Information Literacy For the Information Literate Rajen Ruth

© RAP © RAP From LAS for WUHAN TTTFrom LAS for WUHAN TTT 11

Information Literacy for the Information Literate

Ruth A Pagell & Rajen Munoo


Module Objectives

This module will: Help you understand the importance of strategic

planning for course planning

Provide tips for developing an IL class for your institution

Reinforce the importance of information literacy for the information literate to contribute to learning and national development


Why Consider “Information Literacy” for the Information Literate?

Globalization of economies Globalization of education Tools of business Competitive intelligence Life long learning Raising the level of literacy for all


What is Information Literacy for your Institutions?

What’s in the name information literacy for the information literate?

OrientationTrainingBibliographic instructionInstructionResearch skillsEvaluation, analysisUnderstanding of copyright and plagiarism


Bibliographic Instruction or Information Literacy?

It’s not what you call it, but why you teach it

TRANSFERABILITY

Critical thinking

Skills of business

Life long

learning


Enterprise Wide Orientation

Target Audience:

For new learnersFor new staff at all levelsFor new researchers/faculty/decision makers

Levels of Contact:

Email – personal, mass customization, mass mailing

Participate in organization’s orientationFollow up with individual invitation


Training / Instruction

From general introduction to research literacy for undergraduates

Academic WritingIntroduction to Legal ResearchHow to search XYZ databaseAdvanced web searchingUsing bibliographic softwareBBA Research Certificate Program


7 Factors for Developing an IL Course

1. Understand your learners and their literacy needs

2. Set course objectives

3. Prepare course outline

4. Determine teaching methods

5. Create course materials

6. Design assessment tools

7. Plan for marketing your course


1 Understand Your Learners and Their Literacy Needs

a. What is information literacy for your organization’s staff?

b. What is information literacy for your learners?

c. What do your learners already know and how can you find out?


1 a: Information Literacy for Library Staff

Map Learning to Competencies

Competence is the ability to perform a set of tasks successfully or efficiently to a required standard of performance, based on behaviors, skills and underlying knowledge


1 a: Information Literacy for Library Staff Map Learning to Competencies

Competency Group: Basic Information Seeking Skills

COMPETENCIES1. Answer basic enquiries

about organization’s collection, services, use, facilities and procedures

2. Search catalogue and other basic finding tools

3. Refer to other people, organizations

4. Provide appropriate response, follow-up and closure to users

SKILLS and KNOWLEDGE1. Read, write, speak, listen

at proficient level2. Use computer and

internet 3. Understand bibliographic

and database records4. Know when to use OPAC,

database or internet and why

5. Know how to search common databases

WDA Scheme 2008


1 c: What Do Your Learners Already Know?

Percent Rating Themselves Proficient or ExpertSkill Category

Non-Chinese

Chinese

Number 70 23

Catalog 48.6 30.4

E-Journals

37.7 26.1

Databases 38.6 16.7

Internet 78.6 56.5

Research 24.3 4.2

Proficiency

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

Competencies

Per

cent

Non-Chinese

Chinese


2. Set Course Objectives

a. Are your objectives in line with the learner’s needs?

b. What should your learners know at the end of the course?

c. Are the objectives clear, specific and measurable?

d. Are you able to map content to objectives?


What are the key takeaways?

How much time do you need?

How much time will you get?

What are the skill dependencies?

Who else should you include in planning?

3. From Objectives To Course Outline


4. Select Teaching MethodMap methods to content and learners

Lecture

• Show and tell

• Role Play

• Hands – on

• Discussion

• Small group

• Virtual

Passive

Interactive

On your own time


4. Select Teaching Methods

What competencies and skills does your literacy trainer need?

What is more important? Being a good trainer

Being an expert in what is being taught

What is more effective? Using an internal trainer Outsourcing your training


5 Create course materials

What form will the course material take? PowerPoint Paper Web pages Hand outs Activity sheets Readings

Do you need to clear copyright or seek permission?

Contact vendors for access rights?


6. Design assessment tools

How will you assess your learners? Administer pre and post tests

Provide exercises

Create a case study

How will you evaluate your course? Ask questions to help you improve the course Solicit key learning points and have learners

share


6. Design Assessment ToolsAsk questions to help you improve the course

Library Skills Workshop for MSc Applied Economics Programme

Overall, how would you rate this session? Excellent Good Average Poor

Please indicate to what extent you agree or disagree with the statement: Strongly Strongly Agree Agree Neutral Disagree DisagreeThe pace of the session was just right 15% 25% 5% 40% 5%

I am interested in attending library training session in the future ____ Yes ___No


7. Plan for Marketing your Course

Factors affecting attendance Is the course compulsory? For credit?

Do you have a champion or sponsor? Who initiated the course? You or your

institution?

What do you call your course?

Is their a charge for the course? Are you

providing food?

Is the course in a convenient location?


7. Plan For Marketing your Course

For user learnersHow do you get their attention?Where do your learners get events information?What incentive can you offer for taking the

course?How do learners want you to contact them?

For staff learnersIs the course part of their professional

development? Will the course help their salary or promotion?

