Transcript Diapozitiv 1 - Zveza bibliotekarskih društev Slovenije

Visible and relevant information
literacy education in Norwegian HE:
Practice and lessons learnt
Maria-Carme Torras, PhD
Chair, IFLA IL Section
Library director, Bergen University College, Norway
[email protected]
Ljubljana, 16 June 2011
Visible and relevant IL
education
• Making a difference: Adding value to the
students’ academic experience
– Better academic performance
– Higher retention
–…
• Focus on learning
Outline: What has helped
us?
• Library Teaching Group as a key driver of IL strategy
and development
• Externally funded collaborative projects
– Digital Literacy through flexible learning
(Tutorial Search and Write)
– Information Management for Knowledge Creation
• Designing IL programmes: Library educational role and
staff development
Library Teaching Group
(BUL)
Organisation
• Cross-cutting IL development group
• Formed in 2006 after recommendation of internal library
development project Further Development of Learning Resource
Centres at the University of Bergen Library
• One representative from each of seven branch libraries
– appointed by faculty head librarians (middle management)
– experienced and newer academic librarians
• Led by a senior academic librarian
– reports to Library Director
Library Teaching Group
(BUCL)
Organisation
• Established with effect from August 2011
• One representative from each of five branch libraries plus library
director
– appointed by library director and head librarians (middle
management)
– experienced and newer librarians (educational background,
further education)
• Led by a librarian
Library Teaching Group
(BUL)
Mandate
•
Library Director’s advisory group in matters related to user education
•
Work on the integration/embedding of library user education:
– develop a strategy for integration/embedding across the curricula
– monitor/supervise the library teaching and contribute to the
standardisation of teaching across branch libraries
•
Update and develop teaching materials
•
Develop a plan for systematic evaluation of teaching
•
Collaborate with other internal groups working on the digital library (e.g.
institutional repository group, library portal group)
•
Resource group for the library staff’s didactic/pedagogical professional
development
•
But gradually adopted a more strategic role than originally envisaged
in mandate!
Library Teaching Group
(BUL)
Activities
• Embedding of IL education across the curriculum
– course design (e.g. Library course catalogue, research
support)
– quality assurance of IL education across branch libraries
– strategic development of IL education
o focus on University strategic documents and processes
and on European qualifications framework
o visibility in University management formal fora
o collaboration and alliances with University stakeholders
• Consultations on Library and University strategic and other
plans
• Continuing professional development: pedagogy,
communication and presentation skills, strategy
7
Library Teaching Group (BUL)
Achievements – a driving force
• Library made visible as an educational partner
– both within the Library and at University management level
• Development of tailored user education, face-to-face and
online
• Enhancement of Library staff pedagogical/didactic competence
– facilitated paradigm shift in user education
– created a community of practice, unifying effect
• Raised awareness of the need for/benefits of strategic
development
• Organisational change
– new Teaching and Research Support Coordinator position
– new Research Support Group
Organisational changes at
BUL
• Teaching and Research Support Coordinator
– new part-time limited-life position (50% for two years),
established with effect from August 2011
– reporting to Library Director, member of Management
Team, but no staff management responsibility
• Research Support Group will be established to work
alongside Teaching Group
– no formal time allocation for members or relief from other
duties
Organisational changes at
BUCL
Library teaching group
– Strengthening a key library function:
student and research support
– Laying the foundations for a functional team in
the new library organisation and building
(2014)
Enablers and restraints (BUL)
✔ personal support of
Library Director
✔ effective collaboration
with library administration
• staff development
✔ qualities of members
• enthusiasm, motivation and
engagement
✔ diversity of membership
✔ coordinator position in
library management team
✘ ownership by other staff
✘ insufficient collaboration
with middle management
✘ ambiguous status of
group and coordinator
• no formal authority to set
priorities or implement plans
• no official relief from duties
• no line management role
✘ competing demands
• tensions between branch
library work and group tasks
(Corrall and Torras, 2011)
Online user education:
Search and Write tutorial
• Project Digital Literacy through flexible learning: Information
searching and use of information sources in academic writing
(http://www.ub.uib.no/prosj/DK/index.htm )
• Goal
– to support students in their learning process by promoting
their information literacy.
– Online tutorial in IL
• Two-year collaborative project
– University of Bergen Library
– Bergen University College Library
– Norwegian School of Economics and Business
Administration, Library
• Funded by Norwegian Open University (Norgesuniversitet)
Search and Write tutorial
www.sokogskriv.no
• Enhancing students’ information literacy as they work on
academic texts.
• Guides through the information searching and writing
processes.
Searching and writing as intertwining processes in the students’
wider process of constructing meaning.
• Encourages reflection on the ethical, critical and creative
use of information.
• Basic and advanced level. Scenarios (student blog,
diaries).
• Freely available online and for use in blended learning.
• Norwegian and English.
