Information Literacy For the Information Literate Rajen Ruth

[object Object],[object Object],Ruth A Pagell & Rajen Munoo

Module Objectives ,[object Object],[object Object],[object Object],[object Object]

Why Consider “Information Literacy” for the Information Literate? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What is Information Literacy for your Institutions? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Bibliographic Instruction or Information Literacy? ,[object Object],TRANSFERABILITY Critical thinking Skills of business Life long learning

Enterprise Wide Orientation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Training / Instruction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

7 Factors for Developing an IL Course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object]

1 a: Information Literacy for Library Staff Map Learning to Competencies ,[object Object]

1 a: Information Literacy for Library Staff Map Learning to Competencies Competency Group: Basic Information Seeking Skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],WDA Scheme 2008

1 c: What Do Your Learners Already Know? Percent Rating Themselves Proficient or Expert 23 70 Number 4.2 24.3 Research 56.5 78.6 Internet 16.7 38.6 Databases 26.1 37.7 E-Journals 30.4 48.6 Catalog Chinese Non-Chinese Skill Category

2. Set Course Objectives ,[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],3. From Objectives To Course Outline

4. Select Teaching Method Map methods to content and learners ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

4. Select Teaching Methods ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

5 Create course materials ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

6. Design assessment tools ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

6. Design Assessment Tools ,[object Object],Library Skills Workshop for MSc Applied Economics Programme Overall, how would you rate this session? Excellent Good Average Poor Please indicate to what extent you agree or disagree with the statement: Strongly Strongly Agree Agree Neutral Disagree Disagree The pace of the session was just right 15% 25% 5% 40% 5% I am interested in attending library training session in the future ____ Yes ___No

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

7. Plan For Marketing your Course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Case Study Pagell and Munoo Applying the 7 Factors to Designing Developing And Delivering a Course: First Steps in Becoming a Super Searcher!

About the Course First Steps in Becoming a Super Searcher! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],Pre-course Information Gathering ,[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],Share your findings with your course participants

2. Set Course Objectives Your objectives must be realistic, measurable and achievable

3 Prepare Course Outline ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Chunk the content; leave time for questions

4. Match Teaching Methods to Content ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

4. Determine Teaching Methods Your role is facilitator Role Playing Hands on following lecturer Presentation from Case Studies

5. Create Course Materials ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Case Study Introduction I am doing research for an article on ERP Among other things I am looking at its impact on traffic flow and pollution. I also need to know what cities are using it and where the money goes. If possible, I would like information from books. journal articles, news articles, reports from the web and opinions

Activity Worksheet What Do I know about the topic? General Knowledge? Domain Knowledge? What are the keywords and synonyms? Information Sources: What Do I have access to? Who can I seek help from? Search Strings: What am I going to enter in the Search Tool? Do I use Boolean, Phrase, Field, File type or other techniques? Write your search Sentence here

[object Object],9 words may have more impact than a picture!

6. Design Assessment Tools Will the answers provide the information to improve the course? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

7. Marketing your Course ,[object Object],[object Object],On being a good searcher…”It’s like a detective puzzle..” The need Trying to find answers to questions such as… The target audience If you are curious and want to learn sustainable skills to search efficiently and effectively regardless of the tools you use…

7. Marketing our Course ,[object Object],[object Object]

7. Marketing our Course ,[object Object],[object Object],[object Object],[object Object],[object Object]

Training the Trainers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Beyond the Educational System Enhancing China’s Competitiveness Through Life Long Learning C J Dahlman, etc. Sept 17, 2007 http://siteresources.worldbank.org/CHINAEXTN/Resources/318949-1121421890573/Lifelong.pdf

Beyond Basics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Trends and Developments: Surveys ,[object Object],[object Object],[object Object],[object Object],Information Behaviour of the researcher of the future, 11 January 2008 University College of London, (2008, January, 8). A Ciber Briefing Paper. Retrieved May 25, 2008, from Information behaviour of the reseacher of the future Web site: http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf

Building A Course for Advanced Researchers ,[object Object],[object Object],Adapted from Big http://www.big6.com INFORMATION RETRIEVAL Define Synthesize Information Cite Access Evaluate Search

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Information Literacy For the Information Literate Rajen Ruth

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Information Literacy For the Information Literate Rajen Ruth