Is245 2 11 09 Rev 3 4 10
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Introduction to information literacy--history, what it is, its significance, for MLIS students at the UCLA Graduate School of Education & Information Studies, Information Studies Department
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Is245 2 11 09 Rev 3 4 10
- 1. Information Literacy Instruction Esther Grassian Joan Kaplowitz IS245 5 March 2010
- 2. Cards…
- 8. BI & IL: What are they?
- 20. Flickr.com: Think Pair Share. Uploaded 8 June 2006, by NCavillones
- 25. Questions?
Notas do Editor
- EG: Thank you for the introduction. Now you know our names, but before we begin, we would like to try to find out your names…
- EG: So, please take the blank card we gave you, hold it to your forehead & print your first name on it It was hard wasn’t it? It’s hard for everyone—and that’s the way our users often feel when they encounter library systems, including technology that’s new to them— it’s hard it’s confusing they feel helpless Now fold the card in ½ horizontally, turn it over, print your first name on it & stand it up in front of you This is brief icebreaker I’ve used with undergrad courses I hope, too, that reflecting on how it feels to do something new to you gave you some insight into library-related anxiety This is one area where library instruction can help a lot…
- JK: As we proceed today, Esther and I will try to stop from time to time to tell you why we are using a particular technique - so you will learn a little something about the teaching methods we are using Before we get into the topics we were planning to cover, we’d like to know what you would like us to cover—we’ll try to address them during our session or in the Q&A [WRITE ON FLIP CHART]
- EG: We’re very happy to talk with you about INFORMATION LITERACY INSTRUCTION , or ILI In academic libraries, IL is extremely important and since the 1970s has been gaining more and more attention In the next hour or so, we’ll be discussing bibliographic instruction (BI), information literacy (IL), and various topics related to teaching & learning, libraries, & information seeking And you’ll be doing an active learning exercise Keep track of your questions we’ll try to answer as we’re going along, & as Joan said, we’ll have some time for Q&A at the end too
- JK: Now, we’ve called it “library instruction” because that’s a phrase that’s been around We’re guessing that it would be familiar to you because you may have had some library instruction yourself as a learner IF YOU DID, WHAT WAS IT CALLED? [Write responses on flip chart…] Now let’s think about the phrase “bibliographic instruction” or ”Information literacy”… WHEN YOU HEAR THOSE PHRASES, WHAT POPS TO MIND? Write on flip chart
- JK: So, many of you have experienced IL from the learner’s side. But you may be wondering why you should learn how to teach it. Now, those of you heading for public service may already be aware of the importance of ILI. And academic library reference positions almost universally include IL in job postings But IL is really relevant no matter where you’re headed. In fact, these days, people are discussing IL in all kinds of libraries and other environments around the world, because being IL is important throughout one’s lifetime. Being IL empowers people to be able to find relevant information for decisions they need to make or situations they happen to find themselves in - from buying a car or house, to finding out about side effects of a drug, or deciding on political candidates, people are searching for information just about every day.
- -Furthermore, you will be lots of times in your professional career when you will use the ILI skills you develop. - You may be training staff. You may be asked to take on responsibility for learning about some resource or technology and sharing with your colleagues. (There is just too much out there for each of us to learn about everything). -You may end up presenting at a local, region or even national conference. -So learning to make effective presentations is key. -Don’t forget you may need to sell the idea of ILI to your learners and collaborators. And finally, there will come a time when you have an idea for a project and you will need to sell that idea to your colleagues, administrators or members of your community. -So the art of effective, persuasive communication is crucial to getting your ideas accepted and implemented..
