Information Literacy & Life Long Learning: Concept and

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Transcript Information Literacy & Life Long Learning: Concept and

Information (IL) Literacy in the Curriculum

Albert K. Boekhorst Universiteit van Amsterdam University of Pretoria

Athens 2011

Program 9:00 – 18:30

     Introduction   Workshop Participants IL, Why, What, How, When?

Developing an IL policy Feedback & Final remarks Surprise (?) ©akb QQML2011 Athens 2

Workshop

 Aim is to present background information to enable persons to develop an information literacy policy in their organisation … ©akb QQML2011 Athens 3

Participants

    Name Institution, function What is/are the obstacle(s)?

What do you want to achieve today? ©akb QQML2011 Athens 4

Excercise

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IL: Why, What, How, When?

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To survive and develop …

themselves people and organisations need knowledge on:    Themselves Their physical environment Their social environment ©akb QQML2011 Athens 7

‘Survival of the Fittest’

Those who are better than others capable to satisfy their information needs in an effective and efficient way, are more capable to survive and develop themselves than … those with less advantageous traits ...

After Charles Darwin "...it is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change...“ Therefore a need to be ‘Information Literate’ ©akb QQML2011 Athens 8

Informatisation process

   Ongoing control over natural forces 

‘technization’

Ongoing social differentiation 

‘differentiation’

Expanding of interdependency networks 

‘globalisation’

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Ongoing proces …

Technological developments CONSTANT CHANGE Information explotion Scientific developments Globalization ©akb Information dependency QQML2011 Athens 10

information technology definition of literacy life styles CHANGE job descriptions ©akb educational theories work environments needs & requirements QQML2011 Athens 11

Effects for people

    Exponential growth of information, information media, information channels and information services Growth of technology, tools and applications to retrieve, process and disseminate information Changes in communication patterns and behaviour 24/7 access and availability ©akb QQML2011 Athens 12

©akb Need for life long learning Need for new skills QQML2011 Athens Need for updating the existing knowledge 13

Lifelong learning All learning activities undertaken throughout life on an ongoing basis in a variety of formal and informal settings, with the aim of improving knowledge, skills, understanding and competence, within a personal, civic, social and/or employment-related perspective

(NIACE, 2003)

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Information Needs

Environment Social role Personal characteristics Information needs ©akb QQML2011 Athens 15

Information Space

   Observation: objects & processes Conversation: persons Consultation: recorded information ‘memory institutions’ EGO  Both real and virtual ©akb

real objects processes people recorded information virtual

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Information literacy

  Increasing complexity of environment leads to need for more skills to select, retrieve and process information External factors create backlog ©akb QQML2011 Athens 17

Information inequality

©akb Participating majority QQML2011 Athens Excluded Information elite 18

American Library Association (1989)

 Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information ©akb QQML2011 Athens 19

  2003 Prague Declaration  "Towards an Information Literate Society" and Information Society 2005 Alexandria Declaration  Beacons of the Information Society ©akb QQML2011 Athens 20

Aspects

Recognition information need Translation information need into query Identification suitable information source Application knowledge of relevant ICT Selection, integration, dissemination of found information. Continuous evaluation ©akb QQML2011 Athens 21

E5 1 2 3 4 5 recognize information need formulate information query knowledge information sources knowledge of ICT appliations selection intergration dissemination

K’

©akb E1 E2 E3 1 = knowledge product E1 = evaluation moment QQML2011 Athens E4 22

Iterating process

©akb 1. recognize information need 1’. recognize information need 2. formulate information query 5. selection intergration dissemination 4. knowledge of ICT applications QQML2011 Athens 3. knowledge information sources evaluation moment 23

SCONUL 7 pillars of information literacy Basic Library Skills Recognise information need Distinguish ways of addressing gap & IT Skills Construct strategies for locating Locate and access Compare and evaluate Organise, apply and communicate Synthesise and create http://www.sconul.ac.uk/ ©akb QQML2011 Athens 24

Related terms

Information competencies User education User training Information literacy Bibliographic instruction Library orientation ©akb Information fluency Information skills QQML2011 Athens 25

Harris & Hodges (1995)

