665 Session1-intro-S13

Teaching Information Technology Literacy

LIS 665 Spring 2013

Dr. Diane NahlUniversity of Hawaii, LIS Program

Instructional Role of Academic LibrariansInstruction UnitNeeds Assessment Professional Collaboration

Information & Communication Technology

Skills

ICT literacy is defined as the skillful use of information within digital environments.

Higher-order problem solving and critical thinking skills are needed to use digital technology to solve real-world information problems. National ICT Literacy Policy

Council

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LIS 665 Teaching Information Technology Literacy

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Information FluencyPeople Fluent in Information Technology ("FIT persons") are able to express themselves creatively, to reformulate knowledge, and to synthesize new information.

Fluency with information technology entails … lifelong learning in which individuals continually apply what they know to adapt to change and acquire more knowledge to be more effective at applying information technology to their work and personal lives.

Computer Science and Telecommunication Board (CSTB)

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Digital LiteracyThe ability to use digital technology, communication tools or networks to locate, evaluate, use and create information.

The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers.

A person’s ability to perform tasks effectively in a digital environment... Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments.

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Digital Literacy

Digital Literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.

ALA Task Force, 2011.

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A Digitally Literate Person:

Possesses the variety of skills – technical and cognitive – required to find, understand, evaluate, create, and communicate digital information in a wide variety of formats;

Is able to use diverse technologies appropriately and effectively to retrieve information, interpret results, and judge the quality of that information;

Understands the relationship between technology, life-long learning, personal privacy, and stewardship of information;

Uses these skills and the appropriate technology to communicate and collaborate with peers, colleagues, family, and on occasion, the general public; and

Uses these skills to actively participate in civic society and contribute to a vibrant, informed, and engaged community.

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Information Literacy is Critical Thinking About

Information

① Recognize an Information Need

② Access Information for an Information Need

③ Evaluate Information found for an Information Need

④ Synthesize Information selected from searches to address an Information Need

⑤ Use Information Ethically and Legally to address an Information Need

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Ability to:

How Information Literateare 21st Century College

Students?According to Stephen Denis, product manager at ETS, of the more than 20,000 students who had taken the iSkills test since 2006, only 39 percent of four-year college freshmen achieved a score that represented “core functional levels” in Internet literacy. Rich, Motoko. Literacy Debate: Online, R U Really Reading? NYT, July 27, 2008.

ERIAL: Ethnographic Research in Illinois Academic Libraries. 2011.http://www.erialproject.org/http://www.erialproject.org/publications/presentations/

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Course Introduction

Advanced reference course in instructional design (LIS 601 pre-requisite)

How best to instruct undergraduate students to facilitate acquisition of IL and ICT skills

How to apply current learning theory in designing effective instruction

How research on learners provides useful feedback for designing services and instruction

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Course Introduction

Three integrated assignments within one instructional project1. Observing library instruction

2. Designing and teaching in a Team an ACRL standards-based session online for 20 3rd and 4th year undergraduate psychology majors

3. Conducting research to assess student learning

Class workshop environmentWorking in instructional design teams to apply ideas, concepts, theories, and methods from readings and Web resources to all assignments

Using cloud computing technologies in collaborative work

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Observing Instruction

Begins next week

HL 113 Brier & Lebbin on teaching undergraduates

Due April 11, can submit sooner

Course-integrated instruction

YouTube IL Channel and other instructional videos

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Importance of IL in an Academic Reference Librarian’s Work

Integral to academic reference work

Formal and informal instruction, online and FTF

Staff, student, and faculty instruction

Integral to campus IL assessment mandates

Provide leadership in General Education Reform

Engage teaching faculty in assessing IL student learning outcomes (SLOs or ELOs expected learning outcomes) as a requirement of WASC.

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Importance of IL in an Academic Reference Librarian’s Job

Integral to innovation in services and instruction

Emerging technologies, distance learning, mobile learning, collaborative learning, immersive learning

Listed in nearly every reference job description as integral to the position

Wanted: applicants with experience in designing lessons, instructing and assessing student learning, and using the technologies used by students

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Typical Job DescriptionTitle: Instructor, CC (Librarian)

Qualifications: Master's degree from an ALA-accredited library program

Duties & Responsibilities [Abridged]: Teach information literacy for a variety of classes. Engage faculty to develop course specific instruction and to promote library resources. Provide individual and small information literacy classes for students, faculty and staff. Develop and conduct ongoing assessment for information literacy. Create instructional materials. Create online library guides. Investigate and incorporate technologies (e.g., wikis, blogs, podcasts, online tutorials, etc.) to serve library users. Responsibilities include development and review of curriculum as well as assessment of learning, and may include instructional assignments involving distance education. Collaborate with the librarians and library staff. Work under the guidance of colleagues to develop an understanding of student needs in discipline or area of primary responsibility.

Honolulu Community College, March 2011 [Emphasis added]

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Typical Job DescriptionTitle: User Services Librarian: Emerging Technologies

Duties: Under general direction of the Coordinator for User Services and the Team Leader for Reference and Instructional Services, the successful candidate will identify and promote the use of emerging and existing technologies, collaborating with other librarians and the campus community to provide innovative library services designed to enrich the university learning experience. He/she will take an active role in defining, planning, and implementing new learning spaces and services in support of student learning.

