e-learning: il instruction & out-of-the-box software

E-Learning: IL Instruction & E-Learning: IL Instruction & Out-of-the-Box SoftwareOut-of-the-Box Software

The Information Literacy The Information Literacy Education (ILE) project Education (ILE) project

Steve Borrelli Instructional Steve Borrelli Instructional Design LibrarianDesign Librarian

Washington State UniversityWashington State University

The Scenario:The Scenario:

Institutes of Higher Education are incorporating Institutes of Higher Education are incorporating Information Literacy (IL) into their institutional Information Literacy (IL) into their institutional goalsgoals

Instructors/Academic departments are assessing Instructors/Academic departments are assessing their classes/programs and often finding that their classes/programs and often finding that students in their programs are weak in ILstudents in their programs are weak in IL

Result: A scramble trying to determine the best Result: A scramble trying to determine the best way to incorporate IL into their classes/programs way to incorporate IL into their classes/programs

The Challenge:The Challenge:

How do you meet the needs of large How do you meet the needs of large numbers of classes who want to numbers of classes who want to incorporate Information literacy incorporate Information literacy instruction in a scalable way?instruction in a scalable way?

The foundational underpinnings of this project are comprised of the following:

In 2002, WSU launched an overarching strategic plan with its number one goal of offering the best undergraduate experience in a research university.In 2006, the Six Learning Goals of the Baccalaureate were adopted by the university. Information literacy became further institutionalized as a paramount outcome of WSU undergraduate education.In 2007, the Library Instruction Department received a WSU Teaching and Learning Improvement Grant from the Offices of the Provost and Undergraduate Education.

From https://ntserver1.wsulibs.wsu.edu/ile/

The AssignmentThe Assignment5) Crop report 5) Crop report Due: Oct. 24 (100 pts)Due: Oct. 24 (100 pts) Choose a crop of interest to you (other than the crops listed on the lecture Choose a crop of interest to you (other than the crops listed on the lecture part of the syllabus). part of the syllabus). Write a 3 - 4 page double-spaced, type written paper on the production Write a 3 - 4 page double-spaced, type written paper on the production requirements, including a general production schedule, for the crop. In requirements, including a general production schedule, for the crop. In addition, include the findings of a current (published after 2000) research addition, include the findings of a current (published after 2000) research project involving the crop and current statistics on production (acreage) and project involving the crop and current statistics on production (acreage) and value.value.Use at least 4 information sources - no more than one of each of the Use at least 4 information sources - no more than one of each of the following: scholarly journals, newspaper, book, personal communication, following: scholarly journals, newspaper, book, personal communication, trade journal, and website.trade journal, and website.Create an additional 1-page section of the paper discussing the different Create an additional 1-page section of the paper discussing the different types of information found in each of the sources you used. Describe how types of information found in each of the sources you used. Describe how each was useful in creating your paper. each was useful in creating your paper.

Information Need

Information Need

Accessing Information

Evaluating Information

Using Information

Introduce Deliverables

Provide Instruction

Multiple Assessment Tools

2.

1.

3a.

3b.

Assess Learning

Assess Transfer

Assess Learning

Assess Transfer

Well, what do people think?Well, what do people think?

Comments from Instructors:Comments from Instructors:

Sources used in student papers are:Sources used in student papers are:– More relevantMore relevant– More currentMore current– No longer taking the first 5 sourcesNo longer taking the first 5 sources

Using 1 as the main source to explain everythingUsing 1 as the main source to explain everything

Teresa Cerny-Koenig Hort/Crops 102 InstructorTeresa Cerny-Koenig Hort/Crops 102 Instructor

What was the most important thing you learned What was the most important thing you learned from doing these information literacy exercises?from doing these information literacy exercises?

““I think the most important thing I learned I think the most important thing I learned was the usefulness of Washington State was the usefulness of Washington State University's online library resources. They University's online library resources. They were extremely helpful in the research of were extremely helpful in the research of geology articles, and I am sure would be geology articles, and I am sure would be equally as useful for researching other equally as useful for researching other topicstopics. “ . “ Soph. Comm. studentSoph. Comm. student

What was the most important thing you learned What was the most important thing you learned

from doing these information literacy exercises?from doing these information literacy exercises?

““How to find scholarly sources” How to find scholarly sources” Fresh. UndecidedFresh. Undecided

““How to weed out the good sources from How to weed out the good sources from the bad ones” the bad ones” Soph. Biol. studentSoph. Biol. student

““I learned more about MLA Format which I learned more about MLA Format which can help me throughout my college can help me throughout my college experience, and it helped me explore and experience, and it helped me explore and become more efficient using the online become more efficient using the online library.” library.” Soph. AdvertisingSoph. Advertising

Questions??Questions??