          Adult literacy Advanced literacy Basic literacy Biliteracy Community literacy Computer literacy Critical literacy Cultural literacy Emergent literacy Family literacy          Functional literacy Informational literacy Marginal literacy Media literacy Minimal literacy Restricted literacy Survival literacy Visual literacy Workplace literacy ©akb QQML2011 Athens 26

IL and Media Literacy

  UNESCO Expert Group Meeting, 16 18 June 2008, Paris:  Teacher Training Curricula For Media and Information Literacy UNESCO Expert Group Meeting, 4-6 November 2010, Bangkok  Development of Media and Information Literacy Indicators ©akb QQML2011 Athens 27

3 concepts

  

The ICT concept:

 Information literacy refers to the competence to use ICT to retrieve and disseminate information.

The information (re)sources concept:

 Information literacy refers to the competence to find and use information independently or with the aid of intermediaries.

The information process concept:

 Information literacy refers to the process of recognizing information need, the retrieving, evaluating, use and dissemination of information to acquire or extend knowledge.

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Information Rich - Poor

person

rich

C’ A ’ C A

poor rich

B D

poor A = Information Rich person in Information Rich environment B = Information Poor person in Information Poor environment C = Information Rich person in Information Poor environment D = Information Poor person in Information Rich environment ©akb QQML2011 Athens 29

How: by learning

 In the socialisation process:    ‘By doing’ Formal education Informal education ©akb QQML2011 Athens 30

Governments

 National governments have a specific responsibility:  They determine the form and content of the educational system in which pupils are prepared for their future lives as responsible and participative citizens ©akb QQML2011 Athens 31

Becoming information literate

   Cannot be learned in a distinct subject Integrated in any subject Coordination between ‘teachers’ & ‘librarians’ ©akb QQML2011 Athens 32

Catts & Lau 2008

Information Literacy Continum

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©akb QQML2011 Athens Catts & Lau 2008 34

Learning Line & Moments

Life Long Learning Educational level C Educational level B ©akb Educational level A time QQML2011 Athens 35

Aim

   From  Via

Unconscious Incompetent

 To

Conscious Incompetent



Conscious Competent

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How?

©akb ©akb conscious competent ?

unconscious incompetent conscious competent QQML2011 Athens step 1 raise awareness (assessment) conscious incompetent step 2 offer trainings 37 37

Assessments

   Self-assessment Peer-assessment Tutor-assessment ©akb QQML2011 Athens 38

So far ‘ Information literacy’

    Is a container concept It’s a dynamic concept Being ‘Information Literate’ is a competence:  a critical Attitude about:  What am I doing?  What for am I doing this? With what am I doing this?    Knowledge about:  the organization and quality of information resources and -channels  acquiring access to information Skills: being able to use required skills and technology Part of Life Long Learning ©akb QQML2011 Athens 39

Exercise

 

Make groups

What are the main obstacles to implement IL in the curriculum in your organisation ©akb QQML2011 Athens 40

According to me …

   Management is not interested  They search with one word in Google and think that’s enough!

‘Teachers’ claim it’s their area  But are the competent?

Students think they are competent!

 They search with one word in Google and think they are competent!

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Developing an IL Policy

Serap Kurbanoğlu Hacettepe University, Turkey Albert K. Boekhorst Universiteit van Amsterdam University of Pretoria

Our plans miscarry because they have no aim. When a man does not know what harbour he is making for, no wind is the right wind Seneca

In our minds … we know

Present situation  Desired situation  A B Wonder how to come from A to B So we need a strategy for an IL policy ©akb QQML2011 Athens 44

Information policy

 An information policy is the vision of the strategic management on the main lines, that have to be observed to achieve the required information organisation for the near future from one till five year ©akb QQML2011 Athens 45

What do we need

 A strategic planning   A formulated policy Action program ©akb QQML2011 Athens 46

Strategic planning

 Strategic planning is the formal consideration of an organization's future course. All strategic planning deals with at least one of three key questions:   "What do we do?" "For whom do we do it?"  "How do we excel?" http://en.wikipedia.org/wiki/Strategic_planning ©akb QQML2011 Athens 47

Strategic Planning Process I

   Situation - evaluate the current situation and how it came about.

