SOCIAL TAGGING

P R O P O S A L T O E S T A B L I S H A N E W I N S T R U C T I O N A L U N I T

SOCIAL TAGGING – INFORMATION LITERACY UNIT

Submitted by: Tracy Micka, Instructional Design Coordinator,

University Libraries.

Date: November 22, 2013

School/Division: University Libraries

Department/Program: General Education / Support Services-

Information Literacy

Name of Instructional Unit: Social Tagging

Proposed Start Date: Fall, 2014

PROPOSAL OUTLINE

A. GOALS, OBJECTIVES & EXPECTED LEARNING OUTCOMES

B. LEARNER CHARACTERISTICS & ENTRY BEHAVIORS

C. UNIT ORGANIZATION

D. INSTRUCTIONAL CONTENT

E. ASSESSMENT

F. IMPLEMENTATION

GOALS, OBJECTIVES &

EXPECTED LEARNING

OUTCOMES

S E C T I O N A

INSTRUCTIONAL UNIT GOALS

• Unit aligns with university mission:

“…to discover and advance knowledge”

• Meets ACRL Information Literacy Competency

Standards for Higher Education

• Contributes to student success, retention, and

general education requirements

S E C T I O N A

LEARNING GOALS

Finding & Organizing Information

Social Tagging

Folksonomy

New Web 2.0

Literacies

Information Literacy

S E C T I O N A

THE NEED FOR NEW INFORMATION LITERACIES

When students:

• can make use of tag clouds;

• use tagging in conjunction with a more structured taxonomy;

• can develop information organization strategies;

• understand that information is socially created,

then they are better prepared to participate

productively in the digital era.

S E C T I O N A

LEARNING OBJECTIVES EXPECTED LEARNING OUTCOMES

•Able to retrieve 15 documents using 3 different methodsCreate efficient and effective

search strategies.

•Use subject heading taxonomy and/or controlled vocabulary to come up with additional search terms

Understand when subject searches are most useful and when controlled vocabularies

work better.

•Create Delicious account, tag and share content, participate in a community of knowledge

Utilize “sociotechnical” skills to

develop a highly personalized

learning environment.

S E C T I O N A

LEARNER CHARACTERISTICS &

ENTRY BEHAVIORS

S E C T I O N B

TARGET LEARNERS

• Upper Division Undergraduates

S E C T I O N B

Internet users, age 18-29

are the most likely cohort to

use a social networking site

of any kind (83%)

TARGET LEARNERS: SOCIAL MEDIA USERS

S E C T I O N B

I categorize or tag online

content like photos, news

stories or blog posts

33% of adult internet users

I create or post

original photos and

video

46% of adult internet users

83%

Source: Duggan & Brenner, 2013.

http://www.pewinternet.org/Reports/2013/Social-media-users.aspx

So

urc

e:

Pe

w I

nte

rne

t a

nd

Am

eri

ca

n L

ife

Pro

ject,

20

12

htt

p:/

/p

ew

inte

rne

t.o

rg/Tre

nd

-

Da

ta-(

Ad

ult

s)/

Usa

ge

-Ove

r-

Tim

e.a

sp

x)

So

urc

e:

Pe

w I

nte

rne

t a

nd

Am

eri

ca

n L

ife

Pro

ject,

20

12

htt

p:/

/p

ew

inte

rne

t.o

rg/C

om

me

nta

ry/2

01

2/M

arc

h/P

ew

-

Inte

rne

t-S

ocia

l-N

etw

ork

ing

-fu

ll-

de

tail.a

sp

x

ENTRY BEHAVIORS & PREREQUISITES

• Have previous exposure to research and writing at the college level

• Possess the conceptual framework for social media: when to use it, why

to use it, how others are using it.

• Be able to set up a free account and experiment with social media sites

like Delicious and Flickr

• Be capable of logging onto an academic database and entering search

terms

S E C T I O N B

UNIT ORGANIZATION

S E C T I O N C

UNIT ORGANIZATION

S E C T I O N C

University

General Edu/ Support Svcs.

Library IL Program

Social Tagging Unit

MODE OF DELIVERY

• Virtual

• Asynchronous via Learning

Management System

• Required unit as part of a broader

information literacy program

S E C T I O N C

STUDENT TIME COMMITMENT

Session1: 20 min

Session2: 20 min

Session3: 20 min

Session4: 20 min

S E C T I O N C

Total, including

homework

5 – 6 hours

ANTICIPATED FACULTY & STAFF RESOURCES

Planning and Initial Implementation Phase

S E C T I O N C

70%

30%

Instructional Design Coordinator's

Time

Social Tagging Unit Development

Other Work

• As unit becomes established,

time commitment is reduced

• Instruction is passed on to other

librarians

• No new facilities required

• No capital purchases necessary

• Fits into assessment and

reporting structure already in

place for IL program

LEARNER PARTICIPATION &

INSTRUCTIONAL CONTENT

S E C T I O N D

• Critical thinking

• Active learning

• Assessment

• Peer & instructor

feedback

• Lectures

• Articles & multimedia

• Web 2.0 activities

• Group discussion

• Real-world projects

LEARNER PARTICIPATION

S E C T I O N D

INSTRUCTIONAL CONTENT

S E C T I O N D

ASSESSMENT

S E C T I O N E

Of learning objectives

• Session-by-session

mini assessments

• Culminating project

• Test

Of unit goals

• Pre-instruction quiz

(baseline)

• Post-instruction quiz

ASSESSMENT

S E C T I O N E

ASSESSMENT OF LEARNING OBJECTIVES

• Retrieve 15 documents using 3 different methods

search strategies

• Use subject heading taxonomy and/or controlled vocabulary to come up with additional search terms

subject searches vs. controlled vocabularies

• Create Delicious account, tag and share content, participate in a community of knowledge

“sociotechnical” skills

S E C T I O N E

1

2

3

IMPLEMENTATION

S E C T I O N E

IMPLEMENTATION: A FOUR-WAY WIN

• Students in position of readiness

• Fits into pre-established program

• No new financial outlay: uses existing technologies

and staff

• Does not take away from professor’s class time

Students

Information Literacy

Professors

Finance

S E C T I O N F

IMPLEMENTATION CONSIDERATIONS

• Staged approach

• Badges and micro-

competencies

• Digital learning object for

wider campus community

S E C T I O N F

Thank You for Your Consideration