9.17.2008
MyStudiyo
I decided I needed a break from talking about my info lit wiki, so instead I want to talk about a new tool I just discovered. MyStudiyo is a quiz-making website that allows you to create interactive online quizzes and then embed them into your website. I love this tool! You can view your responses and statistics for each quiz you create. I can think of a thousand uses, too. For example, if you want to test students' prior knowledge, give them a quiz at the start of class, then have them retake it at the end to see if they've learned anything. You can also have fun quizzes to provide a little extra entertainment for your website. For example, a quiz on "how well do you know your librarian?" This is a great tool, still in its beta form. It's free for 3 basic versions of the quiz. If you want to know how an individual scored on a quiz, they must register with mystudiyo in order to track that information. This tool is probably not ready for use as a part of student grading, but it is a great tool for instructors to quickly gauge students' knowledge with little prep time involved. Anyone else used this tool? I'd be interested to hear how others are using it?
9.16.2008
Thinking about my Information Literacy Wiki in terms of ADDIE continued - Discussion of Design
In the design phase, I first identified the objectives I wanted the system to serve. As a result of using this wiki:
• Students will identify available library services.
• Students will identify sources of extra help and information within the LRC.
• Students will locate and determine the contents of the LRC Collection.
• Students will evaluate their knowledge of information literacy skills and the research process.
• Students will use research guides available on the site to successfully recognize when information is needed, formulate search statements, evaluate information critically, and avoid plagiarism.
• Students will participate in self-directed learning and recognize when additional information is needed.
After determining the above objectives, I created a mock-up version of the wiki on paper. I sketched my ideal homepage, complete with what I believed were the most important pages and links. I also decided I would prepare an information literacy quiz to help students assess their own prior knowledge about information literacy and the research process.
I knew I wanted to keep the site as simple as possible, so I tried to keep text to a minimum. To organize research guides for the time being, I put them all into a folder. In the future, the guides will be placed into an ordered table describing each step in the research process. I also designed photographs into the site where possible, to give users the feeling that they were familiar with the LRC location and setup.
The most crucial elements I needed to integrate into the design included:
I've already described how I came to decide to use pbwiki as my tool of choice, but I found that each of these required sections fit fairly nicely into the wiki format. The wiki is also convenient because if we ever grow in the size of our library staff, I will easily be able to share what I've done with other staff members and allow them to become administrators or editors of the wiki as well.
In my next post I'll talk about how I developed and implemented the wiki, and the beginnings of its evaluation...
• Students will identify available library services.
• Students will identify sources of extra help and information within the LRC.
• Students will locate and determine the contents of the LRC Collection.
• Students will evaluate their knowledge of information literacy skills and the research process.
• Students will use research guides available on the site to successfully recognize when information is needed, formulate search statements, evaluate information critically, and avoid plagiarism.
• Students will participate in self-directed learning and recognize when additional information is needed.
After determining the above objectives, I created a mock-up version of the wiki on paper. I sketched my ideal homepage, complete with what I believed were the most important pages and links. I also decided I would prepare an information literacy quiz to help students assess their own prior knowledge about information literacy and the research process.
I knew I wanted to keep the site as simple as possible, so I tried to keep text to a minimum. To organize research guides for the time being, I put them all into a folder. In the future, the guides will be placed into an ordered table describing each step in the research process. I also designed photographs into the site where possible, to give users the feeling that they were familiar with the LRC location and setup.
The most crucial elements I needed to integrate into the design included:
- Library Session Course Pages
- Research Guides
- Information Literacy Education/Quiz
- LRC Catalog (although it is not searchable, various pdf formats are available)
- Printing Instructions
- Services
- Synchronous Communication – Meebo Chat
I've already described how I came to decide to use pbwiki as my tool of choice, but I found that each of these required sections fit fairly nicely into the wiki format. The wiki is also convenient because if we ever grow in the size of our library staff, I will easily be able to share what I've done with other staff members and allow them to become administrators or editors of the wiki as well.
In my next post I'll talk about how I developed and implemented the wiki, and the beginnings of its evaluation...