Target - define goals and/or objectives (sometimes called ideal state) Path / Proposal - map a possible route to the goals/objectives ©akb QQML2011 Athens 48

Strategic Planning Process II

Draw-See-Think

    Draw - what is the ideal image or the desired end state?

See - what is today's situation? What is the gap from ideal and why?

Think - what specific actions must be taken to close the gap between today's situation and the ideal state?

Plan - what resources are required to execute the activities?

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Strategic Planning Process III

See-Think-Draw

   See - what is today's situation?

Think - define goals/objectives Draw - map a route to achieving the goals/objectives ©akb QQML2011 Athens 50

Needed

    Vision Mission Values Strategy ©akb QQML2011 Athens 51

Vision

Defines the way an organization or enterprise will look in the future. Vision is a long-term view, sometimes describing how the organization would like the world to be in which it operates. For example, a charity working with the poor might have a vision statement which reads "A World without Poverty." ©akb QQML2011 Athens 52

Mission

 Defines the fundamental purpose of an organization or an enterprise, succinctly describing why it exists and what it does to achieve its Vision.

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Values

  Beliefs that are shared among the stakeholders of an organization. Values drive an organization's culture and priorities and provide a framework in which decisions are made. For example:  "Knowledge and skills are the keys to success“  “Give a man bread and feed him for a day, but teach him to farm and feed him for life". ©akb QQML2011 Athens 54

Report on IL policy

      Analysis present situation Description of desired situation Analysis of changes Making priorities Demands and conditions Information plan  = action program ©akb QQML2011 Athens 55

Planning lineair

ideal situation desired situation conceptual ©akb present situation present transition process future QQML2011 Athens new situation reality 56

Planning iteratief

ideal situation desired situation ideal situation desired situation present situation present transition process new situation future present situation present ©akb transition process new situation future QQML2011 Athens 57

Getting started

      Don’t reinvent the wheel:   Identify the IL model that works best for your institution Adapt existing information literacy standards and practices Design a program based on the standards and experiences Work on a strategic plan Identify and focus on library responsibilities toward IL and develop library instruction programs accordingly Ensure to teach the research process and its concepts, and do more than introducing electronic tools and technology Be prepared for challenges & be aware of planning pitfalls ©akb QQML2011 Athens 58

Key planning issues

      Plan your Information literacy program in concert with overall strategic library planning Make sure that your plan is tied to library and institutional development plans Review past performance and try to understand reasons for past failures Identify opportunities Determine learners’ needs and preferences Understand the impact of IL training on existing operations and staff function ©akb QQML2011 Athens 59

Potential challenges & planning pitfalls

         Obstacles such as limited facilities, financial and human resources Inability to get management and/or faculty involved Lack of clear objectives Assumptions The status problems Resistance towards change Obstacles in communication (different vocabularies) Student motivation (students don’t want to do anything extra) Perfectionism ©akb QQML2011 Athens 60

Planning

      Statement of purpose Action Environmental scan  Opportunities and challenges Resources Budget Administrative and instutional support ©akb QQML2011 Athens 61

Planning

       Integration with the curriculum Collaboration and partnership Pedagogy Outreach and promotion Evaluation Characteristics of the learner Mode of instruction ©akb QQML2011 Athens 62

Present situation

     Vision, Mission, Values Statement?

Staff Equipment Facilities Instruction ©akb QQML2011 Athens 63

Developing a Vision Statement

    The vision statement includes vivid description of the organization as it effectively carries out its operations.

Developing a vision statement can be quick culture-specific, i.e., participants may use methods ranging from highly analytical and rational to highly creative and divergent, e.g., focused discussions, divergent experiences around daydreams, sharing stories, etc. Therefore, visit with the participants how they might like to arrive at description of their organizational vision.

Developing the vision can be the most enjoyable part of planning, but the part where time easily gets away from you.

Note that originally, the vision was a compelling description of the state and function of the organization once it had implemented the strategic plan, i.e., a very attractive image toward which the organization was attracted and guided by the strategic plan. Recently, the vision has become more of a motivational tool, too often including highly idealistic phrasing and activities which the organization cannot realistically aspire.