- EG: Joan has talked about the importance of IL, but WHAT ARE BI & IL? Bibliographic instruction or BI began as library instruction or orientation even dating back to the 19 th century, with the modern movement beginning in the 1960’s & the term “bib instr” taking root in the early 1970s Nowadays, some define BI as focused merely on the mechanics of identifying and locating library materials within a physical library, or as individual teaching sessions,
- EG: -Actually , the term BI, used from the 1970s through the early 1990s, was probably a misnomer, since it really didn’t focus just on bibliographies, books, or mechanics of using research tools. -Also included: critical thinking active learning teaching of concepts
- EG: At that time, BI focused on what a physical library owned , since that was all that users could try out during instruction. -But the goal was always teaching so that users would transfer what they learned to new situations, new reference tools and new environments — that is, they would learn how to learn.
- EG: The concept of IL is certainly broader & has replaced BI. But IL isn’t a new term--it was coined in 1974 with a definition close to the 1989 ALA definition: “ Ability to identify, locate, evaluate and use info effectively” Most people would now add “and ethically or responsibly” The ACRL IL Competency Standards for Higher Ed detail all of the basic functions that used to be called BI, & add more For those interested in instruction for younger people, AASL also has standards, including “Standards for the 21 st Century Learner”
- EG: To help people become info literate, libraries of all kinds have been trying to meet learners where they are. AS I MENTION DIFFERENT WAYS LIBRARIES HAVE BEEN DOING THIS, RAISE YOUR HAND IF YOU’VE SEEN OR USED IT YOURSELF PODCASTS: Many libraries have developed and mounted podcasts on their own sites or on iTunes U ONLINE TUTORIALS & EXERCISES: & online IL tutorials, like the UCLA Library’s RTR Videos like the Weigle Information Commons Music Video at the U of PA: http://www.youtube.com/watch?v=4z4Z717yD08
- EG: MySpace and Facebook are popular now with librarians & libraries & there’s a growing # of FACEBOOK APPS for libraries, including JSTOR & library catalogs BLOGS, IM & TEXTING are increasingly popular as means of answering reference questions SECOND LIFE: A number of libraries have established presences in this 3D virtual world, including state libraries, public libraries, academic and even special libraries Services offered in SL include reference, book discussions, and speakers on professional and popular topics Twitter is taking on increasing importance for up to date info from individuals, organizations and groups—there are now Twitter lists that you can follow—I’ve been put on 6 of them, including “@pumpedlibrarian/library” Many other social networking sites & tools keep popping up that could be useful for ILI And apps being developed for MOBILE DEVICES, including Zotero, an open source citation manager
- EG: … All 6 U.S. regional higher education accrediting agencies include some form of IL among their standards. UCLA finally realized that IL is important & included a brief essay about it for UCLA’s WASC reaccreditation; I’m on a team that developed a couple of research studies related to this … Educational Testing Service developed an online scenario-based instrument to test for combined IL & IT competencies, now called iCritical Thinking, available through the Certiport Co. site http://www.certiport.com/Portal/desktopdefault.aspx?page=common/pagelibrary/icritical_thinking.htm … Project SAILS is another IL assessment instrument https://www.projectsails.org/
- EG: So, IL in its many & evolving forms, includes & expands upon all of the worthy goals & activities of BI, and goes beyond libraries and librarians, sequentially and collaboratively It’s truly lifelong learning , focused on the learner , rather than the teacher.
- EG: Ok--In a minute, we’re going to have you try out an active learning IL exercise But first, WHAT IS ACTIVE LEARNING ? Write on flip chart…
- EG: There are many definitions—here’s one that we wrote. READ DEFINITION….(PPT slide) In fact, by calling out your answers, raising your hands, and participating in discussions, you’ve already been engaging in some active learning
- EG: Here’s a description of what we’re going to ask you to do… Design an active learning (participatory) exercise that will teach people how to think critically about web sites. Before you begin, I’ll tell you that we’ve given you one of the key elements you need in order to plan effective ILI
- EG: [NOTE: DO NOT PASS OUT HANDOUT TIL AFTER WE’RE DONE WITH THINK/PAIR/SHARE…] WHAT IS IT? To teach people how to think critically about web sites So, you’ve got the goal… Now, we’d like you to sit and think for a minute about WHAT ARE OTHER IMPORTANT ELEMENTS YOU SHOULD IDENTIFY in advance IN ORDER TO DO EFFECTIVE ILI PLANNING—1 minute This timer will go off when a minute has gone by… Now we’d like you to turn to the person next to you, & take 2 minutes to share what you were thinking and come to agreement on one or two more elements you should identify in planning for effective ILI—then we’ll ask you to report back—2 min. Report back…Write on board…
- JK: That was a commonly used type of exercise--THINK/PAIR/SHARE ASK THEM WHAT THEY THINK IS THE ADVANTAGE OF THIS TECHNIQUE Inclusive, reaches all types of learners, gives people time to think about their answers, gives everyone the opportunity to share their ideas with at least one more person, makes it more likely to get dialogue going with whole class as learners may feel more confident about sharing their ideas after thinking and pairing for a portion of the exercise.
