsor: Library Association of Singapore (LAS)
Professional Development Committee Target audience: Para-professionals and entry
level librarians Duration: 1 day course Size limit per class:20 based on need for hands-
on Number of sessions conducted: 2 Trainers: 2 trainers from an academic library Cost course: Fee, based on organization’s LAS
membership
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 2424
1. Understand Your Learners And Their Literacy Needs
Pre-course Information Gathering
Dear Ms. Learner:Thank you for signing up for our course….
To help customize the course please tell us:
1. Your job title and roles2. What you hope to learn from the course
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 2525
1. Understand Your Learners and Their Literacy Needs
Share your findings with your course participants
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 2626
2. Set Course Objectives
Your objectives must be realistic, measurable and achievable
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 2727
3 Prepare Course Outline
Program Outline9-9:30 Welcome and Objectives9:30-10:30 Understanding Users and their
Information Needs10:45-12:30 Search Concepts and Techniques
1:30- 3:15 Hands-on Case Study
3:30-4:15 Case Study Results
4:15-4:45 What’s New
4:45 – 5 Q & A
Chunk the content; leave time for questions
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 2828
4. Match Teaching Methods to ContentTraining Approaches• Lecture; Group-work; Discussion• Role Playing • Hands-on searching
The Reference Interview: Role PlayPerson A: Information specialistPerson B: Information seekerPerson C: Scribe
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 2929
4. Determine Teaching Methods
Your role is
facilitator
Role Playing
Hands on following lecturer
Presentation from Case Studies
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 3030
5. Create Course Materials
Do you have to use PowerPoint?If yes, are the slides readable on screen or in
a handout?When do you distribute your course
materials?Can you post your training materials on a
website?Have you created worksheets?Have you provided contact information?
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 3232
Activity Worksheet
What Do I know about the topic?
General Knowledge?
Domain Knowledge?
What are the keywords and
synonyms?
Information Sources: What Do I
have access to?
Who can I seek help from?
Search Strings: What am I going to enter in the Search Tool?
Do I use Boolean, Phrase, Field, File type or other techniques?
Write your searchSentence here
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 3333
Activity Worksheet
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 3434
5 Create Course Materials
9 words may have more impact than a picture!
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 3535
6. Design Assessment ToolsWill the answers provide the information to improve the course?
A. Course Objectives1. I will be able to apply what I learned here to my work □ Strongly agree □ Agree □ Somewhat agree □
Disagree
B. Trainer Effectiveness1. The trainer delivered the course effectively □ Strongly agree □ Agree □ Somewhat agree □
Disagree
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 3636
7. Marketing your Course
What do you include in the course write up?
An attention grabber On being a good searcher…”It’s like a detective puzzle..”
The need
Trying to find answers to questions such as…
The target audience
If you are curious and want to learn sustainable skills to search efficiently and effectively regardless of the tools you use…
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 3737
7. Marketing our CourseHow do you reach your learners? Use Sponsor’s website
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 3838
7. Marketing our Course
Other marketing channels
Contact their bossesUse your websiteInvolve all committee membersFor re-run, word of mouth
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 3939
Training the Trainers
Be a champion of IL yourself Advocate IL to key stakeholders 3-Rs: Reflect, Review, Revise Write about and share teachings and learning
with others Keep up to date with trends and developments DO NOT FOCUS ON WHAT CANNOT BE
DONE SEE WHERE YOU HAVE CONTROL
Beyond the Educational System
Enhancing China’s Competitiveness Through Life Long Learning
C J Dahlman, etc. Sept 17, 2007
http://siteresources.worldbank.org/CHINAEXTN/Resources/318949-1121421890573/Lifelong.pdf
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 4141
Beyond Basics
Graduate StudentsResearchers, Engineers and ScientistsMedical ProfessionGovernment OfficialsBusiness PeopleLawyers
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 4242
Trends and Developments: Surveys
Aims of the Study:
• Are young people, the ‘Google Are young people, the ‘Google generation’, searching for and generation’, searching for and researching content in new ways and researching content in new ways and whether this is likely to shape their whether this is likely to shape their future behavior as mature researchers?future behavior as mature researchers?
• Whether or not new ways of Whether or not new ways of researching content will prove to be researching content will prove to be any different from the ways that any different from the ways that existing researchers and scholars carry existing researchers and scholars carry out their work?out their work?
• To inform and stimulate discussion To inform and stimulate discussion about the future of libraries in the about the future of libraries in the internet erainternet era
Information Behaviour of the researcher of the future, 11 January 2008
University College of London, (2008, January, 8). A Ciber Briefing Paper. Retrieved May 25, 2008, from Information behaviour of the reseacher of the future Web site: http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 4343
Building A Course for Advanced Researchers
KNOWLEDGE MANAGEMENT
CRITICAL THINKING
Define
Synthesize
Information
Cite
Access
Eval
uate Search
Adapted from Big http://www.big6.com
INFORMATION RETRIEVAL
© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 4444
Thank You
DiscussionQuestions and Answers
Contact Details:ruthpagell@smu.edu.sg
With input from Rajen Munoo rajen@smu.edu.sg
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