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Teaching Information Technology Literacy LIS 665 Spring 2013

Teaching Information Technology Literacy LIS 665 Spring 2013
Dr. Diane Nahl
University of Hawaii, LIS Program

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  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy

665 Session1-intro-S13 665 Session1-intro-S13 Presentation Transcript

  • Teaching Information Technology Literacy LIS 665 Spring 2013 Dr. Diane Nahl University of Hawaii, LIS ProgramInstructional Role of Academic LibrariansInstruction UnitNeeds AssessmentProfessional Collaboration
  • LIS 665 Teaching Information Technology Literacy Information & Communication Technology SkillsICT literacy is defined as the skillful use ofinformation within digital environments.Higher-order problem solving and criticalthinking skills are needed to use digitaltechnology to solve real-world informationproblems. National ICT Literacy Policy Council 2 Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy Information FluencyPeople Fluent in Information Technology ("FITpersons") are able to express themselvescreatively, to reformulate knowledge, and tosynthesize new information.Fluency with information technology entails …lifelong learning in which individuals continuallyapply what they know to adapt to change andacquire more knowledge to be more effective atapplying information technology to their work andpersonal lives. Computer Science and Telecommunication Board (CSTB) 3 Nahl Spring 2013
  • Digital LiteracyThe ability to use digital technology, communication toolsor networks to locate, evaluate, use and createinformation.The ability to understand and use information in multipleformats from a wide range of sources when it ispresented via computers.A person’s ability to perform tasks effectively in a digitalenvironment... Literacy includes the ability to read andinterpret media, to reproduce data and images throughdigital manipulation, and to evaluate and apply newknowledge gained from digital environments. LIS 665 Teaching Information Technology Literacy Nahl Spring 2013
  • Digital LiteracyDigital Literacy is the ability to useinformation and communicationtechnologies to find, evaluate, create, andcommunicate information, requiring bothcognitive and technical skills.ALA Task Force, 2011. Nahl Spring 2013
  • A Digitally Literate Person:Possesses the variety of skills – technical and cognitive – required tofind, understand, evaluate, create, and communicate digitalinformation in a wide variety of formats;Is able to use diverse technologies appropriately and effectively toretrieve information, interpret results, and judge the quality of thatinformation;Understands the relationship between technology, life-long learning,personal privacy, and stewardship of information;Uses these skills and the appropriate technology to communicate andcollaborate with peers, colleagues, family, and on occasion, the generalpublic; andUses these skills to actively participate in civic society and contributeto a vibrant, informed, and engaged community. Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy Information Literacy is Critical Thinking About Information Ability to:a. Recognize an Information Needb. Access Information for an Information Needc. Evaluate Information found for an Information Needd. Synthesize Information selected from searches to address an Information Neede. Use Information Ethically and Legally to address an Information Need 7 Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy How Information Literate are 21st Century College Students?According to Stephen Denis, product manager at ETS, ofthe more than 20,000 students who had taken the iSkillstest since 2006, only 39 percent of four-year collegefreshmen achieved a score that represented “corefunctional levels” in Internet literacy.Rich, Motoko. Literacy Debate: Online, R U Really Reading? NYT, July 27, 2008.ERIAL: Ethnographic Research in Illinois Academic Libraries. 2011.http://www.erialproject.org/http://www.erialproject.org/publications/presentations/ 8 Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy Course IntroductionAdvanced reference course in instructionaldesign (LIS 601 pre-requisite)How best to instruct undergraduate students tofacilitate acquisition of IL and ICT skillsHow to apply current learning theory indesigning effective instructionHow research on learners provides usefulfeedback for designing services and instruction 9 Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy Course IntroductionThree integrated assignments within one instructionalproject1. Observing library instruction2. Designing and teaching in a Team an ACRL standards-based session online for 20 3rd and 4th year undergraduate psychology majors3. Conducting research to assess student