Developing An Online Information Literacy Course Nancy O’Hanlon Ohio State University Libraries...
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Developing An Online Information Literacy
Course
Nancy O’Hanlon
Ohio State University Libraries
Wuhan University, China
March 2007
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Goals for Presentation
Provide an overview of information literacy instruction.
Discuss the online courses taught by librarians at Ohio State University.
Describe the course development process.
Provide examples of course assignments and tools for assessing student learning.
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Information Literacy Defined
Determine the extent of information needed.
Access information effectively and efficiently.
Evaluate information sources critically.
Incorporate information into knowledge base.
Use information effectively.
Access and use information ethically.
(ACRL, 2000)
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How Standards Are Applied
Standard 2: The information literate student accesses needed information effectively and efficiently.
Performance indicator: Constructs and implements effectively-designed search strategies.
Outcome: Identifies keywords, synonyms and related terms for the information needed
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Information Literacy in China
“While learning about computer literacy and media literacy are necessary preconditions of information literacy, they are insufficient for the Internet Age.”
Abilities needed have “grown larger, more
complex, and more important as the volume of available information has mushroomed . . .”
(Feicheng Ma & Cuihua Hu, 2003)
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U.S. Student Characteristics
Rely heavily on the Internet for information.
Ignore library information sources and services.
Act on the “principle of least effort.” Use unsophisticated searching
techniques. Accept Web information uncritically.
(Manuel, 2005)
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Methods for Teaching
1. On demand: individual use of tutorials.
2. Integrated into other courses (for example, Literature, History, Psychology).
3. Stand-alone information literacy course offered by Libraries.
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About Our Courses
No formal information literacy requirement for undergraduates at OSU.
Some instructors teach research skills, but may not involve librarians.
Offering our own credit courses advances the goals of our instructional program.
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Three Courses Offered
Internet Tools and Research Techniques (2 credits)
Advanced Online Research (2 credits)
Online Research Strategies for Career Exploration (1 credit)
See: http://liblearn.osu.edu/courses
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Why Teach Online?
“The student is on stage, guided by the task design created by the faculty member, accessing whatever resources might be needed, and acquiring useful knowledge from the experience.”
(Boettcher, 2007)
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Student / Instructor Benefits
Student convenience and flexibility.
Auto-grading features of course management system (CMS).
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Enrollment Data
Course DatesTotal
EnrollmentAnnual
Average
ASC 120 Columbus 1999-07 2,819 352
ASC 120 Regional (5) 2000-07 1,562 212
ASC 121 2000-07 600 83
ASC 122 2005-07 185 81
TOTAL 1999-07 5,166 728
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Reasons for Enrollment
From Autumn 2006 student survey:
Why did you enroll in this course? 60% I needed a one hour course 13% I am interested in the course topic 17% It was recommended by my advisor 10% Other
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Enrollment and Access
Separate registration process.
Opportunity to give important information to students.
Course management system (CMS) controls access to assignments.
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Required Skills
Basic proficiency using Web browser and e-mail.
Ability to follow written directions.
Ability to manage time.
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Course Development Process
Work backward from goals and specific learning objectives.
What course content and activities will help students meet these objectives?
Can it be delivered entirely online?
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Student Learning Styles
Librarians love text.
Many students respond to images.
Others prefer “hands on” style.
Provide something for everyone in the online environment.
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Creating the Syllabus
State course goals and learning objectives.
Describe course assignments.
Discuss grading practices, policies.
Example
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Presenting Instructional Content
Tutorials Example Searching 101 [net.TUTOR]
Readings Example “The InfoDiet”
Movies Example Search Engine Advanced Features
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Incorporating Active Learning
Active learning utilizes a variety of techniques: small group discussion, hands-on projects, and teacher driven questioning.
In an online class, use:
Worksheets Case study assignments Discussion Forum or Chat Room in CMS
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Types of Online Assignments
Computer-graded Test Worksheet
Instructor-graded Research assignment Capstone
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Measuring Success: Testing
Many types of questions
Question “bank” minimizes cheating
Automatic and personalized feedback
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Measuring Success: Capstone
This assignment replaces the final exam.
Students to apply what they have learned during the course to a real world problem.
Model provided for students.
Example
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Program Evaluation
CMS for feedback from students. Survey data report
CMS course data reports. Assignment report Question overview report Question detail report
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Training New Instructors
Course taught by a variety of librarian
instructors on several OSU campuses.
CMS allows us to create one course offering
and copy it for use by others.
Course designed for minimal interaction of
student/instructor, few grading requirements.
Short learning curve for new instructors.
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References
ALA. Association of College & Research Libraries. 2000. Information Literacy Competency Standards for Higher Education. Available at:http://www.ala.org/ala/acrl/acrlstandards/InfoLit-Chinese.pdf
Boettcher, J. 2007. Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory. Innovate 3 (3). Available at: http://www.innovateonline.info/index.php?view=article&id=54
Manuel, K. 2005. What Do First Year Students Know About Information Research? And What Can We Teach Them? Paper presented at ACRL 12th National Conference, Minneapolis, Minnesota. Available at:
http://www.ala.org/ala/acrl/acrlevents/manuel05.pdf
Ma, Feicheng and Hu, Cuihua. 2003. Information Literacy, Education Reform and the Economy – China as a Case Study. White paper prepared for UNESCO Meeting, Prague, Czech Republic. Available at:
http://www.nclis.gov/libinter/infolitconf&meet/papers/ma-fullpaper.pdf
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Questions?
Thank you for your attention.