9.11.2008
Thinking about my Information Literacy Wiki in terms of ADDIE
ADDIE - Analysis, Design, Development, Implementation, Evaluation
ADDIE is learning model often used by those who design instruction or instructional materials. Prior to creating my Information Literacy Wiki, I first thought about my criteria for and objectives in building an online "learning resource center." I am currently in the development, implementation and evaluation stages of this project, however, I find it helpful to go back to what I did in those first few phases and re-evaluate my work. I'm sure that as I continue with this project I will find things that I could have done better or things that I will do differently next time. But for now...this is what I've got. I think for today I'll just start out with the Analysis part of this project...
Analysis:
The primary learning problem I faced was in finding a way to make my learning materials available to all of the students at my institution, without necessarily visiting each class or every individual student. During my time here as the librarian, it has become very clear that information literacy instruction is desperately needed. Students by and large do not know how to search online databases, or even a library catalog. When asked to write a brief (1 page) paper about the discovery of a famous mathematician or scientist, many had no idea where to even begin, despite the fact that they had already been introduced to our Virtual Library system several times. They are also mostly clueless when it comes to evaluating the information they are reading. Some instructors are far more receptive to my taking time out of their class to do library instruction than others, leaving some students a bit behind on the information literacy track.
In thinking about what my goals should be for this project, the first thing that came to mind was simply making my instruction available to students who could not necessarily see me in a classroom environment. My second goal was to aim toward producing students who were information literate. My objectives in reaching those goals are
1. Provide information literacy instruction based on the Information Literacy Standards for Higher Education developed by ACRL (Association of College and Research Libraries).
2. Create a Web presence for our Learning Resource Center in which students will have Internet access to information literacy instruction that relates directly to what they’re doing in class.
3. Create course-specific instructional pages for students, especially those working on course projects.
4. Market the new Web site to students across campus.
Knowing that most of the students I’m dealing with are going back to school for the first time in years, or have had little experience with writing and “research” in a post-secondary environment, I knew I needed to create a learning environment that was simple to use and at a low enough level to help students across the board. I also needed to include enough information for students who may not have had the opportunity to attend one of my in-class “library” sessions.
Immediately several different solutions came to mind that I knew could help me fulfill my goals. I thought about learning management systems such as Moodle and simple, free Web pages available from Google. I also thought of Wikis and Blogs. Ultimately, I wanted a space that could provide me with the ability to display a wealth of information in a neat and organized way, along with the ability to add interactive elements.
In determining the best way to go about developing my library’s online presence I ran in to several constraints. First, as I mentioned in a previous post, my institution does not provide any sort of Web space for its employees. In addition, because of its corporate nature, it is very important to not misrepresent my employer or their goals in any way. If I were to create my own Web space, I’d need to carefully monitor the content and keep any student information and curriculum information confidential.
Fortunately, time was not a key concern in my development of this new resource. This type of project is something that I knew I could build over time as I created new instructional materials. I had no deadline or pressure hanging over my head to create this resource right away; however I knew it would be to my benefit to get started sooner, rather than later. Being the solo librarian, I know that as the size of our institution grows, I will have less time to devote to this type of work.
...Coming up next... A discussion of the Design of my Learning Resource Center Wiki
ADDIE is learning model often used by those who design instruction or instructional materials. Prior to creating my Information Literacy Wiki, I first thought about my criteria for and objectives in building an online "learning resource center." I am currently in the development, implementation and evaluation stages of this project, however, I find it helpful to go back to what I did in those first few phases and re-evaluate my work. I'm sure that as I continue with this project I will find things that I could have done better or things that I will do differently next time. But for now...this is what I've got. I think for today I'll just start out with the Analysis part of this project...
Analysis:
The primary learning problem I faced was in finding a way to make my learning materials available to all of the students at my institution, without necessarily visiting each class or every individual student. During my time here as the librarian, it has become very clear that information literacy instruction is desperately needed. Students by and large do not know how to search online databases, or even a library catalog. When asked to write a brief (1 page) paper about the discovery of a famous mathematician or scientist, many had no idea where to even begin, despite the fact that they had already been introduced to our Virtual Library system several times. They are also mostly clueless when it comes to evaluating the information they are reading. Some instructors are far more receptive to my taking time out of their class to do library instruction than others, leaving some students a bit behind on the information literacy track.
