Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Ttt Karin Personnel


Published on

Cape Town TTT

Published in: Travel, Business
  • Be the first to comment

  • Be the first to like this

Ttt Karin Personnel

  1. 1. Personnel Development Presented by Karin de Jager Email:
  2. 2. Role of IL librarian <ul><li>Provide essential expertise on </li></ul><ul><ul><li>a) Accessing information, </li></ul></ul><ul><ul><li>b) Selecting information resources </li></ul></ul><ul><ul><li>c) Evaluating most appropriate resources </li></ul></ul><ul><li>Collaborate with academic staff to integrate IL components into the curricula </li></ul><ul><li>Learn and teach new information formats </li></ul><ul><li>Facilitate non-traditional or constantly changing points of access as information media and resources evolve </li></ul>
  3. 3. Self-development <ul><li>Develop your own information literacy skills </li></ul><ul><li>Develop the ability to facilitate learning & to teach critical thinking & inquiry </li></ul><ul><li>Be responsible for your own learning & technological skills </li></ul><ul><li>Receive constant library training, a crucial form of learning new skills & concepts </li></ul><ul><li>Participate in professional organizations, attend conferences & purchase technical literature </li></ul><ul><li>Allow adequate time for opportunities to collaborate with peers, have/give ongoing support & offer/receive task-related curriculum advice </li></ul>
  4. 4. Information literacy teaching & learning <ul><li>The IL librarian understands that: </li></ul><ul><li>Teaching information literacy is more than teaching bibliographic instruction </li></ul><ul><li>Random learning does not work </li></ul><ul><li>Students don’t understand when they know nothing about a topic </li></ul><ul><li>Meaningful learning builds on prior knowledge or experience </li></ul>
  5. 5. IL librarians also know <ul><li>The main issue isn’t technology, but pedagogy </li></ul><ul><li>What has been learnt cannot be applied if not properly understood </li></ul><ul><li>Active learning techniques required </li></ul><ul><li>IL Standards do not represent simple linear progression; evaluation implicit in all </li></ul><ul><li>All standards not equally present in different interventions </li></ul><ul><li>Important to develop experience in teaching </li></ul><ul><li>& student performance assessment </li></ul>
  6. 6. ACRL Best Practice Initiative: <ul><li>IL education integrated into student career </li></ul><ul><li>Multiple methods of assessment </li></ul><ul><li>Collaborative IL education planning </li></ul><ul><li>Use student-centred, active, collaborative methods </li></ul><ul><li>Adhere to instructional design principles </li></ul><ul><li>Relate programme to course goals </li></ul>
  7. 7. Training the trainers <ul><li>Course components for basic, mrdium & advanced level training </li></ul><ul><li>Facilitate class communication </li></ul><ul><li>Group & conflict management </li></ul><ul><li>Assessment & evaluation; formative & summative </li></ul><ul><li>Course management software </li></ul><ul><li>Equipment management </li></ul>
  8. 8. Types of instruction (1) <ul><li>Orientation </li></ul><ul><li>Small-group teaching </li></ul><ul><li>Instruction in traditional or electronic classrooms </li></ul><ul><li>Printed or electronic instruction materials for independent use </li></ul><ul><li>One-on-one research consultations </li></ul><ul><ul><li>Materials selection & evaluation </li></ul></ul><ul><ul><li>Citation & plagiarism </li></ul></ul>
  9. 9. Types of instruction (2) <ul><li>Online tutorials </li></ul><ul><li>Asynchronous instruction (newsletters, e-mail, forums) </li></ul><ul><li>Synchronous instruction (chat, videoconferencing) </li></ul><ul><li>Insertion into course management software </li></ul><ul><li>Integration into curriculum preferable </li></ul><ul><li>Orientation for new students </li></ul>
  10. 10. Constraints & Problems <ul><li>Multiple choice questions frequently used: easy to mark & standardise results </li></ul><ul><li>Limited in knowledge/skill that can be demonstrated </li></ul><ul><li>Other approaches: observation, focus groups, interviews & marking written tests, information diaries, portfolios </li></ul><ul><li>Time-consuming, labour intensive & </li></ul><ul><li>difficult to standardise </li></ul>
  11. 11. Constraints & Problems, cont. <ul><li>Don’t know what difference has been made if difference can’t be proved </li></ul><ul><li>Use pre-tests and post-tests to establish improvement/difference </li></ul><ul><li>Control groups are difficult; so rarely used </li></ul><ul><li>Assessments not ‘counting’ for credit not taken seriously </li></ul>
  12. 12. Also consider: <ul><li>Context for assessment </li></ul><ul><li>Possible barriers </li></ul><ul><li>Bring variety into assessment, e.g. </li></ul><ul><ul><li>Expert mode (by a teacher/instructor) </li></ul></ul><ul><ul><li>Self-assessment </li></ul></ul><ul><ul><li>Peer assessment (by fellow workers) </li></ul></ul>
  13. 13. All methods of IL instruction should: <ul><li>Aim to effect improvement </li></ul><ul><li>Focus on outcomes, not just skills </li></ul><ul><li>Focus on competency , not opinion or satisfaction </li></ul><ul><li>Closely linked to goals & objectives of teaching, which should be built into learning process </li></ul><ul><li>Both formative and summative </li></ul><ul><li>Provide adequate & ongoing feedback </li></ul>
  14. 14. Characteristics of successful IL programmes <ul><li>Partnerships with academics </li></ul><ul><li>Collaborative approaches </li></ul><ul><li>IL integrated into learning process </li></ul><ul><li>Learner-centred programmes with experiential & reflective practice </li></ul><ul><li>Consistent with institutional mission, goals, objectives </li></ul>
  15. 15. Characteristics of successful IL programmes, cont. <ul><li>Establish measurable outcomes </li></ul><ul><li>Prepare students to reach academic goals & lifelong learning </li></ul><ul><li>Undergo periodic review and evaluation </li></ul>
  16. 16. IL Personnel Development Be responsible for your own learning Develop/Reinforce Competencies Pedagogical Technological Self-Management Information Skills