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IL curriculum integration:professional development forlibrariansChris MoselenUniversity of AucklandA presentation for LILA...
Greetings, Fakalofa lahi atu, Malo e lelei, Ni sabula, Kia orana, Taloha ni, Talofa lava, Iaorana, Halo olgeta, Mauri ora,...
University of Auckland• 41,000 students• All disciplines• Ranked 1st in NZ• Ranked 7th in Australasia  (Times HE Rankings)
University of Auckland Libraries &        Learning Services                 • Distributed sites and                   coll...
Rationale for IL• Graduate Profile  (2003)• Information  Literacy: Guidelines  and Principles  (2011)• Both underpinned  b...
IL initiatives
Literature review• Curriculum integration the gold standard –  ANCIL• Changing librarian roles – teaching• Pedagogical kno...
Wang curricular integration model(2010, p.159)
IL curriculum integration courseco-ordinators  (L-R):Patsy Hulse, Library Manager Engineering; Dr. Li Wang, Manager Learni...
Background to programme – informationgathering• Interviews with 18 subject librarians, 2  managers and 3 digital/systems• ...
Findings • Good understanding of IL in UoA context • IL policy seen as “idealistic” • Knowledge of learning theories and t...
Pilot programme 2011 • 5 modules• Learning outcomes of programme:    • gain an understanding of information literacy and i...
Evaluation of pilot - negatives• Module 5 (Assessment & Evaluation) too  “heavy” and took too long to complete• Not enough...
Evaluation of pilot – suggestions• Keep the course practise-based – “theory in action”• Liked reflective journal• Liked in...
Programme overview:Module                            Delivery method   TimeModule 1.Information literacy     Discussion wi...
Module One: IL IntroductionLearning Outcomes:• Understand the meaning of information literacy at the University of  Auckla...
Module 2: Understanding & working withfacultyLearning outcomes:• Understand the work of an academic• Learn some techniques...
Module 3: Understanding the facultycurriculumLearning outcomes:• Understand the curriculum and different levels of curricu...
Module 4: IL integration and curriculumdesignLearning outcomes:• Understand and apply the Wang IL integration model in  cu...
Model application in Education Using information to       Year 1 – Support & scaffolding                     Year 2 – Deve...
Module 5: IL assessment and evaluationLearning outcomes:• Understand assessment and how to apply assessment tools  to asse...
Module 5: IL assessment and evaluation• Assessment - 8 activities which need to be  recorded in online learning journal. E...
Outcomes• 12 librarians through course, plus 6 this year• Re-engagement with IL• Evidence of increased confidence in engag...
Other issues• “Required” nature of course not  appreciated by all librarians• Significant time required to run the course•...
What’s next?:• Re-orientation of course towards academic  literacies - a complete re-write• Involvement of Student Learnin...
Thank you for your attention            Questions?
Moselen - Information literacy curriculum integration: a professional development programme for University of Auckland sub...
