Can&apos;t I just upload it to the VLE? Designing and embedding information literacy into online and blended learning <br ...
Outline<br />E-Learning<br />Information Literacy<br />Design issues for VLEs<br />Course versus Reusable Learning Objects...
E-Learning = Enhanced Learning<br />Connectivity to information and to others <br />24/7 & greater choice over time, place...
Education models applied to VLE<br />“learning should be the key objective, and pedagogy rather than technology should dri...
What do we mean by Information Literacy?<br />CILIP definition<br />“Information literacy is knowing when and why you need...
Information Literacy: the Skills<br />Requires an understanding of:<br />• a need for information <br />• resources availa...
The VLE & IL @ Sheffield: Our Story<br />LibCT project in 2002-03<br />Reading lists “need to find a balance between spoon...
Range of tutorials<br />Started with topics academics considered undergraduates found most difficult<br />searching for in...
Design issues: Generic v specific<br />Generic may be considered to be:<br /><ul><li>Too general and lacking in subject fo...
Not relevant to the specific needs of students on particular courses i.e. not engage with materials
Students not apply to other modules, courses i.e. not transfer skills</li></ul>How generic is generic: faculty, dept, cour...
Information Skills Resource<br />16/07/2009  Lyn Parker, l.a.parker@sheffield.ac.uk			Epigeum workshop, Limerick<br />
16/07/2009  Lyn Parker, l.a.parker@sheffield.ac.uk			Epigeum workshop, Limerick<br />
16/07/2009  Lyn Parker, l.a.parker@sheffield.ac.uk			Epigeum workshop, Limerick<br />
Embedding is Key<br />Integration into student modules <br />Support the learning outcomes <br />Owned by academic<br />No...
16/07/2009  Lyn Parker, l.a.parker@sheffield.ac.uk			Epigeum workshop, Limerick<br />
Interactivity <br />‘I was impressed by the information contained in this WebCT course as it allows one to revisit areas a...
Library Liaison with Departments<br /><ul><li>Integrate library materials into MOLE </li></ul>TalisList<br />Eoffprints (D...
Assess students’ information literacy
Develop suitable benchmarks for each year group</li></ul>16/07/2009  Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum worksho...
Feedback<br />“We strongly welcome the close collaboration… with colleagues in Library Services.” (Politics)<br />“… conti...
Library<br />Department <br />of <br />Information <br />Studies<br />CILASS<br />Information <br />Literacy<br />Network<...
Departments using ISR<br />16/07/2009  Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
Michael Habib’s Blog<br />http://mchabib.blogspot.com/2006/08/academic-library-20-concept-models.html<br />
Web 2.0 project<br />Improve understanding and awareness of Web2.0 and take up by all library staff <br />Improve communic...
16/07/2009  Lyn Parker, l.a.parker@sheffield.ac.uk			Epigeum workshop, Limerick<br />
Web 2.0 and Information Literacy<br />
Higher Education in a Web 2.0 World<br />Report published 12th May by Committee of Inquiry into the Changing Learner Exper...
Upcoming SlideShare
Loading in …5
×

Can't I just upload it to the VLE? Designing and embedding information literacy into online and blended learning

1,376 views
1,291 views

Published on

Presentation given at the LNSS Information Literacy Implementation Seminar on 16th July

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,376
On SlideShare
0
From Embeds
0
Number of Embeds
4
Actions
Shares
0
Downloads
9
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • 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.
  • Can't I just upload it to the VLE? Designing and embedding information literacy into online and blended learning

