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Teaching information literacy to distance learners
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Teaching information literacy to distance learners


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  • I chose this title image for several reasons:Teaching distance learning, as opposed to traditional face to face, requires a slightly skewed point of view. You need to look at the pedagogy and technology from a slightly different perspective.All this has to be done with love. If you have a distaste for technology or communicating primarily through online means, this will probably come through in your teaching and students may suffer for it.Just like snail mail, you should implement initiatives slowly and methodically.And also because I just want you to like me! Image:
  • Ideals and realities vying for instructional throne:Constructivist vs behaviorist vs cognitivistCredit course vs one-shotOnline vs face to faceAsynchronousvs synchronousAndragogy vs pedagogyMy view is we spend so much time as researchers and practitioners trying to determine which one of these theories or methodologies is better, when, more than likely, the best solution will be some combination of all of these based on your specific context.
  • Similar to the research process we teach, the library instructional process is circular and iterative as well. In the online environment, where standards are still being worked out, the idea of “trial and error,” which is an analogy I use with students in the search process, also applies. But I view that as a good thing. It means we have more freedom (and less administrative resistance) to experiment and innovate. Left image: Reflect Learn Connect by Seattle Central Community College Library is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
  • 65% of students are part-time~160 FT faculty & 800+ adjuncts
  • Image:
  • Image:
  • Simple, concise learning objectives, as well as visual design and flow.
  • Give them room (and time) to play and experiment!
  • Even though lots of planning goes into it, try to make the flow of the design seem simple, organic and natural
  • transparency
  • Background:
  • How do we avoid or at least minimize these scenarios?
  • Student:AnxietyDistractionsRelevance?Teacher:“Kitchen sink syndrome”Cognitive overloadJargonEnvironment:Faculty/admin supportTech supportScalability
  • Transcript

    • 1. Everything is circles! Direct Reference Instruction Instruction Promote, Assess, Iterate Faculty Indirect Collaborations Instruction
    • 2. Empire State College Background• 35 locations in NYS + national, overseas students• 20,000+ adult learners• Ave. age: 36• No “campus”The Library• 4 FT librarians; no support or student staff• No physical collection – fully online
    • 3. Impetus and Options• Equity of access• Reach max # of students• Engage multiple learning styles• Asynchronous credit course• Non-credit, self-paced course/tutorials• Synchronous workshops• Asynchronous course + synchronous sessions
    • 4. The Big Decisions• Where: platform/tech• What: content, L.O.s• How: pedagogy, design• Who: teachers, support• When: day, evening, etc.• Why: make the sale!
    • 5. Our Current Solution90 minute, one-shot workshops via Elluminate Live
    • 6. Instructional Design
    • 7. Simple, Concise
    • 8. Play
    • 9. Scaffolding
    • 10. Organic
    • 11. Transparent
    • 12. Promotion & Marketing
    • 13. Housekeeping
    • 14. Our Greatest Fears?
    • 15. Other Potential Obstacles?
    • 16. OnlineTeaching Tips
    • 17. Assessment • Pre- and post-surveys • 3-2-1 open ended • Problem solving • Activity participation • Chat and polls
    • 18. Looking Ahead
    • 19. More Info• E-mail me:• Workshops Website: