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Pagell Wuhan


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UNESCO TTT workshop Wuhan

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  • i am so lucky to be a participant of the workshop.thanks to the excellent presentation.
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Pagell Wuhan

  1. 1. <ul><li>Information Literacy </li></ul><ul><li>for the Information Literate </li></ul>Ruth A Pagell Wuhan TTT October 2008
  2. 2. Module Objectives <ul><li>This module will : </li></ul><ul><li>Help you understand the importance of strategic planning for course planning </li></ul><ul><li>Provide tips for developing an IL class for your institution </li></ul><ul><li>Reinforce the importance of information literacy for the information literate to contribute to learning and national development </li></ul>
  3. 3. Why Consider “Information Literacy” for the Information Literate? <ul><li>Globalization of economies </li></ul><ul><li>Globalization of education </li></ul><ul><li>Tools of business </li></ul><ul><li>Competitive intelligence </li></ul><ul><li>Life long learning </li></ul><ul><li>Raising the level of literacy for all </li></ul>
  4. 4. What is Information Literacy for your Institutions? <ul><li>What’s in the name information literacy for the information literate? </li></ul><ul><li>Orientation </li></ul><ul><li>Training </li></ul><ul><li>Bibliographic instruction </li></ul><ul><li>Instruction </li></ul><ul><li>Research skills </li></ul><ul><li>Evaluation, analysis </li></ul><ul><li>Understanding of copyright and plagiarism </li></ul>
  5. 5. Bibliographic Instruction or Information Literacy? <ul><li>It’s not what you call it, but why you teach it </li></ul>TRANSFERABILITY Critical thinking Skills of business Life long learning
  6. 6. Enterprise Wide Orientation <ul><li>Target Audience: </li></ul><ul><li>For new learners </li></ul><ul><li>For new staff at all levels </li></ul><ul><li>For new researchers/faculty/decision makers </li></ul><ul><li>Levels of Contact: </li></ul><ul><li>Email – personal, mass customization, mass mailing </li></ul><ul><li>Participate in organization’s orientation </li></ul><ul><li>Follow up with individual invitation </li></ul>
  7. 7. Training / Instruction <ul><li>From general introduction to research literacy for undergraduates </li></ul><ul><li>Academic Writing </li></ul><ul><li>Introduction to Legal Research </li></ul><ul><li>How to search XYZ database </li></ul><ul><li>Advanced web searching </li></ul><ul><li>Using bibliographic software </li></ul><ul><li>BBA Research Certificate Program </li></ul>
  8. 8. 7 Factors for Developing an IL Course <ul><li>Understand your learners and their literacy needs </li></ul><ul><li>Set course objectives </li></ul><ul><li>Prepare course outline </li></ul><ul><li>Determine teaching methods </li></ul><ul><li>Create course materials </li></ul><ul><li>Design assessment tools </li></ul><ul><li>Plan for marketing your course </li></ul>
  9. 9. <ul><li>Understand Your Learners and Their Literacy Needs </li></ul><ul><li>a. What is information literacy for your </li></ul><ul><li>organization’s staff? </li></ul><ul><li>b. What is information literacy for your learners? </li></ul><ul><li>c. What do your learners already know and how can you find out? </li></ul>
  10. 10. 1 a: Information Literacy for Library Staff Map Learning to Competencies <ul><li>Competence is the ability to perform a set of tasks successfully or efficiently to a required standard of performance , based on behaviors , skills and underlying knowledge </li></ul>
  11. 11. 1 a: Information Literacy for Library Staff Map Learning to Competencies Competency Group: Basic Information Seeking Skills <ul><li>COMPETENCIES </li></ul><ul><li>Answer basic enquiries about organization’s collection, services, use, facilities and procedures </li></ul><ul><li>Search catalogue and other basic finding tools </li></ul><ul><li>Refer to other people, organizations </li></ul><ul><li>Provide appropriate response, follow-up and closure to users </li></ul><ul><li>SKILLS and KNOWLEDGE </li></ul><ul><li>Read, write, speak, listen at proficient level </li></ul><ul><li>Use computer and internet </li></ul><ul><li>Understand bibliographic and database records </li></ul><ul><li>Know when to use OPAC, database or internet and why </li></ul><ul><li>Know how to search common databases </li></ul>WDA Scheme 2008
  12. 12. 1 c: What Do Your Learners Already Know? Percent Rating Themselves Proficient or Expert 23 70 Number 4.2 24.3 Research 56.5 78.6 Internet 16.7 38.6 Databases 26.1 37.7 E-Journals 30.4 48.6 Catalog Chinese Non-Chinese Skill Category
  13. 13. 2. Set Course Objectives <ul><li>a. Are your objectives in line with the learner’s needs? </li></ul><ul><li>b. What should your learners know at the end of the course? </li></ul><ul><li>c. Are the objectives clear, specific and measurable? </li></ul><ul><li>d. Are you able to map content to objectives? </li></ul>
  14. 14. <ul><li>What are the key takeaways? </li></ul><ul><li>How much time do you need? </li></ul><ul><li>How much time will you get? </li></ul><ul><li>What are the skill dependencies? </li></ul><ul><li>Who else should you include in planning? </li></ul>3. From Objectives To Course Outline
  15. 15. 4. Select Teaching Method Map methods to content and learners <ul><ul><li>Lecture </li></ul></ul><ul><ul><li>Show and tell </li></ul></ul><ul><ul><li>Role Play </li></ul></ul><ul><ul><li>Hands – on </li></ul></ul><ul><ul><li>Discussion </li></ul></ul><ul><ul><li>Small group </li></ul></ul><ul><ul><li>Virtual </li></ul></ul><ul><li>Passive </li></ul><ul><li>Interactive </li></ul><ul><li>On your own time </li></ul>
  16. 16. 4. Select Teaching Methods <ul><li>What competencies and skills does your literacy trainer need? </li></ul><ul><li>What is more important? </li></ul><ul><li>Being a good trainer </li></ul><ul><li>Being an expert in what is being taught </li></ul><ul><li>What is more effective? </li></ul><ul><li>Using an internal trainer </li></ul><ul><li>Outsourcing your training </li></ul>
  17. 17. 5 Create course materials <ul><li>What form will the course material take? </li></ul><ul><ul><li>PowerPoint </li></ul></ul><ul><ul><li>Paper </li></ul></ul><ul><ul><li>Web pages </li></ul></ul><ul><ul><li>Hand outs </li></ul></ul><ul><ul><li>Activity sheets </li></ul></ul><ul><ul><li>Readings </li></ul></ul><ul><li>Do you need to clear copyright or seek permission? </li></ul><ul><li>Contact vendors for access rights? </li></ul>
  18. 18. 6. Design assessment tools <ul><li>How will you assess your learners? </li></ul><ul><li>Administer pre and post tests </li></ul><ul><li>Provide exercises </li></ul><ul><li>Create a case study </li></ul><ul><li>How will you evaluate your course? </li></ul><ul><li>Ask questions to help you improve the course </li></ul><ul><li>Solicit key learning points and have learners share </li></ul>
  19. 19. 6. Design Assessment Tools <ul><li>Ask questions to help you improve the course </li></ul>Library Skills Workshop for MSc Applied Economics Programme Overall, how would you rate this session? Excellent Good Average Poor Please indicate to what extent you agree or disagree with the statement: Strongly Strongly Agree Agree Neutral Disagree Disagree The pace of the session was just right 15% 25% 5% 40% 5% I am interested in attending library training session in the future ____ Yes ___No
  20. 20. <ul><li>Plan for Marketing your Course </li></ul><ul><li>Factors affecting attendance </li></ul><ul><li>Is the course compulsory? For credit? </li></ul><ul><li>Do you have a champion or sponsor? </li></ul><ul><li>Who initiated the course? You or your institution? </li></ul><ul><li>What do you call your course? </li></ul><ul><li>Is their a charge for the course? Are you providing food? </li></ul><ul><li>Is the course in a convenient location? </li></ul>
  21. 21. 7. Plan For Marketing your Course <ul><li>For user learners </li></ul><ul><li>How do you get their attention? </li></ul><ul><li>Where do your learners get events information? </li></ul><ul><li>What incentive can you offer for taking the course? </li></ul><ul><li>How do learners want you to contact them? </li></ul><ul><li>For staff learners </li></ul><ul><li>Is the course part of their professional development? </li></ul><ul><li>Will the course help their salary or promotion? </li></ul>
  22. 22. Case Study Pagell and Munoo Applying the 7 Factors to Designing Developing And Delivering a Course: First Steps in Becoming a Super Searcher!