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Moselen - Information literacy curriculum integration: a professional development programme for University of Auckland subject librarians

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Moselen - Information literacy curriculum integration: a professional development programme for University of Auckland subject librarians

  1. 1. IL curriculum integration:professional development forlibrariansChris MoselenUniversity of AucklandA presentation for LILAC 2013
  2. 2. Greetings, Fakalofa lahi atu, Malo e lelei, Ni sabula, Kia orana, Taloha ni, Talofa lava, Iaorana, Halo olgeta, Mauri ora, Tēnā koutoukatoa
  3. 3. University of Auckland• 41,000 students• All disciplines• Ranked 1st in NZ• Ranked 7th in Australasia (Times HE Rankings)
  4. 4. University of Auckland Libraries & Learning Services • Distributed sites and collections • 243 FTE Library staff – 90 professionally qualified, 52 subject librarians • Merged with Student Learning and English Language Enrichment – 2013
  5. 5. Rationale for IL• Graduate Profile (2003)• Information Literacy: Guidelines and Principles (2011)• Both underpinned by University Strategic Plan 2013- 2020
  6. 6. IL initiatives
  7. 7. Literature review• Curriculum integration the gold standard – ANCIL• Changing librarian roles – teaching• Pedagogical knowledge (Bewick & Corrall, 2010)• Examples of in-house training – mostly teaching – e.g. QUT• Open University, University of Arizona
  8. 8. Wang curricular integration model(2010, p.159)
  9. 9. IL curriculum integration courseco-ordinators (L-R):Patsy Hulse, Library Manager Engineering; Dr. Li Wang, Manager Learning Support Services; Chris Moselen, Library Manager Education; Megan Clark, Library Manager Medical & Health Sciences
  10. 10. Background to programme – informationgathering• Interviews with 18 subject librarians, 2 managers and 3 digital/systems• Understandings of IL• Delivery of IL• Experiences of IL integration – successes/barriers• Relationship with academic staff - collaboration• Knowledge of learning theories• Use of technology/resources• Assessment and evaluation of teaching
  11. 11. Findings • Good understanding of IL in UoA context • IL policy seen as “idealistic” • Knowledge of learning theories and teaching pedagogy requested • Confusion between course-related and integrated; assessment and evaluation • Good levels of collaboration with colleagues both inside and outside the library
  12. 12. Pilot programme 2011 • 5 modules• Learning outcomes of programme: • gain an understanding of information literacy and its importance to the University of Auckland, as well as the responsibilities of all stakeholders in providing information literacy education to students. • identify approaches for establishing relationships with faculty or departments. • analyse faculty/school/departmental (referred to as faculty in this document) curricula to identify potential courses for information literacy integration. • understand and apply the Wang information literacy integration model in a course context. • familiarise with assessment and evaluation tools used in information literacy teaching and evaluation.• Programme externally reviewed by Dr Jane Secker (LSE) and Judy Peacock (QUT)• Inter-relationship with New Presenter Training
  13. 13. Evaluation of pilot - negatives• Module 5 (Assessment & Evaluation) too “heavy” and took too long to complete• Not enough lead in time given for readings and assessment task• Getting assessments signed off by managers too cumbersome and managers are busy• Timing is an issue – sometimes prep, classes and assessments clash with workload
  14. 14. Evaluation of pilot – suggestions• Keep the course practise-based – “theory in action”• Liked reflective journal• Liked interacting with other librarians and learning in a team• Instigate peer support• Make the programme required for all librarians• Create a bank of online resources and learning tools• Include more examples from non-professional faculties like Arts and Science
  15. 15. Programme overview:Module Delivery method TimeModule 1.Information literacy Discussion with 2-3 hours reading &introduction – What is manager/team assignment + 1 hour teaminformation literacy and why is discussionit important to us?Module 2. Establishing Face-to-face 3-4hrs reading &relationships with faculty assignment + 3hr class.Module 3.Understanding the Face-to-face 3-4hrs reading &faculty curriculum assignment + 3hr class.Module 4. The integration of Face-to-face 4-5hrs reading &information literacy into assignment + 3.5hr classcurriculum and designinginformation literacy curriculaModule 5. Information literacy Online 6-7hrs reading andassessment and evaluation assignments onlineoverview
  16. 16. Module One: IL IntroductionLearning Outcomes:• Understand the meaning of information literacy at the University of Auckland.• Understand the responsibilities of librarians, academics and other stakeholders in providing information literacy education to students• Understand the successful ways your team builds relationships with faculty• Team based discussion• Identify a training buddy or mentor• Read Bruce (2006), Elmborg (2006), UoA IL documents• Peer feedback on teaching• Assessment – notes on discussion recorded and submitted to facilitators; peer review of teaching
  17. 17. Module 2: Understanding & working withfacultyLearning outcomes:• Understand the work of an academic• Learn some techniques for building relationships within your faculty.• First face to face meeting of participants• Academic life – relationship with librarians• Panel of experienced subject librarians discussing relationship building and successes in IL integration• Assessment – create action plan for faculty involvement and relationship building
  18. 18. Module 3: Understanding the facultycurriculumLearning outcomes:• Understand the curriculum and different levels of curriculum at UoA• Identify who is teaching what in specific courses• Curriculum content – changes, approvals• Practical analysis of curriculum to identify “core” courses• Assessment - curriculum analysis exercise using template to identify courses, course co- ordinators, and courses for IL integration (core)
  19. 19. Module 4: IL integration and curriculumdesignLearning outcomes:• Understand and apply the Wang IL integration model in curricular integration of IL• Be able to design IL integration activities• Approaches to IL education• Wang model• Collaboration - speed dating• Integrating IL into assignments – Bloom and learning outcomes• Assessment – 1. Map the intended curriculum (University graduate Profile, professional requirements if there are any, IL standards), against the potential courses identified from Module 3 and develop one IL learning outcome for one course in each year by applying Bloom’s taxonomy. 2. Choose an existing assignment from your subject courses orchoose one from the exercise sheet and modify it by integratinginformation literacy into it.