- EG: Goal(s) Expected Learning Outcomes—that is, what the learner should know or be able to do following instruction. Audience Type of info resource Time available for learning Format/mode of instruction Other?
- EG: [DISTRIBUTE HANDOUT NOW…] OK-now we’d like 2 or 3 pairs to join up—turn your chairs around if need be… for an exercise [GIVE MARKING PENS & FLIP CHART PAGES TO EACH GROUP] Here’s the exercise & here’s a handout to help… You have 15 min. total--Your group needs to spend 5 min. on planning… Discuss & decide upon 3 ILI planning elements for your exercise List them briefly on 1 of the flip chart pages Then you’ll have 10 min. for the exercise On the other flip chart page, write a very brief description of your exercise … then we’ll ask you to report back 15 min. – add 3 min. if needed JK: Report back & post exercises… OK – Now that you heard about each of these activities – take a look at them again and NOTE DOWN WHICH OF THESE WOULD YOU USE IN YOUR TEACHING?
- JK: Now let’s switch gears… If you were the learner note down, which, if any of these would appeal to you Now let’s do some self-reflection… HOW MANY OF YOU PICKED THE SAME EXERCISES AS A TEACHER AND AS A LEARNER? Guess what—learning styles are often reflected in the teaching styles you choose. Can anyone think why this might not be the best approach? [Only reaching those who are like you] IN order to have a better chance to reach all your learners, you should step outside your comfort zone and try to use styles in addition to your preferred one. A little lesson from our class and our book…
- JK: TECHNIQUE: Self-reflection, metacognitive approach - thinklng about what and how you learned while you your learning. Good when you are the learner and also something you should model and encourage when you are the teacher. Engaging in metacognition helps with retention, transfer of learning, and developing lifelong learning abilities.
- JK: What questions do you have for us now about IL in general or about the topics we just covered?
- EG: So, what does all of this mean in the end? Who are we as librarians? What are we doing and why? In this amazing virtual, social networking world, we need to think about what a librarian can offer that is different from what a computer trainer can—the answer, to my mind is critical thinking evaluation objective weighing of the value of different resources, regardless of format And I don’t think any of that is going away…
- EG: OK--we talked about BI & IL and did an active learning exercise We also talked about IL planning and the current role of the librarian I'd like to end by saying that ILI problems will always be with us, partly because people just think and learn differently But there are many possible answers to ILI problems. And as long as we remember to respect the past, Make judicious use of technology as a tool, and take pleasure in empowering all learners, how can we and they, not succeed?
- JK: PURPOSE: Wrap-up, review, and summary. Also type of Classroom Assessment Technique. Helps instructor check to see if learning outcomes have been attained. Ask students: OK--SO WHAT STUCK? WHAT DID WE COVER THAT WAS MEANINGFUL TO YOU? Let’s take a look at what you wanted to learn from this session--which of these do you think was covered, at least in part? WANT MORE? What do you want to learn more about & plan to look into after this session? TAKE 448 (when offered) or investigate other opportunities, like Immersion, workshops, programs, read our books, take Internships w/IL elements