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  Notice any differences between the organization’s preferred values and its true values (the values actually reflected by members’behaviors in the organization). Record each preferred value on a flash card, then have each member “rank” the values with 1, 2, or 3 in terms of the priority needed by the organization with 3 indicating the value is very important to the organization and 1 is least important. Then go through the cards again to rank how people think the values are actually being enacted in the organization with 3 indicating the values are fully enacted and 1 indicating the value is hardly reflected at all. Then address discrepancies where a value is highly preferred (ranked with a 3), but hardly enacted (ranked with a 1). Incorporate into the strategic plan, actions to align actual behavior with preferred behaviors.

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

Mission statement

Mission statement describes the overall purpose of the program and may reflect the values and priorities  Write a mission statement for your IL program  Make sure that the mission statement       includes a definition of information literacy; is consistent with the “Information Literacy Standards”; corresponds with the mission statements of the institution; clearly reflects the contributions of and expected benefits to institutional community; appears in appropriate institutional documents; is reviewed periodically and, if necessary, revised ©akb QQML2011 Athens 66

Developping a mission statement

http://managementhelp.org/plan_dec/str_plan/stmnts.htm#anchor519441  Basically, the mission statement describes the overall purpose of the organization.

 If the organization elects to develop a vision statement before developing the mission statement, ask “Why does the image, the vision exist -- what is its purpose?” This purpose is often the same as the mission   Developing a mission statement can be quick culture-specific, i.e., participants may use methods ranging from highly analytical and rational to highly creative and divergent, e.g., focused discussions, divergent experiences around daydreams, sharing stories, etc. Therefore, visit with the participants how they might like to arrive at description of their organizational mission.

When wording the mission statement, consider the organization's products, services, markets, values, and concern for public image, and maybe priorities of activities for survival.

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    Consider any changes that may be needed in wording of the mission statement because of any new suggested strategies during a recent strategic planning process.

Ensure that wording of the mission is to the extent that management and employees can infer some order of priorities in how products and services are delivered.

When refining the mission, a useful exercise is to add or delete a word from the mission to realize the change in scope of the mission statement and assess how concise is its wording.

Does the mission statement include sufficient description that the statement clearly separates the mission of the organization from other organizations?

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Developing a Values Statement

   Values represent the core priorities in the organization’s culture, including what drives members’ priorities and how they truly act in the organization, etc. Values are increasingly important in strategic planning. They often drive the intent and direction for “organic” planners.

Developing a values statement can be quick culture-specific, i.e., participants may use methods ranging from highly analytical and rational to highly creative and divergent, e.g., focused discussions, divergent experiences around daydreams, sharing stories, etc. Therefore, visit with the participants how they might like to arrive at description of their organizational values.

Establish four to six core values from which the organization would like to operate. Consider values of customers, shareholders, employees and the community.

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Examples

 California State University  http://www.calstatela.edu/library/mission.ht

m ©akb QQML2011 Athens 70

IFLA/UNESCO:

SCHOOL LIBRAY GUIDELINES http://archive.ifla.org/VII/s11/pubs/sgu ide02.pdf

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IFLA 1.1. Mission

The school library provides information and ideas that are fundamental to functioning successfully in our increasingly information- and knowledge-based present day society. The school library equips students with lifelong learning skills and develops their imagination, thereby enabling them to live as responsible citizens.

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IFLA 1.2 Policy

The school library should be managed within a clearly structured policy framework. The library policy should be devised bearing in mind the overarching policies and needs of the school and should reflect its ethos, aims and objectives as well as its reality.

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http://www.lib.uchicago.edu/e/about/ mvv.html

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Library Mission Statement

Crescat scientia, vita excolatur Let knowledge grow from more to more; and so be human life enriched

 The Library's mission is to provide comprehensive resources and services in support of the research, teaching, and learning needs of the University community. To fulfill this mission, the Library commits to:         Understand the research, teaching, and learning needs of its users; Build collections and create tools to support research, teaching, and learning; Provide access to and promote the discovery and use of local and external information resources; Ensure the preservation and long-lasting availability of Library collections and resources; Create hospitable physical and virtual environments for study, teaching, and research; Collaborate with other members of the University to enrich the research and learning community; Advance local, national, and international library and information initiatives; Develop, encourage, and sustain expertise, skill, commitment and an innovative spirit in its staff.