  20. 20. Model application in Education Using information to Year 1 – Support & scaffolding Year 2 – Developing independence Year 3 – Independent learning learnNB Categories below Bloom’s Taxonomy– knowledge, Bloom’s Taxonomy - application, analysis Bloom’s Taxonomy– synthesis,developed from items in comprehension SOLO - Relational evaluationblue: SOLO – Unistructural, multistructural SOLO – Extended abstractRecognise need for E.g.: E.g.: E.g.:information/decide Be familiar with the appropriate Examine assignment topics and Recognise when furtherGraduate Profile II (e) learning management system – develop keywords for searching information is needed and be ableUoA IL Policy - Skills (a) Cecil/Moodle to find it from relevant sourcesANZIIL IL Standards (1) Generate ideas using thinking tools such as brainstorming Understand the assignment questions and requirementsLocate/find/sort E.g.: E.g.: E.g.:information Be familiar with the Education Develop a keyword concept map for Familiarity with searching GoogleGraduate Profile II (e) Library – know how to get course searching the Catalogue and Scholar and the Education set ofUoA IL Policy - Skills (b) readings, find books, check out and Databases databases for finding articlesANZIIL Standards (2) return books, lending policies, Mental map of Catalogue, Use the advanced search features where to get study help, special Databases and Internet (Google) – of the Catalogue such as saving collections understand limitations of Internet searches and using facets Interpret items on a reading list – Be aware of the major NZ Carry out advanced understand differences between educational journals Internet/database searching journals, articles, book chapters, Source material from outside the effectively – use social books Epsom and University libraries by bookmarking to store and retrieve Find the full-text of an article both using intercampus delivery and information electronically and in print interloan RSS and alerting feeds
  21. 21. Module 5: IL assessment and evaluationLearning outcomes:• Understand assessment and how to apply assessment tools to assess student learning• Understand evaluation and how to apply evaluation tools to evaluate IL sessions or programme• Constructive alignment – Hattie and IFLA Guidelines for IL Assessment• Types of assessment• Learning outcomes – develop and apply• Assessment tools/activities• Evaluation of IL teaching• Reflective practice – peer feedback on teaching• IL programme evaluation
  22. 22. Module 5: IL assessment and evaluation• Assessment - 8 activities which need to be recorded in online learning journal. E.g. • Reflective comments on readings/videos • Practical exercises such as revision of library’s evaluation form • Differences between evidence-based evaluation and perception-based evaluation (Abdullah, 2010) • Development of LOs for a specific class • Assessment of LOs
  23. 23. Outcomes• 12 librarians through course, plus 6 this year• Re-engagement with IL• Evidence of increased confidence in engaging with academic staff• New IL integration projects have emerged – Psychology 108, Speech science, Nursing• Introducing librarians to a broader understanding of the nature of T & L in the institution
  24. 24. Other issues• “Required” nature of course not appreciated by all librarians• Significant time required to run the course• Programme goals can be linked to development and performance and to re- validation by NZ professional library body
  25. 25. What’s next?:• Re-orientation of course towards academic literacies - a complete re-write• Involvement of Student Learning and English Language Enhancement advisors• Utilisation and modelling of teaching strategies such as those in the AVID programme• Ongoing evaluation
  26. 26. Thank you for your attention  Questions?

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