In thinking about what my goals should be for this project, the first thing that came to mind was simply making my instruction available to students who could not necessarily see me in a classroom environment. My second goal was to aim toward producing students who were information literate. My objectives in reaching those goals are
1. Provide information literacy instruction based on the Information Literacy Standards for Higher Education developed by ACRL (Association of College and Research Libraries).
2. Create a Web presence for our Learning Resource Center in which students will have Internet access to information literacy instruction that relates directly to what they’re doing in class.
3. Create course-specific instructional pages for students, especially those working on course projects.
4. Market the new Web site to students across campus.
Knowing that most of the students I’m dealing with are going back to school for the first time in years, or have had little experience with writing and “research” in a post-secondary environment, I knew I needed to create a learning environment that was simple to use and at a low enough level to help students across the board. I also needed to include enough information for students who may not have had the opportunity to attend one of my in-class “library” sessions.
Immediately several different solutions came to mind that I knew could help me fulfill my goals. I thought about learning management systems such as Moodle and simple, free Web pages available from Google. I also thought of Wikis and Blogs. Ultimately, I wanted a space that could provide me with the ability to display a wealth of information in a neat and organized way, along with the ability to add interactive elements.
In determining the best way to go about developing my library’s online presence I ran in to several constraints. First, as I mentioned in a previous post, my institution does not provide any sort of Web space for its employees. In addition, because of its corporate nature, it is very important to not misrepresent my employer or their goals in any way. If I were to create my own Web space, I’d need to carefully monitor the content and keep any student information and curriculum information confidential.
Fortunately, time was not a key concern in my development of this new resource. This type of project is something that I knew I could build over time as I created new instructional materials. I had no deadline or pressure hanging over my head to create this resource right away; however I knew it would be to my benefit to get started sooner, rather than later. Being the solo librarian, I know that as the size of our institution grows, I will have less time to devote to this type of work.
...Coming up next... A discussion of the Design of my Learning Resource Center Wiki
8.27.2008
An Info Lit Wiki
Lately I've been struggling with how to display information online for students. Each time I teach library instruction sessions, I end up photocopying a number of (wasted) pages, which students will probably only look at once and then throw away. It seems only natural (as a Generation Y'er, although a borderline Millenial at heart) that I should be putting my teaching materials online and make the learning environment more interactive. At work I am not allocated any web space to display documents and important information that I present in my library sessions. After looking at various open source options similar to LibGuides, I decided that the most efficient and effective way to give myself some "web space" was to create a wiki using PBwiki.
A completely free PBwiki account provides me with enough space (only 10 MB, but enough to force me to keep content current) to successfully post the documents and files that I need, including research guides, subject guides, library information, and other important contact information. I've even included my own form of virtual reference by installing a Meebo chat widget.
PBwiki is not without its limitations. The navigation is a bit clunky and is not as customizable as I would prefer. It's also not always possible to include small programs, such as del.icio.us tag rolls because of PBwiki's distrust of < script > tags.
For now, though, PBwiki is suiting its purpose. It is an easy, affordable way for me to provide students with one more link to the library.
A completely free PBwiki account provides me with enough space (only 10 MB, but enough to force me to keep content current) to successfully post the documents and files that I need, including research guides, subject guides, library information, and other important contact information. I've even included my own form of virtual reference by installing a Meebo chat widget.
PBwiki is not without its limitations. The navigation is a bit clunky and is not as customizable as I would prefer. It's also not always possible to include small programs, such as del.icio.us tag rolls because of PBwiki's distrust of < script > tags.
For now, though, PBwiki is suiting its purpose. It is an easy, affordable way for me to provide students with one more link to the library.
8.01.2008
Using American Idol to teach IL in "Evaluating Resources - You be the Judge!"
Last week I taught my 4th library session to a class of Composition students. These student are all at very beginning levels in their college career and so I knew I needed to make a lesson that would be interesting, timely, useful, and something not too complex. I also knew that if I went in to class giving students a list of criteria and telling them to use it when they write their papers, they would probably all stare at their computers, possibly fall asleep, and forget about anything I had told them. To make it interesting, I decided to turn the Info Lit session into a fun activity using American Idol as my theme. Since what the students had to do with evaluating resources is a little like judging a contestant in American Idol, I figured that I could spice up the lesson a bit with some fun pop culture references.
