Research to go


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  • Welcome to…
  • Let’s take a one minute poll…
  • Our face-to-face information literacy course is…
  • The course has not always been taught by librarians. Originally the course was taught…
  • Our goals are straightforward: To develop students’ information literacy skills. (Which we believe to be practical, transferrable, marketable.) We teach academic, online research concepts and strategies.Students use the Miami University Libraries system and OhioLINK, the statewide library consortium.They have opportunities to develop 21st century information literacy skills which align with ACRL standards.Hopefully they are better equipped to become lifelong learners in an information world that values knowledge workers.
  • During the 10 weeks, we introduce students to…
  • Each semester the course is tweaked. Each instructor modifies the experiential activities and course requirements somewhat, in an effort to improve student learning. The components of the courses, however, remain the same and include:
  • Our 2700 students commute to a regional university campus, which was established in 1966.It is an open access campus that offers associate and bachelor degrees.The student body is diverse, ranging from High School (in the post-secondary education opportunity program) through retirees. Classes are filled with traditional and non-traditional students.The average student age is 25. The majority work part-time. Many have family commitments.
  • Information Literacy is an essential skill, in our wired world that prizes knowledge workers. Not that administrators always support by funding school and public librarian positions…But I digress.We have each taught EDT 251. Each has encountered similar challenges.Many of our students are new to higher education. This means they are trying things out, learning as they go, and developing technology, research, and study skills. They are learning the ropes of life as a university student, including coming to class, staying for the entire period, learning when to add/drop a class, and understanding the significance of their GPA. Some fall behind and give up. Others have the resilience to persevere and complete the course.Technology Skills Vary!Among enrolled students we have lst semester freshmen through last semester seniors. Ability levels differ! There are no prereqs. Some are mastering keyboarding; others have never presented with PowerPoint.Another complicating factor involves Timing. The course is a Late Start course, starting week 5 of a 15 week semester. Some students use the course as backup but never showup. Because the class is held once a week for 2 hours 40 minutes—missing class leads to knowledge gaps which can spell disaster in completing required research projects—annotated bibliography, oral presentations, papers and posts. Some students arrive late and leave early due to family and job priorities and again miss out. On the MiamiHamilton campus, the course has also been taught for 7 weeks for 4 hours and for 7 weeks meeting twice weekly for 2 hour classes.Old Habits can pose problems:Older, returning PT students rely on research habits learned prior to the advent of online research using electronic resources. Freshmen may rely on HS research habits, according to PIL, which means using a few familiar sources and strategies. They tend to be risk-adverse--Nothing new. They attempt to get by with good-enough Google and Wikipedia, rather than experiment with subject-specific databases new to them. Enlightenment:Eventually, most EDT students realize what they are learning is New, Takes Time, More Complicated than Expected, and that everyone needs to learn this stuff.
  • Registration is usually Full and often instructors force Add students.Students completing the course range from 16 – 5Grades range from A to F with an Average of C. Those who do the work pass; those who opt out don’t.
  • Our course has always strived to include the ACRL standards and we wanted to ensue we still met those with an online and hybrid course.
  • Hrycaj presents a study of information literacy course syllabi that presents a list of the most common topics covered in the courses and how they correlate to the ACRL Information Literacy Competency Standards for Higher Education. This article allowed us to consider additional content areas chosen by other instructors and to consider ways to strengthen our exploration of the five standards. It has an excellent table (p. 528) of 28 topic areas ranked by their inclusion among the 100 examples of syllabi gathered by Hrycaj. The eight most common, found within 74-94% of courses, were:Of the 28 topics listed, EDT 251 consistently includes all but five of the topics (some of which, like “Periodical evaluation,” are covered in part but not at length – a separate topic of “Popular vs. Scholarly Sources” is covered in detail in the course).
  • Overview of the course. Introduction of what Sakai looks like for those who have never used it.
  • What is expected in the class
  • All readings for the week, videos and websites are linked.
  • Research to go

    1. 1. RESEARCH TO GO:TAKING ANINFORMATIONLITERACY COURSEONLINEJohn J. BurkeJessie H. LongBeth E. TumblesonMiami University Middletown
    2. 2. QUESTION: WHO HERE TEACHES ANINFORMATION LITERACY COURSE? How many of those are face-to-face? How many are hybrid? How many are online? How many meet for the entire semester? Shorter time? How many credit hours are offered? 1, 2, 3? Is the course P/F? Grades?