Search and Write tutorial
www.sokogskriv.no
• After the project period, permanent cross-institutional
team to support, evaluate and develop the tutorial.
• An ”alive” valuable learning resource for
– Students
– Academic staff
– Library staff (teaching, supervision)
Project Information Management for
Knowledge Creation http://inma.b.uib.no/
• Goal
– online instructional modules to support PhD
candidates’ search, management and use of scientific
information for the creation of new knowledge.
– contribution to the overall PhD programme training in
transferable skills.
• Freely available online. In English.
• Evidence-based:
PhD students’ information behaviour and needs
– as documented in the literature
– as revealed by the project own findings (FGIs).
Project Information Management for
Knowledge Creation http://inma.b.uib.no/
• Collaboration between five nordic academic
libraries (2010-2012)
–
–
–
–
–
Bergen University Library
Bergen University College Library
Norwegian School of Economics and Business Administration, Library
Aalborg University Library
Oslo University Library
• Organisation:
– Project group
– Steering group
– Reference group
• Funded by the National Library of Norway
Project Information Management for
Knowledge Creation http://inma.b.uib.no/
Phase 1 – Mapping the territory
– How PhD candidates develop their IL, what information needs
they have and what information behaviour they show.
– Assess to what extent existing library services meet candidates’
research needs and support research process.
• Literature review
• Focus group interviews (PhD candidates, supervisors)
• Document analysis
– Report to be published soon
Phase 2 – Designing instructional modules
– Informed by findings from phase 1
Phase 3 – Implementing and evaluating
Embedded in various PhD programmes and evaluated
Interviewee feedback
on library research
support
•
•
•
•
Preference for blended learning
Subject-specific tailoring but supporting multidisciplinarity
Showcasing process complexity
Research support areas:
• information searching & management
• copyright & co-authorship issues
• research impact & dissemination
• general library induction for new candidates
• An opportunity to interact with peers and establish a network
• Need for marketing library research support better
(Torras, Rullestad and Gullbekk, 2011)
The case for collaborative
projects
• External funding to develop and improve
resource demanding services
• Building professional networks,
communities of practice and strategic
alliances
• Evidence-based development of services
– Gain knowledge of targets groups and academic processes they
go through
– Identify skills, knowledge and attitudes required for degree and
career success.
• Staff development
Designing IL programmes:
Reflecting on the educational role of the library
• Library: learning, teaching,supervision/counselling
– A learning centre
– A learning arena in the HE learning landscape
• Views on learning and teaching inform user education
– Focus on learning:
• as a process of meaning construction
• as a social phenomenon
• in context
– Student-centred and process-oriented teaching
• Identifying library zones of intervention in learning processes –
and non-zones of intervention! (Kuhlthau, 2004)
• Multiplicity of librarian roles: identifier, counsellor, etc (Kuhlthau,
2004)
Designing IL programmes:
Reflecting on the educational role of the library
The IL practitioner’s role can be professionalised
through the use of educational theory and research
findings in order to:
– achieve real collaboration with faculty
– create better learning situations and processes for
students
The value of educational theory and research
findings (Torras and Blaabjerg, 2010)
•
Faculty: communicate better in planning/marketing courses, use ”their” jargon
– didactic relation model (Hiim & Hippe, 1998; Bjørndal & Lieberg, 1978)
– didactic triangle of practice (Løvlie, 1972 )
– constructive alignment (Biggs, 1999)
( Torras & Sætre, 2009; Torras, forthcoming)
•
Students: understand searching and writing in learning process
– Information searching process (Kuhlthau, 2004)
– Academic writing process (Rienecker & Jørgensen, 2005; Dysthe et al.
2000)
•
Solid theoretical background
– To facilitate a paradigm shift in our IL education
– To develop face-to-face teaching and online learning objects to support
students where they are in the learning process
– To adopt a multiplicity of roles depending on student situation and needs:
locator, identifier, counsellor (Kuhlthau, 2004)
Source: Torras & Sætre (2009, p.33).
The pedagogical triangle
of practice (Løvlie, 1972)
P3
Values
P2
Evidence and
practice based
knowledge
P1
Teaching
activities
(Torras and Sætre, 2009, p.17, fig. 2.4)
(Source: Torras and Sætre, 2009)
Integration of IL:
Constructive alignment (Biggs, 1999)
LEARNING
OUTCOMES
LEARNING
ACTIVITIES
ASSESSMENT
See Torras (forthcoming)
Summing up
• Library Teaching Group as a driver of IL work
• Externally funded collaborative projects
– Digital Literacy through flexible learning
– Information Management for Knowledge Creation
• Designing IL programmes:
– Reflecting on educational role
– Value of educational theory and research findings
- staff development (paradigm shift)
- reaching out to stakeholders
Hvala lepa !
Foto: Universitetet i Bergen / M Vabø
Utsikt fra Fløyen
References
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