First, we discussed how students evaluate the information they read. We talked about different situations where evaluating information is very important, for instance if you are a medical doctor deciding how to perform a surgery. We also discussed some different types of information (books, journals, magazines) and how we might evaluate each type a little differently. I gave students a handout with some information and criteria outlined for evaluating books, periodicals, and websites. Then came the fun part. Judging some real resources - American Idol style.
For our practice evaluations I dealt only with websites for several reasons. First, it was what most students were using for their upcoming paper assignments. Second, because any of the books students were using available from the library were more or less "good" sources. Third, websites are often the most challenging sources of information to evaluate because of their nature. Websites can be particularly challenging when evaluating them for their authority, currency, point-of-view, bias, accuracy, and content.
I gave students a sample assignment to work on. I told them that to pretend that they were all health students putting together a brochure on nutrition for people who are overweight. I then chose 3 people to be the judges (Simon, Paula, and Randy) and had the rest of the class act as the audience. The judges were to use specific criteria in order to decide whether or not the websites I had given them were right for the "show" and "going to Hollywood." I told students that just like when they have different themed nights on American Idol, we need to evaluate using criteria specific to the situation.
Students used a chart I had given them in their handout to critique and evaluate each website for the class. I then gave the audience members a chance to chime in and say whether they agreed. Two of the websites I used included The Onion and the Beef Nutrition Council. Students really enjoyed looking at these two sites and evaluating the information they contained. They quickly picked up on the sarcastic tone of The Onion and the point of view held by the Beef Nutrition Council. I was also happy to see that students were actively participating and paying attention, probably due in part to the pop culture elements contained in the lesson. Overall the students did quite well in determining evaluative criteria and using that criteria to better understand the source.
First, we discussed how students evaluate the information they read. We talked about different situations where evaluating information is very important, for instance if you are a medical doctor deciding how to perform a surgery. We also discussed some different types of information (books, journals, magazines) and how we might evaluate each type a little differently. I gave students a handout with some information and criteria outlined for evaluating books, periodicals, and websites. Then came the fun part. Judging some real resources - American Idol style.
For our practice evaluations I dealt only with websites for several reasons. First, it was what most students were using for their upcoming paper assignments. Second, because any of the books students were using available from the library were more or less "good" sources. Third, websites are often the most challenging sources of information to evaluate because of their nature. Websites can be particularly challenging when evaluating them for their authority, currency, point-of-view, bias, accuracy, and content.
I gave students a sample assignment to work on. I told them that to pretend that they were all health students putting together a brochure on nutrition for people who are overweight. I then chose 3 people to be the judges (Simon, Paula, and Randy) and had the rest of the class act as the audience. The judges were to use specific criteria in order to decide whether or not the websites I had given them were right for the "show" and "going to Hollywood." I told students that just like when they have different themed nights on American Idol, we need to evaluate using criteria specific to the situation.
Students used a chart I had given them in their handout to critique and evaluate each website for the class. I then gave the audience members a chance to chime in and say whether they agreed. Two of the websites I used included The Onion and the Beef Nutrition Council. Students really enjoyed looking at these two sites and evaluating the information they contained. They quickly picked up on the sarcastic tone of The Onion and the point of view held by the Beef Nutrition Council. I was also happy to see that students were actively participating and paying attention, probably due in part to the pop culture elements contained in the lesson. Overall the students did quite well in determining evaluative criteria and using that criteria to better understand the source.
Libraries on Facebook
Lately I've been thinking a lot about how to make my library more accessible to students. The students I encounter are very diverse in terms of age, experience, and backgrounds. Some are young, straight out of high school, others are in their late 40s and 50s, trying to complete their goal of a college degree. Reaching all of these students and showing that I'm interested in connecting with them at all of their various levels is important in encouraging them to use the resources we have.
While sitting in the library before students go to class, I noticed that many of the students (primarily the younger students) were using Facebook. So, I decided to create a Facebook page for my library, in hopes that students would find it as another easy way to communicate with me. Putting libraries and other institutions on Facebook is certainly nothing new, so I decided to take a look at the other library pages that were out there. I got some great ideas and even discussed the process with several other librarians at other universities. I created a librarian avatar for my profile, then created a library page dedicated only to my library. There are a lot of good library-related applications now available, including CiteMe and WorldCat library search, that can be applied directly on Facebook pages. I also decided I wanted to add an additional chat function beyond the normal Facebook chat. I chose to create my own Meebo account (a free, open-source chat program), then added the application to my Library page on Facebook.