Qualifications: ALA accredited Master’s degree. Ability to work creatively and effectively in a team environment to enhance library programs and services. Knowledge of current and emerging technologies such as Web 2.0 tools, instant messaging, blogs, social networking, online communities and other information and instructional technologies along with a demonstrated ability to teach. Ability to create web pages, online tutorials, and guides using relevant applications (e.g. CSS, PHP, DHTML, Dreamweaver, Word). Demonstrated commitment to reference and user-centered services. Must meet promotion and tenure requirements which require scholarly activity and service. Must also possess excellent problem solving, communication, and organizational skills.

Middle Tennessee State University (7/09) [Italics added above]Nahl Spring 2013


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Details of Duties Title: User Services Librarian: Emerging Technologies

Work with library colleagues to assess services and technologies and recommend, design, and implement new services.

Create library research and technology guides to enhance access to services and collections.

Promote reference, research, and learning support services and resources.

Provide leadership with library services related to technological applications including multimedia technologies.

Participate in other Reference and Instructional Services programs and projects, such as Research Coach (individual reference appointments).

Serve as a member of the Reference and Instructional Services Team.

Teach general library research classes to undergraduate and graduate students using two electronic classrooms.

Participate in library technology committees and work groups.

Middle Tennessee State University (7/09) [Abridged, emphasis added] Nahl Spring 2013


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New Job TitlesInstructional Design & Technology Librarian

Instructional Design Librarian – Libraries Instructional Services

Online Instruction/Instructional Design Librarian

Instructional Design Librarian (Assistant Professor)

Instructional Design and Integration Librarian

Instructional Technology/Information Literacy Librarian

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Instructional Design Librarian (Rutgers University Libraries)

Responsibilities: The Rutgers University Libraries (RUL) seek a creative and dynamic, service-oriented librarian to provide leadership in the development of a comprehensive, scalable and sustainable library instruction program. The instructional designer will

Lead the Libraries’ efforts to develop pedagogically sound learning experiences in collaboration with librarians, teaching faculty, and relevant campus partners; focus on designing curriculum-based instruction, enhancing critical thinking skills, and building information literacy competencies, focusing on a diverse undergraduate population.

Employ relevant technologies to enhance online and face-to-face instruction, including developing learning objects and other instructional tools.

Coordinate with library faculty to integrate measureable learning objectives, appropriate educational activities, and methods of assessment into all library instructional activities.

Serve as liaison to students, faculty and staff of the Rutgers Graduate School of Education providing instruction and research consultations, and participating in collection development activities.

Participate in general library instruction and provide in-person and virtual reference service.

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Qualifications

A Master’s degree in Library or Information Sciences from an ALA-accredited institution is required; a second Master’s degree in Instructional Design, Instruction Technology or Education is strongly preferred. The successful candidate should have several years’ experience designing learning-theory-based library instruction, have knowledge of information literacy pedagogy, demonstrate proficiency with instructional technologies, exhibit excellent communication skills, and possess the ability to work both independently and in a collegial environment and work effectively with a diverse student body. Demonstrated commitment in fostering diversity as an organizational priority is required. Candidates who have had successful experience in the design and delivery of services for diverse populations will be given preference. The successful candidate must be eligible to work in the U.S.

Sept. 2012Nahl Spring

2013LIS 665 Teaching Information Technology Literacy

Information Literacy at UH

1. Instructional Services 1. http://library.manoa.hawaii.edu/services/instruction/instruction.html

2. Guides & Handbooks

3. Online Tutorials

4. Class Sessions for the Disciplines

2. LILO Learning Information Literacy Online1. http://www.hawaii.edu/lilo

2. Online Research Journal

3. Assignment Calculator

4. Citation Machines

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UH LIS IL Courses

1. LIS 686 Information Literacy and

Learning Resources

2. LIS 665 Teaching Information

Technology Literacy

3. LIS 690 Teaching Internships with

librarians at Community Colleges, or

teaching IL in other Hawaii colleges

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Questions Answered via Systematic

Instructional DesignHow do you know that what you are teaching is what the students need to know? Do a thorough analysis (needs assessment) of learners before instructing.

When would it be appropriate to use formative or summative assessment in instruction?

What do you know about pedagogy models? Which models will enhance learning?

Which instructional technologies increase learner comprehension and learner performance?

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Nahl Spring 2013LIS 665 Teaching Information Technology Literacy

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Four Phases of the Instructional Design Cycle

1: IDENTIFY PROBLEM – Needs Assessment– What do students need to feel,

know/think/understand and do?

2: DESIGN SOLUTION – Teaching Goals– What should I teach?

3: IMPLEMENT SOLUTION – Teaching Methods– How should I teach?

4: EVALUATE SOLUTION – Assessment of SLOs

Was my teaching successful?Was student learning successful?

Next Session• 1:00 pm Brier & Lebbin session in HL 113

• Text Ch 1 & 2

• ACRL competencies site links

• Grassian & Kaplowitz ch 7

• Pemberton

• Handouts pp. 2-5

• Assignment Instructions pp. 8-13

• Teams bring draft Needs Assessment questions and draft Teaching Goal

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665 Session1-intro-S13

Education

Transcript of 665 Session1-intro-S13