    1. 1. Can&apos;t I just upload it to the VLE? Designing and embedding information literacy into online and blended learning <br />Lyn Parker, <br />Quality and Development Team Manager, <br />University of Sheffield Library<br />
    2. 2. Outline<br />E-Learning<br />Information Literacy<br />Design issues for VLEs<br />Course versus Reusable Learning Objects<br />Generic versus specific<br />Online versus f2f – particular blend?<br />Embedding IL in the curriculum<br />Web 2.0<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    3. 3. E-Learning = Enhanced Learning<br />Connectivity to information and to others <br />24/7 & greater choice over time, place and pace of study<br />Distance, blended, work-based, campus-based<br />Personalisation & Rapid feedback on assessments<br />Active learning through interactive technologies<br />Communities of knowledge, inquiry and learning <br />Learning by discovery in virtual worlds<br />21st century skills for living and working in a digital age<br />JISC (2009) Effective Practice in a Digital Age, HEFCE. p.8<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    4. 4. Education models applied to VLE<br />“learning should be the key objective, and pedagogy rather than technology should drive the decision-making”<br />“technology does not in itself bring about successful learning.”<br />“rationale for using the tools needs to be clearly articulated to learners” <br />In my experience:<br />VLE often just used to distribute content<br />VLE is constantly evolving so staff development issues<br />How do we engage academics with VLE & with IL?<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    5. 5. What do we mean by Information Literacy?<br />CILIP definition<br />“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.”<br />http://www.cilip.org.uk/professionalguidance/informationliteracy/definition/<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    6. 6. Information Literacy: the Skills<br />Requires an understanding of:<br />• a need for information <br />• resources available <br />• how to find information<br />• need to evaluate results<br />• how to work with the results<br />• ethics & responsibility of use<br />• how to communicate or share your findings<br />• how to manage your findings. <br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    7. 7. The VLE & IL @ Sheffield: Our Story<br />LibCT project in 2002-03<br />Reading lists “need to find a balance between spoon feeding the compulsory reading and providing opportunities to find their own material”<br />Information skills strongly supported by academics but Course or Resource?<br />Student motivation strongly dependent on relevance<br />Information Skills Project 2004-06<br />Design interface for collection of tutorials rather than course<br />Initially worked with 4 departments but rolled out to all students Sept 05 before end of project<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    8. 8. Range of tutorials<br />Started with topics academics considered undergraduates found most difficult<br />searching for information effectively<br />evaluating information found, <br />referencing correctly and avoiding plagiarism<br />Used SCONUL 7 Pillars Model to fill in the gaps<br />Basic and advanced levels<br />Guidance for academics on which appropriate for what<br />Not replicate library web, link where appropriate<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    9. 9. Design issues: Generic v specific<br />Generic may be considered to be:<br /><ul><li>Too general and lacking in subject focus – no context
    10. 10. Not relevant to the specific needs of students on particular courses i.e. not engage with materials
    11. 11. Students not apply to other modules, courses i.e. not transfer skills</li></ul>How generic is generic: faculty, dept, course<br />Level of granularity required<br />Could we use/reuse national resources?<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    12. 12. Information Skills Resource<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.uk Epigeum workshop, Limerick<br />
    13. 13. 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.uk Epigeum workshop, Limerick<br />
    14. 14. 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.uk Epigeum workshop, Limerick<br />
    15. 15. Embedding is Key<br />Integration into student modules <br />Support the learning outcomes <br />Owned by academic<br />Not seen as add on by student<br />Information Literacy is explicit<br />Included in assessment where appropriate<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    16. 16. 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.uk Epigeum workshop, Limerick<br />
    17. 17. Interactivity <br />‘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.’<br />Catering for different learning styles<br />Mix of text, screencasts & podcasts<br />Self help quizzes and exercises<br />Learning by doing<br />Different navigation routes<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    18. 18. Library Liaison with Departments<br /><ul><li>Integrate library materials into MOLE </li></ul>TalisList<br />Eoffprints (Digitisation of extracts)<br />Information Skills Resource<br /><ul><li>Audit existing IL within departments and identify any gaps
    19. 19. Assess students’ information literacy
    20. 20. Develop suitable benchmarks for each year group</li></ul>16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    21. 21. Feedback<br />“We strongly welcome the close collaboration… with colleagues in Library Services.” (Politics)<br />“… continue this important dialogue with the library team and … endeavour to ensure that more credit goes to them.” (English Literature)<br />“… the real differences will be seen in Levels 2 and 3 of this year&apos;s entry.”(Politics)<br />“… a marked improvement in these areas, when compared to other cohorts. And they enjoyedusing the resource.” (ScHaRR)<br />
    22. 22. Library<br />Department <br />of <br />Information <br />Studies<br />CILASS<br />Information <br />Literacy<br />Network<br />Academics<br />Strategic Engagement<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    23. 23. Departments using ISR<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    24. 24. Michael Habib’s Blog<br />http://mchabib.blogspot.com/2006/08/academic-library-20-concept-models.html<br />
    25. 25. Web 2.0 project<br />Improve understanding and awareness of Web2.0 and take up by all library staff <br />Improve communication and collaboration between library staff and the student population<br />Provide guidance to students on how to use web2.0 technologies appropriately and where they fit into information literacy<br />Integrate innovation communication tools with existing communication methods to ensure a unified approach<br />Ensure relevance to encourage engagement<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    26. 26. 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.uk Epigeum workshop, Limerick<br />
    27. 27. Web 2.0 and Information Literacy<br />
    28. 28. Higher Education in a Web 2.0 World<br />Report published 12th May by Committee of Inquiry into the Changing Learner Experience<br />http://www.jisc.ac.uk/publications/documents/heweb2.aspx<br />The overall intention is to “enable informed choice in the matter of these tools, and to support them and their effective deployment” <br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    29. 29. Points for discussion<br />Why are so many students still lacking basic IL when so much good practice is taking place?<br />“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?<br />What impact are the new technologies having on the information cycle and academic authority? <br />What does all this mean for us within IL support?<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    30. 30. Strategies and roles<br />7 Faces of the Library<br />Physical collection of books<br />Learning and social space<br />Website<br />University portal<br />Virtual learning environment<br />Web 2.0 technologies <br />3D virtual worlds<br />Services<br />Information literacy<br />Information availability<br />Personalisation<br />Seamless access<br />24/7 delivery<br />Student engagement<br />Marketing<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />
    31. 31. Questions?<br />Contact details<br />Lyn Parker<br />l.a.parker@sheffield.ac.uk<br />Tel: 44 1226 27363<br />Twitter: @lynparker<br />
    32. 32. Resources<br />Information Skills Resource Showcase http://librarydevelopment.group.shef.ac.uk/showcase.html<br />uSpace at the University of Sheffield http://uspace.shef.ac.uk/clearspace/index.jspa<br />Slideshare account http://www.slideshare.net/LynParker<br />Information Literacy website http://www.informationliteracy.org.uk/<br />CILIP CSG Information Literacy Group http://www.cilip.org.uk/specialinterestgroups/bysubject/informationliteracy<br />16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick<br />

    ×