Within about 2 days, I already had a student making use of Facebook and performed my first virtual reference since I've started as the librarian in my current position. It was very fulfilling to see that I had helped even one student just by meeting them where they already were. Though the page is still new, I am marketing it to students through word of mouth, and also through the feature article in my monthly library newsletter. Each month I print out a few newsletters and leave them near the student computers, hoping to catch their glance.
I did have several concerns with starting a Facebook page for my library. It is extremely important, especially in a private post-secondary tech school situation, to represent the company I work for in a positive light. This requires putting privacy restrictions on my profile and page, monitoring content and postings through the use of alerts, and just generally keeping an eye on the page. Another concern is the reaction I will get from other faculty. Being the solo librarian on campus (and also the youngest member of the staff), I've found that none of the other faculty and staff here are very familiar with social networking. For now, I'm not focusing on marketing the page to staff, as its true purpose is to develop a relationship with students, however I have prepared a strong justification for the page's existence. That said, I believe that the potential benefits far outweigh the risks of putting a library online using Facebook. The worst-case scenario is having to delete my page, but for now, it is going strong. I hope that students will continue to make use of it, and will find the library to be a helpful, current, and relevant place to learn, read, and enjoy.
While sitting in the library before students go to class, I noticed that many of the students (primarily the younger students) were using Facebook. So, I decided to create a Facebook page for my library, in hopes that students would find it as another easy way to communicate with me. Putting libraries and other institutions on Facebook is certainly nothing new, so I decided to take a look at the other library pages that were out there. I got some great ideas and even discussed the process with several other librarians at other universities. I created a librarian avatar for my profile, then created a library page dedicated only to my library. There are a lot of good library-related applications now available, including CiteMe and WorldCat library search, that can be applied directly on Facebook pages. I also decided I wanted to add an additional chat function beyond the normal Facebook chat. I chose to create my own Meebo account (a free, open-source chat program), then added the application to my Library page on Facebook.
Within about 2 days, I already had a student making use of Facebook and performed my first virtual reference since I've started as the librarian in my current position. It was very fulfilling to see that I had helped even one student just by meeting them where they already were. Though the page is still new, I am marketing it to students through word of mouth, and also through the feature article in my monthly library newsletter. Each month I print out a few newsletters and leave them near the student computers, hoping to catch their glance.
I did have several concerns with starting a Facebook page for my library. It is extremely important, especially in a private post-secondary tech school situation, to represent the company I work for in a positive light. This requires putting privacy restrictions on my profile and page, monitoring content and postings through the use of alerts, and just generally keeping an eye on the page. Another concern is the reaction I will get from other faculty. Being the solo librarian on campus (and also the youngest member of the staff), I've found that none of the other faculty and staff here are very familiar with social networking. For now, I'm not focusing on marketing the page to staff, as its true purpose is to develop a relationship with students, however I have prepared a strong justification for the page's existence. That said, I believe that the potential benefits far outweigh the risks of putting a library online using Facebook. The worst-case scenario is having to delete my page, but for now, it is going strong. I hope that students will continue to make use of it, and will find the library to be a helpful, current, and relevant place to learn, read, and enjoy.
7.29.2008
LinkedIn... a great video!
LinkedIn is my new favorite site for a variety of reasons. I enjoy reconnecting with former colleagues, finding out about the types of skills necessary for various professional positions, and learning about employers. It is also a great tool to put yourself out there on the Internet in a controlled and monitored way.
Students who are job hunting in the IT field should know about LinkedIn. There are a wide variety of job postings, especially for IT consultant positions. When showing students this networking resource, it is especially important to teach students how to create and maintain a professional online persona and good online habits so that they do not miss out on job opportunities.
