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Ttt Karin Personnel

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Cape Town TTT

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Ttt Karin Personnel

  1. 1. Personnel Development Presented by Karin de Jager Email: karin.dejager@uct.ac.za
  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

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