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Libray Values

 In all of our interactions, we are guided by these values:      Knowledge Service Quality Integrity Respect  Communication ©akb QQML2011 Athens 76

Knowledge

     We encourage the process of learning and the life of the mind.

We celebrate truth seeking through discourse and investigation.

We anticipate and contribute to scholarly inquiry.

We promote the Library as both a real and virtual extended classroom.

We embrace our role as collectors and custodians of the intellectual record.

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Service

    We offer an environment that supports creativity, flexibility, and collaboration.

We believe that each user of the Library is unique and important.

We evolve to meet the changing needs of the Library and its users.

We maintain a comfortable, welcoming and secure place for study, research, work, reflection and interaction.

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Exercise

  

Make groups

Formulate a ‘Vision Statement’ for your organisation Formulate a ‘Mission Statement’ for your organisation ©akb QQML2011 Athens 79

Goals & Actions

 Goals are the qualitative and quantitative statements of what the organization wishes to achieve over a measurable future   State the goal or goals to achieve and make them specific Make sure that goals for your information literacy program:      are consistent with the mission and goals of the institution; are consistent with the mission statement of the IL program; apply to all learners, regardless of delivery system or location; reflect the desired outcomes of preparing students for lifelong learning; are evaluated and reviewed periodically   List all actions required to achieve each goal Write actions in the order they need to be completed ©akb QQML2011 Athens 80



Enviromental scan

Scan both internal and external environment  SWOT/TOWS analysis can be used  Environmental scan  Detecs social, economic, and political trends that may affect organization’s future       Detects trends and events important to your plan Detecs institutional factors that can help or limit the program Provides early warning of changing external conditions Defines potential threats and opportunities implied by external factors Promotes a future orientation in the thinking of management and staff Enables to understand current and potential changes to determine organizational strategies ©akb QQML2011 Athens 81

Internal & external factors



Internal = Strengths and Weaknesses

 Evaluate the weaknesses and strenghts in terms of human, economic and physical resources available in the library for the IL program 

External = Opportunities and Threats

SWOT Analysis

TOWS Analysis

External Opportunities External Threats

©akb

Internal Strengths Internal Weaknesses

Strategies that use strengths to maximize opportunities Strategies that use strengths to minimize threats Strategies that minimize weaknesses by taking advantage of opportunities Strategies that minimize weaknesses and avoid threats QQML2011 Athens 84

Exercise

Resources

    Identify what is required to implement the program; Describe the human resources required for each action; Describe the physical requirements for each action (e.g. classroom, office space, furniture, equipment, etc.); Address, with clear priorities, human, technological and financial resources, current and projected ©akb QQML2011 Athens 86

Human Resources

   Build up your team Employ, develop, or have access to sufficient personnel with appropriate education, experience, and expertise Identify and assign leadership and responsibilities within the team ©akb QQML2011 Athens 87

Human Resources

Make sure that the staff  develop experience in teaching, assessment of student learning, and curriculum development;  develop expertise to develop, coordinate, implement, maintain, and evaluate IL programs;    use instructional design processes; promote, market, manage, and coordinate diverse instruction activities; collect and interpret data to evaluate and update instruction programs; ©akb QQML2011 Athens 88

Human Resources

      collect and interpret data to evaluate and update instruction programs; integrate and apply instructional technologies into learning activities; produce instructional materials; employ a collaborative approach to working with others; actively engaged in continual professional development and training; respond to changing technologies, environments, and communities.

Budget

    Tie your plan to library and institutional budgeting cycles Estimate your budget Be flexible in estimating costs Determine how much funding the program needs (staff = money) ©akb QQML2011 Athens 90

Administrative and institutional support

   No information literacy program can be developed and sustained unless it has a strong base of support Support for a successful instruction program has many interdependent facets The level of support necessary will depend on    the scope of the program the size of the program its connection with other institutional units ©akb QQML2011 Athens 91

Administrative and institutional support

Convince the administration within your institution:        that IL is a learning issue not a library issue and that faculty must also be responsible for students acquiring IL abilities; to assign information literacy leadership and responsibilities; to plant IL in the institution’s mission, strategic plan, and policies; to provide funding to establish and ensure ongoing support for teaching facilities and resources, staffing, professional development opportunities for librarians, faculty, staff, and administrators; to recognize and encourage collaboration among instutional community (faculty, librarians, and other staff) and among institutional units; to communicate support for the program; to reward achievement and participation in the information literacy program within the institution’s system.

