1 / 39

Information Literacy Web-based Training and the ACRL Standards

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.

laken
Download Presentation

Information Literacy Web-based Training and the ACRL Standards

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Information Literacy Web-based Training and the ACRL Standards Rosemary Deegan Sandy Stump Karen Jogan

  2. AAC&U General Education and Assessment Conference American Association of Colleges and Universities Atlanta, February 2005

  3. The challenge • To design and implement an instructional program in information literacy (IL) in a college library

  4. External mandate • Middle States Commission on Higher Education • Association of College and Research Libraries (ACRL)

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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 $$$$

  10. Previous attempts • Individualized instruction • Workbook • Power Point: presentation on plagiarism and evaluation • Html presentation: library research, with quiz

  11. Lessons learned • Training goals: • Web based • Interactive • Flexible • Provide immediate feedback • Provide variety in activities and in assessment tools

  12. The big question… • How do we convert the ACRL standards into a college level information literacy training product?

  13. Building a team • Librarians (SMEs) • Faculty • MSIT graduate students

  14. Collaboration Design Process ACRL Standards Gingrich Guide

  15. The Gingrich Guide project

  16. Process • Needs Analysis • Define problem • Analyze audience • Describe instructional environment • Determine instructional goals and learning outcomes

  17. 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

  18. Process • Chunking • Chunk subject matter into modules with logical flow • Break module into discrete training elements

  19. Process design

  20. Sample page – objectives

  21. Sample page – criteria

  22. Sample page – self-review

  23. Technology issues • Browser • Software options • Available hardware • Posting to server

  24. Pedagogical issues • Types of learners • Traditional 18-year olds • Non-traditional adults • International students • Levels of background knowledge • Assessment strategies • Self-assessment

  25. Design issues • Variety in presentation • Interactivity of exercises • Deceptive simplicity • Features of other WBT tutorials

  26. Variety… • Presentation software • Dreamweaver and Coursebuilder • Flash • Fireworks • Half- Baked Software (Quandry) • Centron software (crossword) • Use of characters to chunk material

  27. Crossword puzzle option

  28. Interactivity… • Help topics and tips • Glossary • Floor plans • Games

  29. Immediate feedback… • Self checks

  30. Assessment… • Drop and drag • Fill ins • Radio button choices • Multiple choice • Crossword • Pyramid game • Blackboard test (final assessment)

  31. Pyramid game assessment

  32. Pyramid game assessment

  33. Timeline

  34. Timeline

  35. 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

  36. Keys to success • Collaboration • Division of labor • Subject matter expertise • Software/ design expertise • Instructional design expertise • Leave ego at the door

  37. Pitfalls • Collaboration • Technical limitations • Changes in information content • Updatability

  38. 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.”

  39. Contact Information • Rosemary DeeganDirector, Gingrich LibraryAlbright CollegeReading PA 19612 – 5234Rdeegan@alb.edu

More Related