  23. 23. About the Course First Steps in Becoming a Super Searcher! <ul><li>Sponsor: Library Association of Singapore (LAS) </li></ul><ul><li>Professional Development Committee </li></ul><ul><li>Target audience: Para-professionals and entry level librarians </li></ul><ul><li>Duration: 1 day course </li></ul><ul><li>Size limit per class:20 based on need for hands-on </li></ul><ul><li>Number of sessions conducted: 2 </li></ul><ul><li>Trainers: 2 trainers from an academic library </li></ul><ul><li>Cost course: Fee, based on organization’s LAS membership </li></ul>
  24. 24. <ul><li>Understand Your Learners And Their Literacy Needs </li></ul>Pre-course Information Gathering <ul><li>Dear Ms. Learner: </li></ul><ul><li>Thank you for signing up for our course…. </li></ul><ul><li>To help customize the course please tell us: </li></ul><ul><li>1. Your job title and roles </li></ul><ul><li>What you hope to learn from the course </li></ul>
  25. 25. <ul><li>Understand Your Learners and Their Literacy Needs </li></ul>Share your findings with your course participants
  26. 26. 2. Set Course Objectives Your objectives must be realistic, measurable and achievable
  27. 27. 3 Prepare Course Outline <ul><li>Program Outline </li></ul><ul><li>9-9:30 Welcome and Objectives </li></ul><ul><li>9:30-10:30 Understanding Users and their Information Needs </li></ul><ul><li>10:45-12:30 Search Concepts and Techniques </li></ul><ul><li>1:30- 3:15 Hands-on Case Study </li></ul><ul><li>3:30-4:15 Case Study Results </li></ul><ul><li>4:15-4:45 What’s New </li></ul><ul><li>4:45 – 5 Q & A </li></ul>Chunk the content; leave time for questions
  28. 28. 4. Match Teaching Methods to Content <ul><li>Training Approaches </li></ul><ul><li>Lecture; Group-work; Discussion </li></ul><ul><li>Role Playing </li></ul><ul><li>Hands-on searching </li></ul><ul><li>The Reference Interview: Role Play </li></ul><ul><li>Person A: Information specialist </li></ul><ul><li>Person B: Information seeker </li></ul><ul><li>Person C: Scribe </li></ul>
  29. 29. 4. Determine Teaching Methods Your role is facilitator Role Playing Hands on following lecturer Presentation from Case Studies
  30. 30. 5. Create Course Materials <ul><li>Do you have to use PowerPoint? </li></ul><ul><li>If yes, are the slides readable on screen or in a handout? </li></ul><ul><li>When do you distribute your course materials? </li></ul><ul><li>Can you post your training materials on a website? </li></ul><ul><li>Have you created worksheets? </li></ul><ul><li>Have you provided contact information? </li></ul>
  31. 31. Case Study Introduction I am doing research for an article on ERP Among other things I am looking at its impact on traffic flow and pollution. I also need to know what cities are using it and where the money goes. If possible, I would like information from books. journal articles, news articles, reports from the web and opinions
  32. 32. Activity Worksheet What Do I know about the topic? General Knowledge? Domain Knowledge? What are the keywords and synonyms? Information Sources: What Do I have access to? Who can I seek help from? Search Strings: What am I going to enter in the Search Tool? Do I use Boolean, Phrase, Field, File type or other techniques? Write your search Sentence here
  33. 33. Activity Worksheet
  34. 34. <ul><li>Create Course Materials </li></ul>9 words may have more impact than a picture!