Case StudyPagell and Munoo

Applying the 7 Factors toDesigningDevelopingAndDelivering a Course:

First Steps in Becoming a Super Searcher!


About the CourseFirst Steps in Becoming a Super Searcher!

Sponsor: Library Association of Singapore (LAS)

Professional Development Committee Target audience: Para-professionals and entry

level librarians Duration: 1 day course Size limit per class:20 based on need for hands-

on Number of sessions conducted: 2 Trainers: 2 trainers from an academic library Cost course: Fee, based on organization’s LAS

membership


1. Understand Your Learners And Their Literacy Needs

Pre-course Information Gathering

Dear Ms. Learner:Thank you for signing up for our course….

To help customize the course please tell us:

1. Your job title and roles2. What you hope to learn from the course


1. Understand Your Learners and Their Literacy Needs

Share your findings with your course participants


2. Set Course Objectives

Your objectives must be realistic, measurable and achievable


3 Prepare Course Outline

Program Outline9-9:30 Welcome and Objectives9:30-10:30 Understanding Users and their

Information Needs10:45-12:30 Search Concepts and Techniques

1:30- 3:15 Hands-on Case Study

3:30-4:15 Case Study Results

4:15-4:45 What’s New

4:45 – 5 Q & A

Chunk the content; leave time for questions


4. Match Teaching Methods to ContentTraining Approaches• Lecture; Group-work; Discussion• Role Playing • Hands-on searching

The Reference Interview: Role PlayPerson A: Information specialistPerson B: Information seekerPerson C: Scribe


4. Determine Teaching Methods

Your role is

facilitator

Role Playing

Hands on following lecturer

Presentation from Case Studies


5. Create Course Materials

Do you have to use PowerPoint?If yes, are the slides readable on screen or in

a handout?When do you distribute your course

materials?Can you post your training materials on a

website?Have you created worksheets?Have you provided contact information?


Activity Worksheet

What Do I know about the topic?

General Knowledge?

Domain Knowledge?

What are the keywords and

synonyms?

Information Sources: What Do I

have access to?

Who can I seek help from?

Search Strings: What am I going to enter in the Search Tool?

Do I use Boolean, Phrase, Field, File type or other techniques?

Write your searchSentence here


Activity Worksheet


5 Create Course Materials

9 words may have more impact than a picture!


6. Design Assessment ToolsWill the answers provide the information to improve the course?

A. Course Objectives1. I will be able to apply what I learned here to my work □ Strongly agree □ Agree □ Somewhat agree □

Disagree

B. Trainer Effectiveness1. The trainer delivered the course effectively □ Strongly agree □ Agree □ Somewhat agree □

Disagree


7. Marketing your Course

What do you include in the course write up?

An attention grabber On being a good searcher…”It’s like a detective puzzle..”

The need

Trying to find answers to questions such as…

The target audience

If you are curious and want to learn sustainable skills to search efficiently and effectively regardless of the tools you use…


7. Marketing our CourseHow do you reach your learners? Use Sponsor’s website


7. Marketing our Course

Other marketing channels

Contact their bossesUse your websiteInvolve all committee membersFor re-run, word of mouth


Training the Trainers

Be a champion of IL yourself Advocate IL to key stakeholders 3-Rs: Reflect, Review, Revise Write about and share teachings and learning

with others Keep up to date with trends and developments DO NOT FOCUS ON WHAT CANNOT BE

DONE SEE WHERE YOU HAVE CONTROL

Beyond the Educational System

Enhancing China’s Competitiveness Through Life Long Learning

C J Dahlman, etc. Sept 17, 2007

http://siteresources.worldbank.org/CHINAEXTN/Resources/318949-1121421890573/Lifelong.pdf


Beyond Basics

Graduate StudentsResearchers, Engineers and ScientistsMedical ProfessionGovernment OfficialsBusiness PeopleLawyers


Trends and Developments: Surveys

Aims of the Study:

• Are young people, the ‘Google Are young people, the ‘Google generation’, searching for and generation’, searching for and researching content in new ways and researching content in new ways and whether this is likely to shape their whether this is likely to shape their future behavior as mature researchers?future behavior as mature researchers?

• Whether or not new ways of Whether or not new ways of researching content will prove to be researching content will prove to be any different from the ways that any different from the ways that existing researchers and scholars carry existing researchers and scholars carry out their work?out their work?

• To inform and stimulate discussion To inform and stimulate discussion about the future of libraries in the about the future of libraries in the internet erainternet era

Information Behaviour of the researcher of the future, 11 January 2008

University College of London, (2008, January, 8). A Ciber Briefing Paper. Retrieved May 25, 2008, from Information behaviour of the reseacher of the future Web site: http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf


Building A Course for Advanced Researchers

KNOWLEDGE MANAGEMENT

CRITICAL THINKING

Define

Synthesize

Information

Cite

Access

Eval

uate Search

Adapted from Big http://www.big6.com

INFORMATION RETRIEVAL


Thank You

DiscussionQuestions and Answers

Contact Details:[email protected]

With input from Rajen Munoo [email protected]

Information Literacy For the Information Literate Rajen Ruth

Education

Transcript of Information Literacy For the Information Literate Rajen Ruth