    3. 3. THE COURSE: EFFECTIVE USE OFLIBRARIES, EDT 251 2 Credit Course Elective Letter Grade Late Start 10 Weeks, Once Weekly for 2 Hours and 40 Minutes Enrollment Cap of 15
    4. 4. A BRIEF HISTORY English Faculty Member Taught for 20 Years 4 Sections of 15 Students per Semester Exposure to Different Sources Finding Tools: OPAC, LCSH, Databases Bibliography as Final Exam Professor Retired Course Handed to Librarians to Teach in 2008 Course Overhauled
    5. 5. PURPOSE Academic, online research Use university library system & statewide library consortium OhioLINK Develop 21st century information literacy skills Become lifelong learners
    6. 6. EXPOSURE TO: Research process Scholarly communication Mind mapping tools Project calculators Finding tools: OPACS, databases, search engines Time-savers: citation generators, RSS feeds Online presentation tools
    7. 7. COURSE COMPRISES Online textbook and readings Digital videos Lecture Demonstrations Discussion In-class hands-on activities Quizzes Multi-Part Project Wiki, Blog
    8. 8. OUR STUDENTS Regional university campus Established in 1966 2700 students Open access Commute Degrees: Associate, Bachelor, Certificates PSEOP , Traditional, & Non-Traditional Average age – 25 Majority work part-time
    9. 9. THE ISSUES Students New to Higher Education Diverse Abilities A Matter of Timing Showing Up Old Habits Enlightenment Dawns
    10. 10. STATISTICS Enrollment Cap of 15 Registration Full Completion  Fall 2008 (2 Sections) – 6 students; 11 students  Spring 2009 – 16 students  Fall 2009 – 15 students 18  Spring 2010 – 7 students 16  Fall 2010 – 14 students 14 12  Spring 2011 – 10 students 10  Fall 2011 – 10 students 8  Spring 2012 – 5 students 6 4 2 0 Fall Fall Spring Fall Spring Fall Spring Fall Spring 2008 2008 2009 2009 2010 2010 2011 2011 2012
    11. 11. RATIONALE FOR ONLINE COURSE Information literacy is an essential skill academically, professionally Convenient for students with multiple commitments Likelihood of greater outreach and larger enrollment Abundance of online, academic sources and finding tools University-wide push for online courses
    12. 12. TIMELINE: F2F, HYBRID, ONLINE F2F: Fall 2008-Fall 2011 Hybrid: Fall 2011 – Hamilton; Spring 2012 – Middletown  Hybrid will continue in Hamilton and Middletown for Fall semesters Online: Spring 2013 Question: How many have taught an information literacy course in multiple formats? How many have adapted an information literacy course?
    13. 13. STEPS FOR ADAPTION: A LOOK AT THE LITERATURE Two main foci  Reviewing the content arrangement of EDT 251 and considering the inclusion of new course content  Searching for other examples of online information literacy courses and the process by which they were transformed from face-to-face courses ACRL Information Literacy Competency Standards for Higher Education (Association 2000). 1. Determine the extent of information needed 2. Access the needed information effectively and efficiently 3. Evaluate information and its sources critically and incorporate selected information into one’s knowledge base 4. Use information effectively to accomplish a specific purpose 5. Understand the economic, legal, and social issues surrounding use of information, and access and use information ethically and legally
    14. 14. AN ANALYSIS OF ONLINE SYLLABI FOR CREDIT-BEARING LIBRARY SKILLS COURSES Hrycaj, P. L. (2006)  Collected 100 examples of syllabi from information literacy courses.  Top eight most common topic areas covered are:  Periodical databases  Web searching  Online catalog  Web site evaluation  Writing citations  Monograph evaluation  Research strategy  Periodical evaluation
    15. 15. ISSUES THAT AROSE Bureaucracy Happens  Forms to fill out for adapting the course  Approval from the department  Moving things along in the slow process of academia MIA Staff  Lack of eLearning Director  Lack of Educational Technology Coordinator  Lack of IT Director Switch to a new LMS  From Blackboard to Sakai
    16. 16. INVENTIVE SOLUTIONS Working with Hamilton on adapting the course on both campuses Offering an “undercover hybrid”
    18. 18. EDT 251 COURSE PAGE
    19. 19. SYLLABUS
    20. 20. WEEKLY AGENDA
    21. 21. FORUM
    22. 22. ASSIGNMENTS
    23. 23. QUIZZES
    24. 24. RESOURCES
    25. 25. NEXT STEPS Second offering of the hybrid course (Fall 2012) Develop the online course over Summer 2012 and Fall 2012 Continue to assess the course to shape content and methods Change the name of the course
    26. 26. TRAILS ASSESSMENT TRAILS 12th Grade General Assessment807060 Fall 2010 Pre-Test50 Fall 2010 Post-Test Spring 2011 Pre-Test40 Spring 2011 Post-Test30 Fall 2011 Pre-Test Fall 2011 Post-Test20 Spring 2012 Pre-Test10 0 Develop Topic Identify potential sources and revise Evaluate sources and use information responsibly, ethically and legally Develop, use search strategies to information Recognize how
    27. 27. FUTURE PLANS Improve marketing to students Connect with advisors Increase student retention Offering in one-credit version – August and January STEP courses Linking to a specific department or program Sharing modules with discipline-based courses Conversion to a different course
    28. 28. QUESTIONS?
    29. 29. REFERENCESAssociation for College and Research Libraries (ACRL). (2000). Information Literacy Competencies forHigher Education. Retrieved December 11, 2011, from, W. (2011). Research Strategies: Finding Your Way through the Information Fog. 4th ed.Retrieved December 11, 2011, from, C. V. (2010). Best practices for credit-bearing information literacy courses. Chicago: Associationof College and Research Libraries.Hrycaj, P. L. (2006). An Analysis of Online Syllabi for Credit-Bearing Library Skills Courses. College &Research Libraries, 67(6), 525-535.Mery, Y, Newby, J., and Peng, K. (2012). Why One-shot Information Literacy Sessions Are Not theFuture of Instruction: A Case for Online Credit Courses. College & Research Libraries (anticipatedpublication date May 2012). Retrieved December 12, 2011, from, S. (2010). Information Literacy Learning Outcomes and Student Success. Journal of AcademicLibrarianship, 36(3), 202-210.TRAILS: Tool for Real-time Assessment of Information Literacy Skills. (n.d.). TRAILS: Tool for Real-timeAssessment of Information Literacy Skills. Retrieved December 11, 2011, from