FACULTY LEARNING COMMUNITY: An approach to developing ICT Literacy Skills
Anna Stoute, Head of Education and OutreachUniversity of Miami Libraries
Definition of ICT Literacy
Information, Communication and Technology Literacy(ICT literacy) is the ability to appropriately use
digital technology , communication tools, and / or networks to solve information problems in order to
function in an information society .
This includes having the ability to use technology as a tool to research, organize, and
communicate information and having a fundamental understanding of the ethical/ legal issues
surrounding accessing and using information (The National Higher Education Information and Communication Technology Initiative, 2004)
ICT Literacy Criteria
• Define: Identify an information need
• Access: Collecting and retrieving
• Manage: Organizing or classifying
• Integrate: Summarizing and contrasting
• Evaluate: Determining accuracy
• Create: Constructing, adapting or designing
• Communicate: Disseminate to audience
FLC Goals
• To use the initial FLCs to provide a model for structured faculty collaboration and professional development that is supported and rewarded by the University.
• To help faculty acquire or increase their facility with ICT Literacy in order to improve their teaching, revise or devise a course, and enhance students’ learning.
• To help strengthen and reshape faculty culture by disseminating the results of the FLCs through workshops, seminars, and collective events.
• To design, develop , and implement a framework for sustainable FLC programming and assessment at the University of Miami.
Required Criteria 0 - Unsatisfactory 1 - Partially Proficient 2 -Proficient 3 - Exemplary POINTS
DefineUsing digital tools to identify and represent an information need
Information need not identified; no understanding of using digital tools
Digital tool applied; information need not identified
Appropriate digital tool used; information need generally identifiable
Information need clearly outlined and addressed; used more than one relevant digital tool;
AccessCollecting and/or retrieving information in digital environments
Collection/retrieval not performed; no understanding of various digital environments.
Minimal collection/retrieved of information; information not relevant; digital environment used improperly
Relevant information; information generally organized; appropriate digital environment applied
Relevant information collected/retrieved; information well organized; very knowledgeable about various digital tools; uses advanced features available in digital environment
ManageUsing digital tools to apply an existing organization or classification scheme for information
No understanding of information management; digital tools not used
Incorrect tool used; organization or classification scheme applied incorrectly
Appropriate tool used; generally understands concepts for information management;
Used alternative tools; organization of information clear and concise; applies the concepts of information management appropriately
IntegrateInterpreting and representing information, such as by using digital tool to synthesize summarize, compare, and contrast information from multiple sources
No use of digital tools to integrate information; does not understand the general concepts of synthesizing, summarizing, etc.
Ineffective use of digital tool; purpose partially achieved
Interpretation and representation of information is clearly identifiable; basic use of digital tool; multiple sources not used to contrast
Information fully integrated; organization precise; effective comparison and contrast; understands and applies the concepts of integrating information
EvaluateJudging if the information satisfies the needs of an information problem, including determining authority, bias, and timeliness
Sources biased and unscholarly; materials irrelevant or marginally relevant to topic; outdated information; own and other’s biases and assumptions not recognized
Most sources scholarly or reliable; materials generally relevant to topic; generally current; own and other’s biases and assumptions recognized but not analyzed
All sources scholarly or reliable; all materials relevant to topic and current; own and other’s biases and assumptions generally analyzed
All sources scholarly or reliable; primary sources may be included; all materials relevant to topic and current; own and other’s biases and assumptions analyzed methodically
CreateAdapting, applying, designing or constructing information in digital environments
Information not created within digital environment
Ineffective approach for creating information; minimal use of digital tools
Consistent and effective creation of information; understanding of the digital tools
Innovative and effective approach to creating information; deep understanding of the digital tools
CommunicateDisseminating information relevant to a particular audience in an effective digital format
No understanding of how to disseminate information in digital format; audience not considered
Dissemination of information is organized although inconsistent; ineffective digital format used; audience generally understood
Digital format of information is organized and consistent; audience understood
Innovative approach used for digitizing and disseminating information; advanced features of digital tool are used; audience understood and addressed
FLC
RU
BRIC
Review of FLC Program 2011
• Lack of participation
• Library has no voice
• Minimal technology
• No Community
• Poor data collection
Open to Change
Negative Positive
Participation Increase
0 2 4 6 8 10 12 14 16 18
2014
2013
2012
2011
2010
2009
Number of Participants
Outcomes of Co-Facilitation
Co-Facilitator
Resource Awareness
Learning Workshops
Recognition
Course Embedding
Technology within a Community
• FLC Yammer Community: FLC 2014 Group
• FLC Website: UM Faculty Learning Community
• Digital Media Lab: DML
Samples of Student Assignments
ENG 219 – Creative WritingJudy Hood
ARC 2014 – Graduate studentsEric Firley - Slab in the Face
Business Summer ProgramJackie Collins - Flickr
Less
ons
Lear
ned
Continuous program
assessment
Open dialogue
Willing to change
Assessing data collection
Collaboration
Ongoing support
Can Librarians implement FLCs?
• Assess institution culture
• Determine your role in the FLC
• Buy-in from colleagues
• Tools needed for sustainability
• Reach out to faculty
• Formulate a collegial environment
• Buy-in from library and/or institution administration
YES
Resources
• Miami University, Oxford, Ohio:• www.units.miamioh.edu/flc/
• Education Testing Service:• www.ets.org
• University of Miami, Coral Gables, Florida:• scholar.library.miami.edu/flc/
• Yammer:• www.yammer.com
FLC Technology Advisor
Vanessa RodriguezE-Learning & Emerging Technologies LibrarianUniversity of Miami Libraries
Email: [email protected]: www.library.miami.edu
Thank You
Anna StouteHead of Education and OutreachUniversity of Miami Libraries
Email: [email protected]
UML: www.library.miami.edu