learningClass workshop environment Working in instructional design teams to apply ideas, concepts, theories, and methods from readings and Web resources to all assignments Using cloud computing technologies in collaborative work 10 Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy Observing InstructionBegins next week HL 113 Brier & Lebbin on teaching undergraduates Due April 11, can submit sooner Course-integrated instruction YouTube IL Channel and other instructional videos 11 Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy Importance of IL in an Academic Reference Librarian’s WorkIntegral to academic reference work Formal and informal instruction, online and FTF Staff, student, and faculty instructionIntegral to campus IL assessment mandates Provide leadership in General Education Reform Engage teaching faculty in assessing IL student learning outcomes (SLOs or ELOs expected learning outcomes) as a requirement of WASC. 12 Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy Importance of IL in an Academic Reference Librarian’s JobIntegral to innovation in services and instruction Emerging technologies, distance learning, mobile learning, collaborative learning, immersive learningListed in nearly every reference job descriptionas integral to the position Wanted: applicants with experience in designing lessons, instructing and assessing student learning, and using the technologies used by students 13 Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy Typical Job DescriptionTitle: Instructor, CC (Librarian) Qualifications: Masters degree from an ALA-accredited library program Duties & Responsibilities [Abridged] : Teach information literacyfor a variety of classes. Engage faculty to develop course specificinstruction and to promote library resources. Provide individual andsmall information literacy classes for students, faculty and staff. Developand conduct ongoing assessment for information literacy. Createinstructional materials. Create online library guides. Investigate andincorporate technologies (e.g., wikis, blogs, podcasts, online tutorials,etc.) to serve library users. Responsibilities include development andreview of curriculum as well as assessment of learning, and may includeinstructional assignments involving distance education. Collaborate withthe librarians and library staff. Work under the guidance of colleagues todevelop an understanding of student needs in discipline or area ofprimary responsibility.Honolulu Community College, March 2011 [Emphasis added] 14 Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy Typical Job DescriptionTitle: User Services Librarian: Emerging TechnologiesDuties: Under general direction of the Coordinator for User Services and the TeamLeader for Reference and Instructional Services, the successful candidate willidentify and promote the use of emerging and existing technologies, collaboratingwith other librarians and the campus community to provide innovative libraryservices designed to enrich the university learning experience. He/she will take anactive role in defining, planning, and implementing new learning spaces andservices in support of student learning .Qualifications: ALA accredited Master’s degree. Ability to work creatively andeffectively in a team environment to enhance library programs and services.Knowledge of current and emerging technologies such as Web 2.0 tools, instantmessaging, blogs, social networking, online communities and other information andinstructional technologies along with a demonstrated ability to teach . Ability tocreate web pages, online tutorials, and guides using relevant applications (e.g. CSS,PHP, DHTML, Dreamweaver, Word). Demonstrated commitment to reference anduser-centered services. Must meet promotion and tenure requirements whichrequire scholarly activity and service. Must also possess excellent problem solving,communication, and organizational skills.Middle Tennessee State University (7/09) [Italics added above ] 15 Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy Details of Duties Title: User Services Librarian: Emerging Technologies Work with library colleagues to assess services and technologies andrecommend, design, and implement new services. Create library research and technology guides to enhance access toservices and collections. Promote reference, research, and learning support services and resources. Provide leadership with library services related to technological applicationsincluding multimedia technologies. Participate in other Reference and Instructional Services programsand projects, such as Research Coach (individual reference appointments). Serve as a member of the Reference and Instructional Services Team. Teach general library research classes to undergraduate and graduate studentsusing two electronic classrooms. Participate in library technology committees and work groups.Middle Tennessee State University (7/09) [Abridged, emphasis added ] 16 Nahl Spring 2013