Integration into the curriculum

      Ensure that IL is incorporated into the curriculum; Use institutional decision making mechanisms to ensure institution-wide integration into academic programs; Identify the scope (i.e., depth and complexity) of competencies to be acquired on a disciplinary level as well as at the course level; Sequence and integrate competencies throughout a student’s academic career, progressing in sophistication; Specify programs and courses charged with implementation; Merge the IL concepts with the course contents ©akb QQML2011 Athens 93

Collaboration & partnership

   Collaborate with faculty, librarians, other program staff and administrators; Establish formal and informal mechanisms for communication and ongoing dialogue across the institutional community; Collaborate at all stages (planning, implementation, assessment of student learning, and evaluation and refinement of the program); ©akb QQML2011 Athens 94

Collaboration & partnership

    Center your collaboration efforts around enhanced student learning and the development of lifelong learning skills; Work with faculty to develop curriculum, syllabi, and assignments that focus on the research; Collaborate with faculty to incorporate information literacy concepts and disciplinary content; Collaborate with faculty to identify opportunities for achieving information literacy outcomes through course content and other learning experiences; ©akb QQML2011 Athens 95

Developing partnership

 

Focusing faculty attention on information literacy and creating a partnership can present challenges

 Faculty have many competing interests  Most faculty feel that they have established a partnership with librarians  It is not at the top of the faculty’s agenda

Strategies in Developing Partnership

 Identifying the partners   Creating awareness of the issue of information literacy Avoiding partnership pitfalls ©akb QQML2011 Athens 96

Exercise

   Make groups Who are stakeholder in your institution?

Identifying the partners

Determine the partners on the target       School Board / Academic senate Faculty engaged with center on teaching and learning Part-time faculty members Academic administrators Department chairs Individual teachers/professors who may be doing work that would benefit from an IL program ©akb QQML2011 Athens 98

Creating awareness

   Support can only come when faculty are aware of what IL is, why it is important, and what problem it is solving Creating awareness in the minds of faculty is not a one time event Faculty awareness of IL can be raised in the following ways  Make a powerful link between critical thinking and IL     Talk about IL as a lifelong learning skill Talk about how IL helps students with their current academic endeavors Talk about IL as one of the essential skills of student academic life Provide data about the current level of student IL skills ©akb QQML2011 Athens 99

Avoiding partnership pitfalls

        It is imperative that librarians respect faculty authority over the curriculum IL literacy program should be introduced as an enterprise-wide solution to an enterprise-wide problem IL program should have goals that are agreed on by the faculty and the librarians Avoid giving the message of exclusiveness to faculty Librarians should be mindful of the compactness of the curriculum Do not exhaust the faculty by inundating them with a full array of IL standards When introducing an IL literacy program choose the time wisely Be prepared to define IL ©akb QQML2011 Athens 100

Pedagogy

Make effective use of instructional pedagogies          support diverse approaches to teaching; make effective use of instructional technologies and media resources; foster critical thinking and reflection; support multiple learning styles; support student-centered learning; determine learning outcomes; assess progress against learning outcomes; build the program on students’ existing knowledge; link information literacy to ongoing coursework and real-life experiences appropriate to program and course level ©akb QQML2011 Athens 101

Outreach & promotion

Outreach / promotional activities for an IL program are the responsibility of all members of the institution, not simply the librarians  Emphasize the importance of IL and communicate a clear message defining and describing the program and its value to targeted audiences;  Gauge the method most appropriate to the institution;      Timing is crucial for successful promotion. Be well informed and involved with the work of the instution; Provide targeted marketing and publicity to stakeholders; Target a wide variety of groups; Use a variety of outreach channels and media, both formal and informal; Offer IL workshops and programs for faculty and staff ©akb QQML2011 Athens 102