7.24.2008
Web 2.0 - Ideas for instructors of information literacy
Wednesday I attended a Web 2.0 Roundtable hosted by the North Carolina Chapter of the Special Libraries Association. As I looked around the room at all of the possible stations, each featuring some mix of Web 2.0 tools, I found myself asking, "Why did I come?" I already knew about each of the tools at each of the tables. I have my del.icio.us bookmarks tagged and bundled, I'm already a Facebook and LinkedIn junkie, and my RSS feedreader is already jammed full. I even wrote my Master's thesis on how special librarians were using Web 2.0 tools to market their libraries. I went into the roundtable sessions thinking, "Well if nothing else, at least I get a little break from the normal routine and I get to see my former colleagues and friends."
Although I already knew how to use the tools, I was pleasantly surprised in many cases to hear some good sharing of ideas. I was glad that people were focusing less on the tools themselves, but how they might be of use and save time. I also found it useful to consider how these various tools might be combined into mash-ups.
After attending the session and reflecting on it, I decided to take a different view point. I already knew a lot about how to make use of these tools from a librarian's perspective, and many of them I use personally. Instead of looking at the Web 2.0 tools as a librarian, I decided to consider how I might use them as an Instructor of Information Literacy. In my experience working with students at my current position, as well as in my previous academic library experience, many students have no concept of what a periodical is, nor why they should think about using one in their assignment. They are very familiar with surfing the Web for information, and believe Wikipedia is an excellent place to find evidence for a research paper. So how can Web 2.0 help me to teach students about information literacy?
First, I started by thinking about my objectives and other considerations:
1. I want students to be able to evaluate the information they find based on certain criteria.
2. I want students to be able to work collaboratively and learn actively.
3. I want to be able to update students with the latest news and helpful tidbits of information.
4. I want students to be able to communicate with me.
5. I want to be able to somehow evaluate or assess what students are learning.
6. I want students to have access to multiple ways of learning the same thing.
I think all of these considerations lend well to various elements of the Web 2.0 line of thinking.
One of the first ideas I had was to create my own information literacy blog directed at students. A blog would be a great place to let students know about new library resources, helpful hints for searching, and other general topics of interest. Because blogs are useful for timely topics, they may be especially useful as a resource for current student assignments. By using RSS feeds, students could keep current w/the latest posts. It would be even better to have a feed post a few lines of the most recent postings to the main library website.
Teaching students about the value of creating an online profile can also be done using Web 2.0 tools. Many students already have MySpace and Facebook profiles, but they often don't know how it can be used against them. Prospective employers are increasingly looking at this information when making hiring decisions. It is important to teach students about networking sites, such as LinkedIn and Facebook, as well as the importance of privacy settings and establishing a professional persona online. Though this isn't the typical version of information literacy, teaching students about these topics does allow them to understand how information is used and displayed.
Other sites, like Flickr and del.icio.us also have really great instructional advantages. Flickr could be used to create online tutorials or tours in the form of slideshows, show students images that depict the differences between scholarly and popular journals, or give students visuals of important reference materials, such as the MLA handbook, so that when they enter the library, they know what to look for. By placing Flickr slideshows on a library instruction page, students don't need to look any further than the site they are already familiar with. Del.icio.us is also useful in its ability to tag, categorize and bundle important links. An instructor could create a del.icio.us site specifically for a class, or import the most recent links into an already established site.
Google Docs are great collaborative Web 2.0 tools that allow a user to post a document that can be edited collaboratively. This is great for group work, especially in an instructional situation. By creating a Google Docs account, students can all log on to complete group work in class. They can then share their work on a projection screen with the class. Especially when learning about citation styles, it is handy to have students type out and format their Works Cited pages, or share in-text citations in their actual papers and assignments.
That's all I've got for now, but I know there are a lot more ideas out there. Feel free to comment with your own!
Although I already knew how to use the tools, I was pleasantly surprised in many cases to hear some good sharing of ideas. I was glad that people were focusing less on the tools themselves, but how they might be of use and save time. I also found it useful to consider how these various tools might be combined into mash-ups.
After attending the session and reflecting on it, I decided to take a different view point. I already knew a lot about how to make use of these tools from a librarian's perspective, and many of them I use personally. Instead of looking at the Web 2.0 tools as a librarian, I decided to consider how I might use them as an Instructor of Information Literacy. In my experience working with students at my current position, as well as in my previous academic library experience, many students have no concept of what a periodical is, nor why they should think about using one in their assignment. They are very familiar with surfing the Web for information, and believe Wikipedia is an excellent place to find evidence for a research paper. So how can Web 2.0 help me to teach students about information literacy?