  35. 35. 6. Design Assessment Tools Will the answers provide the information to improve the course? <ul><li>Course Objectives </li></ul><ul><li>I will be able to apply what I learned here to my work </li></ul><ul><li>□ Strongly agree □ Agree □ Somewhat agree □ Disagree </li></ul><ul><li>Trainer Effectiveness </li></ul><ul><li>The trainer delivered the course effectively </li></ul><ul><li>□ Strongly agree □ Agree □ Somewhat agree □ Disagree </li></ul>
  36. 36. 7. Marketing your Course <ul><li>What do you include in the course write up? </li></ul><ul><li>An attention grabber </li></ul>On being a good searcher…”It’s like a detective puzzle..” The need Trying to find answers to questions such as… The target audience If you are curious and want to learn sustainable skills to search efficiently and effectively regardless of the tools you use…
  37. 37. 7. Marketing our Course <ul><li>How do you reach your learners? </li></ul><ul><li>Use Sponsor’s website </li></ul>
  38. 38. 7. Marketing our Course <ul><li>Other marketing channels </li></ul><ul><li>Contact their bosses </li></ul><ul><li>Use your website </li></ul><ul><li>Involve all committee members </li></ul><ul><li>For re-run, word of mouth </li></ul>
  39. 39. Training the Trainers <ul><li>Be a champion of IL yourself </li></ul><ul><li>Advocate IL to key stakeholders </li></ul><ul><li>3-Rs: Reflect, Review, Revise </li></ul><ul><li>Write about and share teachings and learning with others </li></ul><ul><li>Keep up to date with trends and developments </li></ul><ul><li>DO NOT FOCUS ON WHAT CANNOT BE DONE </li></ul><ul><li>SEE WHERE YOU HAVE CONTROL </li></ul>
  40. 40. Beyond the Educational System Enhancing China’s Competitiveness Through Life Long Learning C J Dahlman, etc. Sept 17, 2007
  41. 41. Beyond Basics <ul><li>Graduate Students </li></ul><ul><li>Researchers, Engineers and Scientists </li></ul><ul><li>Medical Profession </li></ul><ul><li>Government Officials </li></ul><ul><li>Business People </li></ul><ul><li>Lawyers </li></ul>
  42. 42. Trends and Developments: Surveys <ul><li>Aims of the Study: </li></ul><ul><ul><li>Are young people, the ‘Google generation’, searching for and researching content in new ways and whether this is likely to shape their future behavior as mature researchers? </li></ul></ul><ul><ul><li>Whether or not new ways of researching content will prove to be any different from the ways that existing researchers and scholars carry out their work? </li></ul></ul><ul><ul><li>To inform and stimulate discussion about the future of libraries in the internet era </li></ul></ul>Information Behaviour of the researcher of the future, 11 January 2008 University College of London, (2008, January, 8). A Ciber Briefing Paper. Retrieved May 25, 2008, from Information behaviour of the reseacher of the future Web site:
  43. 43. Building A Course for Advanced Researchers <ul><li>KNOWLEDGE MANAGEMENT </li></ul><ul><li>CRITICAL THINKING </li></ul>Adapted from Big INFORMATION RETRIEVAL Define Synthesize Information Cite Access Evaluate Search
  44. 44. <ul><li>Thank You </li></ul><ul><li>Discussion </li></ul><ul><li>Questions and Answers </li></ul><ul><li>Contact Details: </li></ul><ul><li>[email_address] </li></ul><ul><li>With input from Rajen Munoo </li></ul><ul><li>[email_address] </li></ul>