Promoting strategies

         Make contact with key members of the staff Take advantage of available opportunities. Make links, where appropriate, to information literacy when attending meetings Try to integrate an IL session into existing staff training programme Offer to train lecturers in an aspect of IL, e.g. the use of a particular database and its new features, and then use this as a selling point Offer to deliver a session in partnership with an academic, e.g. in a session on plagiarism and referencing Invite staff to IL events Tie-in discussions on IL with other school priorities such as combating plagiarism Prepare a formal paper for the management Bring appropriate sections of official reports by educational and library bodies to the attention of the institutional community ©akb QQML2011 Athens 103

  

Promoting to students

When IL sessions are embedded in curricula, students have a strong impetus to attend Otherwise, some well targeted publicity will be needed In order to maximise attendance:  Get involved in registration week events and highlight the importance of the IL sessions students will be attending     If held in registration week, ensure that the library orientation session is included in the student’s registration week timetable Advertise training sessions on Blackboard or the School intranet Create a promotional flyer to post in student pigeon holes and on school notice boards Use the orientation session as a promotion opportunity to advertise further events tailored to the particular needs of the student group ©akb QQML2011 Athens 104

Evaluation

     Systematic ongoing process that should gather data regarding the progress of instruction program toward meeting its goals and objectives Influences decisions, guides allocation of resources, helps to decide what to emphasize in the classroom It is not an end in itself; it is a way to get answers to important questions that have to do with educating students effectively Prepare an evaluation plan which addresses multiple measures (needs assessment, participant reaction, learning outcomes, teaching effectiveness, and overall effectiveness of instruction program) Articulate the evaluation criteria in planning documents ©akb QQML2011 Athens 105

Evaluation

        Use multiple methods for assessment/evaluation Address specific learning outcomes Focuse on student performance, knowledge acquisition, and attitude appraisal Assess both process and product Develop assessment instruments Coordinate with faculty to explore and implement performance-based assesment methods Use assessment data in the revision and improvement of the program Periodicaly review the assessment/evaluation methods ©akb QQML2011 Athens 106

Characteristics of the learners

  Keeping the prospective users in mind is essential in the development of instructional programs Characteristics of next generation learners:  They were born during the computer age and grew up in a technological world    They are a much more technically sophisticated generation than previous generations The visual image is the primary means of communication Multimedia – music, graphics, and video – is the preferred learning and entertainment experience for many of them    They have native ability to multitask They can handle the nonlinear approach (they are interactive and experiential, and learning occurs through trial and error) They are computer literate, but are not information literate.

Modes of instruction

Instruction takes place in many ways, these may include, but are not limited to, providing:  Course-integrated instruction  Drop-in workshops    Handouts and guides (print & electronic) Web based instruction Stand alone courses  Credit / non-credit  Requested / elective    Subject specific instruction Tours Video presentations ©akb QQML2011 Athens 108

Identification of modes of instruction

   The modes selected should be consistent with the content and goals of IL instruction Where appropriate, more than one mode of instruction should be used based on knowledge of the wide variety of learning styles of individuals and groups When possible, instruction should employ active learning strategies and techniques that require learners to develop critical thinking skills in concert with IL skills ©akb QQML2011 Athens 109

Team

  Stakeholders      Management institute/school Teachers ‘Librarians’ ICT staff Students  ….

http://www.ala.org/ala/mgrps/divs/acrl/iss ues/infolit/professactivity/iil/immersion/iqt est.cfm

Matrix: IL in subjects

Assessment tool

Strategy

    Start with small group Start within one ‘subject’ group Involve ‘management’ Convince ‘teachers’ ©akb QQML2011 Athens 116

Strategy II

http://lilacconference.com/WP/

Information Literacy (IL) in the Curriculum Feedback and further …

Albert K. Boekhorst Universiteit van Amsterdam University of Pretoria

Feedback

 Did you achieve what you hoped to achieve?

Further: IFLA Information Literacy Section

  http://www.ifla.org/VII/s42/index.htm

http://www.ala.org/ala/mgrp s/divs/acrl/issues/infolit/inde x.cfm

www.infolit.org

http://www.infolitglobal.info/en

http://www.anziil.org

Surprise (?)

Questions?

  albertkb@gmailcom albertkb.nl