  • New Job TitlesInstructional Design & Technology LibrarianInstructional Design Librarian – Libraries InstructionalServicesOnline Instruction/Instructional Design LibrarianInstructional Design Librarian (Assistant Professor)Instructional Design and Integration LibrarianInstructional Technology/Information Literacy Librarian LIS 665 Teaching Information Technology Literacy Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy Instructional Design Librarian (Rutgers University Libraries)Responsibilities: The Rutgers University Libraries (RUL) seek a creative and dynamic, service-oriented librarian to provide leadership in the development of a comprehensive, scalable andsustainable library instruction program. The instructional designer willLead the Libraries’ efforts to develop pedagogically sound learning experiences in collaborationwith librarians, teaching faculty, and relevant campus partners; focus on designing curriculum-based instruction, enhancing critical thinking skills, and building information literacycompetencies, focusing on a diverse undergraduate population.Employ relevant technologies to enhance online and face-to-face instruction, including developinglearning objects and other instructional tools.Coordinate with library faculty to integrate measureable learning objectives, appropriateeducational activities, and methods of assessment into all library instructional activities.Serve as liaison to students, faculty and staff of the Rutgers Graduate School of Educationproviding instruction and research consultations, and participating in collection developmentactivities.Participate in general library instruction and provide in-person and virtual reference service. 18 Nahl Spring 2013
  • QualificationsA Master’s degree in Library or Information Sciences from an ALA-accreditedinstitution is required; a second Master’s degree in Instructional Design,Instruction Technology or Education is strongly preferred. The successfulcandidate should have several years’ experience designing learning-theory-based library instruction, have knowledge of information literacy pedagogy,demonstrate proficiency with instructional technologies, exhibit excellentcommunication skills, and possess the ability to work both independently andin a collegial environment and work effectively with a diverse student body.Demonstrated commitment in fostering diversity as an organizational priorityis required. Candidates who have had successful experience in the design anddelivery of services for diverse populations will be given preference. Thesuccessful candidate must be eligible to work in the U.S.Sept. 2012 LIS 665 Teaching Information Technology Literacy Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy Information Literacy at UH1. Instructional Services 1. http://library.manoa.hawaii.edu/services/instruction/instruction.html 2. Guides & Handbooks 3. Online Tutorials 4. Class Sessions for the Disciplines2. LILO Learning Information Literacy Online 1. http://www.hawaii.edu/lilo 2. Online Research Journal 3. Assignment Calculator 4. Citation Machines 20 Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy UH LIS IL Courses1. LIS 686 Information Literacy and Learning Resources2. LIS 665 Teaching Information Technology Literacy3. LIS 690 Teaching Internships with librarians at Community Colleges, or teaching IL in other Hawaii colleges 21 Nahl Spring 2013
  • Questions Answered viaSystematic Instructional Design How do you know that what you are teaching is what the students need to know? Do a thorough analysis (needs assessment) of learners before instructing. When would it be appropriate to use formative or summative assessment in instruction? What do you know about pedagogy models? Which models will enhance learning? Which instructional technologies increase learner comprehension and learner performance? LIS 665 Teaching Information Technology Literacy Nahl Spring 2013
  • Four Phases of the Instructional Design Cycle1: IDENTIFY PROBLEM – Needs Assessment – What do students need to feel, know/think/understand and do?2: DESIGN SOLUTION – Teaching Goals – What should I teach?3: IMPLEMENT SOLUTION – Teaching Methods – How should I teach?4: EVALUATE SOLUTION – Assessment of SLOs Was my teaching successful? Was student learning successful? 23 LIS 665 Teaching Information Technology Literacy Nahl Spring 2013
  • LIS 665 Teaching Information Technology Literacy Next Session• 1:00 pm Brier & Lebbin session in HL 113• Text Ch 1 & 2• ACRL competencies site links• Grassian & Kaplowitz ch 7• Pemberton• Handouts pp. 2-5• Assignment Instructions pp. 8-13• Teams bring draft Needs Assessment questions and draft Teaching Goal 24 Nahl Spring 2013