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Information Literacy Web-based Training and the ACRL Standards Rosemary Deegan Sandy Stump Karen Jogan AAC&U General Education and Assessment Conference American Association of Colleges and Universities Atlanta, February 2005 The challenge To design and implement an instructional program in information literacy (IL) in a college library External mandate Middle States Commission on Higher Education Association of College and Research Libraries (ACRL) Middle States Guidelines Middle States guidelines for information literacy not fully developed in 2000 Characteristics of Excellence in Higher Education in draft form Standards 11 and 12 address IL Middle States Guidelines Current Middle States publications addressing Information Literacy: Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum Student Learning Assessment: Options and Resources ACRL standards Determine the extent of information needed Access needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into one’s knowledge base ACRL standards Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information Access and use information ethically and legally Internal mandate Provide library instruction to approximately 600 first-year and distance education students, some non-native speakers of English Growing and changing student population Limited staff Little or no scheduled class time No extra $$$$ Previous attempts Individualized instruction Workbook Power Point: presentation on plagiarism and evaluation Html presentation: library research, with quiz Lessons learned Training goals: Web based Interactive Flexible Provide immediate feedback Provide variety in activities and in assessment tools The big question… How do we convert the ACRL standards into a college level information literacy training product? Building a team Librarians (SMEs) Faculty MSIT graduate students Collaboration Design Process ACRL Standards Gingrich Guide The Gingrich Guide project Process Needs Analysis Define problem Analyze audience Describe instructional environment Determine instructional goals and learning outcomes Process Research steps Review resources for models Collect information from SMEs, faculty, and students Gather materials from previous attempts at IL instruction, as a foundation Interpret data Process Chunking Chunk subject matter into modules with logical flow Break module into discrete training elements Process design Objective Evaluate web information critically Activity Drill & practice: read websites critically; compare information in websites; consider value added Assessment Check yourself: evaluating websites critically Sample page – objectives Sample page – criteria Sample page – self-review Technology issues Browser Software options Available hardware Posting to server Pedagogical issues Types of learners Traditional 18-year olds Non-traditional adults International students Levels of background knowledge Assessment strategies Self-assessment Design issues Variety in presentation Interactivity of exercises Deceptive simplicity Features of other WBT tutorials Variety… Presentation software Dreamweaver and Coursebuilder Flash Fireworks Half- Baked Software (Quandry) Centron software (crossword) Use of characters to chunk material Crossword puzzle option Interactivity… Help topics and tips Glossary Floor plans Games Immediate feedback… Self checks Assessment… Drop and drag Fill ins Radio button choices Multiple choice Crossword Pyramid game Blackboard test (final assessment) Pyramid game assessment Pyramid game assessment Timeline Fall 2000 Development Spring and Summer 2001 Test groups Fall 2001 Implementation for first year students with Blackboard quiz Fall 2002 E-learning and Library Research (Accelerated Degree Program) Timeline Fall 2003 and Spring 2004 Integration into first-year experience; application into course Summer 2004 Translate into Spanish Fall 2004 Beta test Spanish version Benefits of WBT Repetitive instruction for stable information Standardized presentation Self-paced learning and testing Can be reviewed as needed Accommodates different learners Challenges all learners Growth potential Keys to success Collaboration Division of labor Subject matter expertise Software/ design expertise Instructional design expertise Leave ego at the door Pitfalls Collaboration Technical limitations Changes in information content Updatability Benefits to Albright Quotes from students “I learned many new things and it was easy to search the internet for articles.” “This helped me prepare for my classes.” “I am well trained now.” Contact Information Rosemary Deegan Director, Gingrich Library Albright College Reading PA 19612 – 5234 [email protected]