<ul><li>Login or register and open two windows: </li></ul><ul><ul><li>http://twitter.com/home </li></ul></ul><ul><ul><li>h...
Using Web 2.0 to Cultivate Information Literacy via Construction of Personal Learning Environments  University of Leiceste...
Full Project Report <ul><li>http://www.scribd.com/doc/9137902/Final-Project-Report </li></ul>
Web 2.0 is a state of mind http://www.flickr.com/photos/shopping2null/395271816/
Information literacy is a mindset http://www.informationliteracy.org.uk/Information_literacy/Definitions.aspx
Project Aims <ul><li>Can Web 2.0 tools be used to enable students and library users to broaden their use and understanding...
Medical Ethics and Law Modules  <ul><li>Ethics week & SSM </li></ul><ul><li>Aimed to push key learning resources to studen...
 
 
What didn’t work <ul><li>No change of culture in how students worked or communicated. </li></ul><ul><li>Students didn’t us...
What worked well <ul><li>The Google Custom Search Engine and Journals Pageflakes page were very popular with the students ...
Staff Training Sessions
Library Sessions uollibraryblog.wordpress.com
Conclusions <ul><li>E-learning resources must be integrated into the fabric of the course, not as last minute add-ons (min...
Looking Forward <ul><li>The Medical Ethics and Law courses will continue to develop online and Web 2.0 resources. </li></u...
Bread and butter for students? http://www.flickr.com/photos/tojosan/265645134 /
Beyond Google? <ul><li>Exploiting advanced searching features of Google.  </li></ul><ul><li>Subject specialist resources: ...
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Web 2.0 and Information Literacy

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  • We will run a live discussion on Twitter at the same time as this face to face discussion. Either login or get a free Twitter account now. Open the search box in another window (keeping your first window) Use the code #uoltan in each comment you make.
  • Web 2.0 and Information Literacy

    1. 1. <ul><li>Login or register and open two windows: </li></ul><ul><ul><li>http://twitter.com/home </li></ul></ul><ul><ul><li>http://search.twitter.com/ #uoltan </li></ul></ul><ul><li>#uoltan please use this tag in each tweet </li></ul>
    2. 2. Using Web 2.0 to Cultivate Information Literacy via Construction of Personal Learning Environments University of Leicester Teaching Enhancement Forum (TEF) Alan Cann (Dept of Biology) Sarah Whittaker (Clinical Sciences Library)
    3. 3. Full Project Report <ul><li>http://www.scribd.com/doc/9137902/Final-Project-Report </li></ul>
    4. 4. Web 2.0 is a state of mind http://www.flickr.com/photos/shopping2null/395271816/
    5. 5. Information literacy is a mindset http://www.informationliteracy.org.uk/Information_literacy/Definitions.aspx
    6. 6. Project Aims <ul><li>Can Web 2.0 tools be used to enable students and library users to broaden their use and understanding of scholarly resources? </li></ul>
    7. 7. Medical Ethics and Law Modules <ul><li>Ethics week & SSM </li></ul><ul><li>Aimed to push key learning resources to students at the appropriate point in their course. Students could then use these resources at the stage in their module when it is immediately relevant to their learning. </li></ul><ul><li>Blackboard was used as an authentication hub. </li></ul>
    8. 10. What didn’t work <ul><li>No change of culture in how students worked or communicated. </li></ul><ul><li>Students didn’t use the communication channels provided. </li></ul><ul><li>Student’s didn’t comment on each others’ work. </li></ul><ul><li>Short timespan of courses and assignments – no time to build community of practice and accumulation of new resources so the focus was on finding information rather than sharing. </li></ul>
    9. 11. What worked well <ul><li>The Google Custom Search Engine and Journals Pageflakes page were very popular with the students and they stated they had even shared them with students outside of the Ethics and Law SSM. </li></ul><ul><li>Course tutor said there was a tangible improvement in the quality of resources used and students’ understanding of how to find them. </li></ul>
    10. 12. Staff Training Sessions
    11. 13. Library Sessions uollibraryblog.wordpress.com
    12. 14. Conclusions <ul><li>E-learning resources must be integrated into the fabric of the course, not as last minute add-ons (mindset). </li></ul><ul><li>Improving information literacy is a long term goal as it requires developing a mindset as much as a set of skills. We should be aiming for it to become integral to the way that students and staff work. </li></ul><ul><li>Library resources need to be tailored to each course rather than generic. </li></ul><ul><li>Success in developing a community of practice may depend on circumstances: library staff developed a community of practice during this project, however the students did not significantly change their existing work habits. People need to be convinced there are tangible benefits before they change their working patterns. </li></ul>
    13. 15. Looking Forward <ul><li>The Medical Ethics and Law courses will continue to develop online and Web 2.0 resources. </li></ul><ul><li>Library staff should continue to develop their understanding of Web 2.0 tools and how they can utilize them to promote information literacy across the University. </li></ul><ul><li>The library will continue to develop librarians’ roles as their future depends on the ability to build relationships, and add value to external tools such as Google Scholar. Web 2.0 can facilitate this, but this requires a change of culture for librarians and academics. </li></ul><ul><li>Students are generally reluctant to change their habits unless there is a clear tangible benefit to them. If we believe information literacy skills are worth developing, we must make them a requirement not an added extra. </li></ul><ul><li>We aim to explore information literacy that incorporates Wikipedia, YouTube and ‘Beyond Google’ for all undergraduate students. We hope to be able to gauge opinions and expectations from other staff. </li></ul>
    14. 16. Bread and butter for students? http://www.flickr.com/photos/tojosan/265645134 /
    15. 17. Beyond Google? <ul><li>Exploiting advanced searching features of Google. </li></ul><ul><li>Subject specialist resources: specialist search engines, databases, subject gateways / portals. </li></ul><ul><li>Image / Audio search engines. </li></ul><ul><li>Wikipedia - anatomy of article – beyond ‘two legs good four legs bad’. </li></ul><ul><li>YouTube as a reference tool. </li></ul><ul><li>Web 2.0 tools (blogs / RSS / social bookmarking / RSS feeds ) </li></ul><ul><li>Evaluating resources - more focus on this than we do now. </li></ul><ul><li>Creative Commons / Copyright </li></ul>

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