Post on 05-Jan-2016
description
Teaching Information Skills: Experiences from GUC
Karen Marie Øvern
Internet Librarian International, Oct. 27 2011
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Photo: Oda Hveem (visuello.no) 2009
INFO
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Gjøvik University College:•Approx 2700 students•Health and social studies•Informatics and media technology and design•Engineering and technology•Economics and administrative studies
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SO FAR..
Teaching information literacy:
•Stand-alone lectures•No follow-ups•Not integrated in the subject disciplines
•Does it work?•Is this effective?
Photo: Espen Dalmo
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THE EXPERIMENT/ METHOD Test group/control group Information skills test* Critical Incident
Questionnaire Information skills test v.2
Photo: Espen Dalmo
*based on Beile Test of Information Literacy for Education
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RESULTS FROM MY STUDY Students found it easy to:
Google Get the “technical search
stuff”• Boolean operators• Truncation
Photo: Espen Dalmo
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RESULTS FROM MY STUDY Students found it hard to:
Get started Search databases Find the right keywords Build an argument Structure the text “Read” bibliographies
What is enough?/ When am I done? How many sources?
Photo: Espen Dalmo
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WHAT I LEARNED
Teach process, not just “where to click”• Annotated bibliographies• The research/publication system
Use YouTube for the technical stuff
Be a mentor, not just a service provider
Timing is essential Embedded courses feel more
relevant and engaging
Photo: Espen Dalmo
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Helse
IT Media Teknologi
Økonomi & ledelse
Photo: Oda Hveem (visuello.no) 2009
WHERE ARE WE HEADED?
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WHAT WE ARE GOING TO DO
Actively seek collaboration with faculty staff
Formulate goals for IL courses
Assess courses and share results• Tailored IL tests• CIQ• Blog and meetings with faculty
New experiments:• Embedded courses• Follow-ups• Liaison librarians
Photo: Espen Dalmo
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TOP TIPS
•Stop saying information literacy - no one knows what is
•Have your lunch with new people at least a couple of times a week
•Read the course descriptions and contact the teachers/coordinators in charge, suggesting where you could come in.
• National accreditation standards• Skills integrated in course
descriptions
Photo: Oda Hveem
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TOP TIPS
•Take your students seriously. Do not prepare one generic lecture that you give to everyone
•Assessment is important. Dare to do it properly and accept it when you have to change something that isn't working
•Try something new - and have fun!
Photo: Espen Dalmo
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SUGGESTED READING
Connor, E. (2007). Evidence-based librarianship: case studies and active learning exercises. Oxford: Chandos.
Hansson, B., & Lyngfelt, A. (2009). Pedagogiskt arbete i teori och praktik: om bibliotekens roll för studenters och doktoranders lärande. Lund: BTJ.[Swedish]
Head, A. J., Eisenberg, M.B. (2010). Truth be told: How College Students Evaluate and Use Information in the Digital Age. Washington: The Information School, University of Washington.
Limberg, L., Mikael Alexandersson, Annika Lantz-Andersson, Lena Folkesson. (2008). What matters? Shaping meaningful Learning through Teaching Information Literacy [1]. Libri, 58(2), 82-91.
Munde, G., & Marks, K. (2009). Surviving the future: academic libraries, quality and assessment. Oxford: Chandos Publishing.
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THANK YOU!
Contact me: Karen Marie Øvern kareno@hig.no twitter.com/kmovern www.karenmaries.net
Photo: Ingeborg Øvern