Transcript Slide 1

Developing a programme of
information literacy
Strategy
• Will you work at an institutional level?
• Will you work at a course level?
• Will you work at a subject level?
Write a mission statement for the
IL programme
• Mission statement
– What is it?
– Why is it important?
Mission statement
E.g.
• “The Teaching Library’s mission is to ensure
that every graduate of the University of
California at Berkeley is thoroughly familiar
with the information resources and tools in
their major field of study, is trained to use
them effectively, and is prepared to conduct a
search strategy in any field”
(www.lib.berkeley.edu/TeachingLib/About.html)
Set goals
E.g. of an goal
– Help library users acquire skills to access
information
Set objectives
• E.g. of an objective
– Provide orientation sessions for all first year
students during the first week of the semester
• Objectives – more focused than goals
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Specific
Contain a time line
Identify responsibility
Use action verbs e.g. to develop, establish,
improve
– Language is precise, verifiable and
understandable
Set learning outcomes
• Answers the question:
When the student leaves this session / course, what
do I want them to be able to do, understand, know?
• Also consider:
What might prevent the student achieving these
learning outcomes?
• See SCONUL (2004) Learning Outcomes and Information
Literacy
http://www.sconul.ac.uk/activities/inf_lit/papers/outcomes.pdf
Who? - Users
• Identify users
– Bachelors / undergraduates
• Years 1, 2 and 3
– Masters / graduates
– Researchers
– Lecturers
What? – Content e.g s
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Catalogues , Online Public Access Catalogues (OPAC)
– Finding resources
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Search strategies
Reference tools
Databases
– Bibliographic
– Full-text
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Library web-site
Internet
Government documents
Evaluating information
Citing references
Plagarism
Current awareness services…
When – at what time in the
programme?
• Beginning
• Different times
• How many sessions?
How? – methods, activities and
materials
• Tours of libraries
– E.g. Self guided , audio
• Talk to groups
– Large number of students
• Show and Tell
– Talk about resources and demonstrate
• Workshops
– Hands-on training with pre-prepared training materials / exercises
• Users learn best by being active and collaborating
How? (cont.)
• Web-based activities
– Web-based tutorials, exercises and guides
• For examples of web-based tutorials
see
http://www.ala.org/ala/acrl/acrlissues/acr
linfolit/infolitresources/infolitinaction/iltut
orials.htm
How? – methods
• Course-related instruction
• Course-integrated instruction
• Develop an IL module
How ? - methods
• Collaboration among faculty and librarians
• Programme structure
– Progression of learning outcomes:
Outcomes for 1st year students…
Outcomes for 2nd year students…
For examples of successful collaboration see
http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/
infolitresources/collaboration/collaboration.htm
Challenges
• IL sessions - optional or mandatory?
• Integration of IL sessions into the curriculum
• Resources
– Staffing – who in the library can become involved?
– Equipment
– Class-room space
• Administrative and institutional support within an institution
• How to implement IL campus-wide?
Assessment / Evaluation
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Not an easy area
What are you trying to assess?
What have students learned?
How do participants feel about their
learning experience?
How to assess?
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Questionnaires
Training worksheets
Focus groups
Course assessment
Types of learning assessment
• Prescriptive
– Assesses the skills BEFORE the learning takes place
• Formative
– Assesses learning while instruction is ONGOING
• Summative
– Assesses`learning at the END of the instruction
See - IFLA Guidelines for information literacy
assessment
http://www.ifla.org/VII/s42/pub/IL-guidelines2004-e.pdf
Assessment can take place
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In the library
In the class-room
At campus level
Beyond the campus
Plan a timetable
• Consider the academic calendar
– E.g.Times of induction
• When are courses assessed?
Marketing the IL programme
• Product
– What are you marketing?
• E.g. induction session for 1st year students
• Place
– Where is a good place to market?
• E.g. library web-site
• Price
– Will there be any costs incurred?
• E.g production of publicity materials
• Promotion
– How will you promote the programme?
Finally
• Review and revise
• What can be improved next time?
New roles for librarians
• As facilitators, teachers, trainers and
educators
• Opportunity to strengthen position in
academic programmes and ensure that
IL becomes a key strategy of the
institution
Exercise
• Developing your own information
literacy programme
– Look at the following web-sites before you
begin the exercise.
– They give you some ideas of the types of
IL programmes developed in libraries.
These can help you think about what might
work in your library
International Information
Literacy Resources Directory
• The IFLA Information Literacy Section
has created this database to record
information literacy materials from
different parts of the world, on behalf of
UNESCO
• http://www.ifla.org/VII/s42/index.htm
Examples of information literacy
programs
http://www.sconul.ac.uk/activities/inf_lit/links/prog.
html#1
Compiled by SCONUL