Can't I just upload it to the VLE? Designing and embedding information literacy into online and blended learning
- 1. Can't I just upload it to the VLE? Designing and embedding information literacy into online and blended learning Lyn Parker, Quality and Development Team Manager, University of Sheffield Library
- 2. OutlineE-LearningInformation LiteracyDesign issues for VLEsCourse versus Reusable Learning ObjectsGeneric versus specificOnline versus f2f – particular blend?Embedding IL in the curriculumWeb 2.016/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 3. E-Learning = Enhanced LearningConnectivity to information and to others 24/7 & greater choice over time, place and pace of studyDistance, blended, work-based, campus-basedPersonalisation & Rapid feedback on assessmentsActive learning through interactive technologiesCommunities of knowledge, inquiry and learning Learning by discovery in virtual worlds21st century skills for living and working in a digital ageJISC (2009) Effective Practice in a Digital Age, HEFCE. p.816/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 4. Education models applied to VLE“learning should be the key objective, and pedagogy rather than technology should drive the decision-making”“technology does not in itself bring about successful learning.”“rationale for using the tools needs to be clearly articulated to learners” In my experience:VLE often just used to distribute contentVLE is constantly evolving so staff development issuesHow do we engage academics with VLE & with IL?16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 5. What do we mean by Information Literacy?CILIP definition“Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.”http://www.cilip.org.uk/professionalguidance/informationliteracy/definition/16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 6. Information Literacy: the SkillsRequires an understanding of:• a need for information • resources available • how to find information• need to evaluate results• how to work with the results• ethics & responsibility of use• how to communicate or share your findings• how to manage your findings. 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 7. The VLE & IL @ Sheffield: Our StoryLibCT project in 2002-03Reading lists “need to find a balance between spoon feeding the compulsory reading and providing opportunities to find their own material”Information skills strongly supported by academics but Course or Resource?Student motivation strongly dependent on relevanceInformation Skills Project 2004-06Design interface for collection of tutorials rather than courseInitially worked with 4 departments but rolled out to all students Sept 05 before end of project16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 8. Range of tutorialsStarted with topics academics considered undergraduates found most difficultsearching for information effectivelyevaluating information found, referencing correctly and avoiding plagiarismUsed SCONUL 7 Pillars Model to fill in the gapsBasic and advanced levelsGuidance for academics on which appropriate for whatNot replicate library web, link where appropriate16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 9. Design issues: Generic v specificGeneric may be considered to be:Too general and lacking in subject focus – no context
- 10. Not relevant to the specific needs of students on particular courses i.e. not engage with materials
- 11. Students not apply to other modules, courses i.e. not transfer skillsHow generic is generic: faculty, dept, courseLevel of granularity requiredCould we use/reuse national resources?16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 12. Information Skills Resource16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.uk Epigeum workshop, Limerick
- 13. 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.uk Epigeum workshop, Limerick
- 14. 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.uk Epigeum workshop, Limerick
- 15. Embedding is KeyIntegration into student modules Support the learning outcomes Owned by academicNot seen as add on by studentInformation Literacy is explicitIncluded in assessment where appropriate16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 16. 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.uk Epigeum workshop, Limerick
- 17. Interactivity ‘I was impressed by the information contained in this WebCT course as it allows one to revisit areas as well as getting an objective measure of one’s knowledge through the quizzes. This presents a good starting point for further learning and its interactive nature allows for active learning.’Catering for different learning stylesMix of text, screencasts & podcastsSelf help quizzes and exercisesLearning by doingDifferent navigation routes16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 18. Library Liaison with DepartmentsIntegrate library materials into MOLE TalisListEoffprints (Digitisation of extracts)Information Skills ResourceAudit existing IL within departments and identify any gaps
- 19. Assess students’ information literacy
- 20. Develop suitable benchmarks for each year group16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 21. Feedback“We strongly welcome the close collaboration… with colleagues in Library Services.” (Politics)“… continue this important dialogue with the library team and … endeavour to ensure that more credit goes to them.” (English Literature)“… the real differences will be seen in Levels 2 and 3 of this year's entry.”(Politics)“… a marked improvement in these areas, when compared to other cohorts. And they enjoyedusing the resource.” (ScHaRR)
- 22. LibraryDepartment of Information StudiesCILASSInformation LiteracyNetworkAcademicsStrategic Engagement16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 23. Departments using ISR16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 25. Web 2.0 projectImprove understanding and awareness of Web2.0 and take up by all library staff Improve communication and collaboration between library staff and the student populationProvide guidance to students on how to use web2.0 technologies appropriately and where they fit into information literacyIntegrate innovation communication tools with existing communication methods to ensure a unified approachEnsure relevance to encourage engagement16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 26. 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.uk Epigeum workshop, Limerick
- 27. Web 2.0 and Information Literacy
- 28. Higher Education in a Web 2.0 WorldReport published 12th May by Committee of Inquiry into the Changing Learner Experiencehttp://www.jisc.ac.uk/publications/documents/heweb2.aspxThe overall intention is to “enable informed choice in the matter of these tools, and to support them and their effective deployment” 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 29. Points for discussionWhy are so many students still lacking basic IL when so much good practice is taking place?“How do we cater for the broad range in students’ levels of access to, familiarity with, and preference for different technologies and technology-based tools?” (Kennedy, 2008) given our own usage and knowledge of the tools?What impact are the new technologies having on the information cycle and academic authority? What does all this mean for us within IL support?16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 30. Strategies and roles7 Faces of the LibraryPhysical collection of booksLearning and social spaceWebsiteUniversity portalVirtual learning environmentWeb 2.0 technologies 3D virtual worldsServicesInformation literacyInformation availabilityPersonalisationSeamless access24/7 deliveryStudent engagementMarketing16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
- 31. Questions?Contact detailsLyn Parkerl.a.parker@sheffield.ac.ukTel: 44 1226 27363Twitter: @lynparker
- 32. ResourcesInformation Skills Resource Showcase http://librarydevelopment.group.shef.ac.uk/showcase.htmluSpace at the University of Sheffield http://uspace.shef.ac.uk/clearspace/index.jspaSlideshare account http://www.slideshare.net/LynParkerInformation Literacy website http://www.informationliteracy.org.uk/CILIP CSG Information Literacy Group http://www.cilip.org.uk/specialinterestgroups/bysubject/informationliteracy16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
Editor's Notes
- #8: When talked to Padraig about what to cover in my talk, the more I mentioned the more he thought I should include. Problem when sitting down to write the presentation was how to organise. Too much information!Decided to tell our story, where we started from, what questions we asked, what we learnt at each stage, and how we have moved our thinking forward.When introducedWebCT in 2001, there was no standard for inclusion of recommended readings, need for an online reading list system with links to full text material. Discussed whether reading lists are relevant in an electronic environment?Dead links a real potential problemGreater interactivity between library and courses?Library had no remit to offer a credit bearing course in the University. 360 credit courses were already fully committed. Needed to integrate our materials into the subject courses at appropriate places.Also need to revist the skills, remind students what they had learnt previously and move on – spiral approach rather than linear.