First, I started by thinking about my objectives and other considerations:
1. I want students to be able to evaluate the information they find based on certain criteria.
2. I want students to be able to work collaboratively and learn actively.
3. I want to be able to update students with the latest news and helpful tidbits of information.
4. I want students to be able to communicate with me.
5. I want to be able to somehow evaluate or assess what students are learning.
6. I want students to have access to multiple ways of learning the same thing.
I think all of these considerations lend well to various elements of the Web 2.0 line of thinking.
One of the first ideas I had was to create my own information literacy blog directed at students. A blog would be a great place to let students know about new library resources, helpful hints for searching, and other general topics of interest. Because blogs are useful for timely topics, they may be especially useful as a resource for current student assignments. By using RSS feeds, students could keep current w/the latest posts. It would be even better to have a feed post a few lines of the most recent postings to the main library website.
Teaching students about the value of creating an online profile can also be done using Web 2.0 tools. Many students already have MySpace and Facebook profiles, but they often don't know how it can be used against them. Prospective employers are increasingly looking at this information when making hiring decisions. It is important to teach students about networking sites, such as LinkedIn and Facebook, as well as the importance of privacy settings and establishing a professional persona online. Though this isn't the typical version of information literacy, teaching students about these topics does allow them to understand how information is used and displayed.
Other sites, like Flickr and del.icio.us also have really great instructional advantages. Flickr could be used to create online tutorials or tours in the form of slideshows, show students images that depict the differences between scholarly and popular journals, or give students visuals of important reference materials, such as the MLA handbook, so that when they enter the library, they know what to look for. By placing Flickr slideshows on a library instruction page, students don't need to look any further than the site they are already familiar with. Del.icio.us is also useful in its ability to tag, categorize and bundle important links. An instructor could create a del.icio.us site specifically for a class, or import the most recent links into an already established site.
Google Docs are great collaborative Web 2.0 tools that allow a user to post a document that can be edited collaboratively. This is great for group work, especially in an instructional situation. By creating a Google Docs account, students can all log on to complete group work in class. They can then share their work on a projection screen with the class. Especially when learning about citation styles, it is handy to have students type out and format their Works Cited pages, or share in-text citations in their actual papers and assignments.
That's all I've got for now, but I know there are a lot more ideas out there. Feel free to comment with your own!
7.22.2008
Challenges of Integrating "Information Literacy" into the College Curriculum
Most undergraduate and technical schools require students complete a course in undergraduate writing, composition, or some other form of the typical English 101. These types of classes are extremely important in building students’ confidence and skills in writing and “researching.” By “researching” I don’t mean that students are actually performing original research; instead, I mean the more general type of fact-finding and literature reviews that one performs to find out more about a particular topic.
These introductory classes seem (at least at the outset) like the perfect opportunity to introduce information literacy into the curriculum. Many undergraduate institutions have librarians who do just that – coordinate library instruction for freshman English students. In my case, I entered a situation where there was no “information literacy curriculum” already in place. My first challenge as a solo librarian at a new college is to come up with my own set of lessons and instructional handouts. Another challenge is working with instructors, who are often adjuncts with other jobs, to impress upon them the importance of truly integrating my library sessions into their courses. Even preparing lessons that fit with actual work done for class assignments is a struggle. Many of the instructors I’ve encountered seem not to mind that my lessons don’t match what they’re doing in class that day. It is frustrating to be teaching students who have not been given some sort of preliminary background on what I will be talking about that day or how it fits into the course. Of course I am more than happy to tell students why what I’m telling them is important – and I do – but without having some sort of graded class activity to make use of the skills they are learning, it is difficult to assess what is actually learned, and students have a harder time recognizing why they should pay attention.
