Teaching Information Skills: Experiences from GUC

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Teaching Information Skills: Experiences from GUC Karen Marie Øvern Internet Librarian International, Oct. 27 2011

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Teaching Information Skills: Experiences from GUC. Karen Marie Øvern. Internet Librarian International, Oct. 27 2011. Photo: Oda Hveem (visuello.no) 2009. Gjøvik University College: Approx 2700 students Health and social studies Informatics and media technology and design - PowerPoint PPT Presentation

Transcript of Teaching Information Skills: Experiences from GUC

Page 1: Teaching Information Skills:  Experiences from GUC

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

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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 [email protected] twitter.com/kmovern www.karenmaries.net

Photo: Ingeborg Øvern