Rather than creating stand alone one-shot library sessions, would it be better to have a short one-credit course devoted to the goal of information literacy? I think it is important that students find purpose in what I’m teaching them and have the opportunity to see how what I’m teaching fits with their class assignments, as well as their professional life in general. If information literacy had its own separate curriculum, it might become easier to teach all of those “library skills” (which translate to information seeking and evaluative skills) to students. Many students have no idea how to differentiate between the information they find on Wikipedia and what they might come across in an encyclopedia. The great majority do not know the difference between a scholarly source and one that is considered popular material. With so much information available, students can find facts and quotes to stick into their assignments just about anywhere. So unless there is a true effort to combine information literacy with the freshman-level writing courses, the one-shot sessions might reach a few motivated students, but will probably not do much good, where as a course devoted to such skills would allow for many more opportunities to consistently address these important issues. Unfortunately, many schools will not just change their curriculum to have a course devoted to library and information skills – especially technical schools that pride themselves on giving students a curriculum that is paired down to the technical skills students need to be prepared for a career. These realities bring us back to the one-shot library sessions.
So how can I make the best of my few opportunities to impart the importance of information literacy? I have come up with a couple of ideas:
1. Gain students attention. Use some device to get students interested in what you’re about to teach them. Use a striking image, a current event or scenario.
2. Always tell them why it matters…and then show them. Go beyond telling students that they will need to know how to do this for a graded assignment and show them why their potential boss might need them to know a skill. For example, if they are writing a report for a boss, ask why it might be important that they not plagiarize their colleague’s work? What might be the potential consequences?
3. Even if instructors are unwilling or unable to work with you, find out as much as you can about their course. Ask to see their syllabus, their upcoming assignments, and their textbooks. Figure out how to relate what you’re saying to what they’re already doing in class.
4. Create custom activities that are interesting, or at least require students to think, discuss, or do a task.
5. Give students a chance to practice what you’re teaching them. This goes back to active learning. Allow students to work through a problem and use the tools you’ve presented them with to figure it out.
6. Evaluate their work in some way. Find out if they really got it. Have them hand-in their class work or write their responses on the board.
7. Provide a way for students to find out more about the topic you’re teaching. Whether it is providing students with an instructional handout, links to a website, or encouraging them to contact you with questions, students should be given some idea that there is additional support available.
7.21.2008
"7 Principles for Good Practice in Undergraduate Education" & how it applies to me...
The article written by Arthur W. Chickering and Zelda F. Gamson highlights some important thought on good practices in education. Working in a small technical school, many of the challenges I face personally include surprisingly unmotivated students (especially considering the cost of tuition), students with little to no technological background, and diverse styles of learning, experience, age, and education levels. When considering my goal of producing information literate students, I have found it helpful to use the 7 principles outlined by Chickering and Gamson as a guide for designing effective instruction. Today, I’ve decided to take a look at the first principle: Encouraging Contact between Students and Faculty.
As the solo librarian on campus, I am the one shot students have for learning the “tenets of information literacy.” That means if the students fail to trust me, or develop some sort of relationship with me, I will have failed to give them the tools they need. In my position, I must encourage as much contact as possible with students and become a source of trusted information before I can do anything else. As students build a relationship with me, I am better able to serve them by coming in to their classrooms and teaching, as well as answering their questions at the reference desk.
In developing instruction, whether it be provided online, in instructional handouts, or in-person, it is important to remember to use every opportunity to encourage interaction. In every handout or instructional session, I give students my contact information and remind them to call, drop by or email if they need any extra help or additional instruction. A point of contact is especially important in online learning to keep students feeling connected to what they are doing.
I’ve also found that going the extra mile for a student, especially on the first point of contact, can do wonders for developing faculty-student relationships. By showing students that I care, they can immediately begin to ask questions more freely. For example, when classes first begin on our campus, students go through the very daunting process of orientation. As I mentioned earlier, many students have little to no technological background – some have never even touched a computer before. For many, just the process of logging on to a computer can be scary, frustrating and confusing.
Orientation, just like regular classroom activities, is a great opportunity for developing a relationship through teaching. In order to help ease their frustrations and nerves, I designed easy-to-read instructional handouts with Microsoft Publisher, which allow students to visually see what they need to do. Instead of just giving them the handouts and leaving it up to them, I also am sure to guide them through it personally and encourage questions. With a large group of students, this can be more difficult than it might seem. Each student might work at a very different pace. By taking the time to walk around the classroom, assess their progress and allowing extra time for students who need individual help, students gain trust in me as their librarian. After gaining trust or credibility as a source of help and information, information literacy objectives can then be addressed much more easily.
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