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Professionalising the educational role of the information literacy practitioner: reaching out to students and academic staff. Torras & Blaabjerg

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Professionalising the educational role of the information literacy practitioner: reaching out to students and academic staff. Torras & Blaabjerg

  1. 1. Professionalising the educational role of the IL practitioner: Reaching out to students and academic staff Maria-Carme Torras Senior academic librarian, University of Bergen Library maria-carme.torras@ub.uib.no Niels Jørgen Blaabjerg Development consultant and Functional Manager Aalborg University Library njb@aub.aau.dk LILAC 2010 Limerick, Ireland 30 March 2010
  2. 2. Bergen & Aalborg Present Starring Niels J. Blaabjerg as the academic librarian Maria-Carme Torras as the lecturer
  3. 3. Slide with picture of the office http://www.flickr.com/photos/splorp/135375378
  4. 4. Information Searching Course Evaluation Course in information searching- for first year students Library course in information searching was not relevant or useful – 75% . Attendance – 90% Student motivation and engagement 
  5. 5. The didactic relation model Learning goals Introduction of Library catalogue Searching techniques – boolean, truncation Demonstrations search exercises To become familiar with library services To be able to search the library catalogue 1 hour Compulsory course 30 students library IT-classroom Settings Assessment Scores (exercises) Questionnaires (Hiim & Hippe, 1998) Learning process Learning conditions 1st year students 1st semester Student motivation Content
  6. 6. The Pentagon tool (Rienecker & Jørgensen, 2005)
  7. 7. THE END
  8. 8. Workshop goals To reflect on the IL practioner’s empowerment to tackle challenges in reaching out to faculty students More specifically, to discuss how the IL practitioner’s role can be professionalised through the use of theories and/or research in order to: achieve real collaboration with faculty create better learning situations and processes for students
  9. 9. Workshop plan The role play Group work Group presentations and plenary discussion Summing up
  10. 10. What has helped us? Faculty: communicate better in planning/marketing courses, use ”their” jargon didactic relation model (Hiim & Hippe, 1998; Bjørndal & Lieberg, 1978) didactic triangle of practice (Løvlie, 1972 ) Students: understand searching and writing in learning process Information searching process (Kuhlthau, 2004) Searching styles (Heinström, 2002) Academic writing process (Rienecker & Jørgensen, 2005; Dysthe et al. 2000) Solid theoretical background To facilitate a paradigm shift in our IL education To develop face-to-face teaching and online learning objects to support the student where she is in the learning process To adopt a multiplicity of roles depending on student situation and needs: locator, identifier, counsellor (Kuhlthau, 1994)
  11. 11. Questions for group discussion Introduction round In 30 seconds, tell the rest of the group: What is your experience with the use of theories and/or research findings in your IL practice? Group discussion 1. What theories (educational, management, etc.) and/or research findings have helped you or can help you improve your work as an IL practitioner in order to a. achieve real collaboration with faculty ? b. create better learning situations and processes for the students? 2. How can you apply theories and/or research in IL education practices at your institution? 3. What are the potential pitfalls you should anticipate when applying theories and/or research in your practice? 4. What are the benefits that can be gained from applying theories and/or research? Sum up the main ideas of your discussion in order to present them to the rest of the participants in 3 minutes.
  12. 12. Workshop goals To reflect on the IL practioner’s empowerment to tackle challenges in reaching out to faculty students More specifically, to discuss how the IL practitioner’s role can be professionalised through the use of theories and/or research in order to: achieve real collaboration with faculty create better learning situations and processes for students
  13. 13. Summing up
  14. 14. References Bjørndal, B. and Lieberg, S. (1978) Nye veier i didaktikken? En innføring i didaktiske emner og begreper. Oslo: Aschehoug and Co. Blaabjerg, N.J. et al (2008) Flexible Learning Objects Web - FLOW . Aalborg : Aalborg University Library. http://flow.aau.dk . Blaabjerg, N.J. et al (2006) Streaming Webbased Information Modules – SWIM. http://web.aub.aau.dk/swim2/1024/start.html . Dysthe, O. et al (2000) Skrive for å lære. Skriving i høyere utdanning. Oslo: Abstrakt. Heinström, J. (2002) Fast surfers, broad scanners and deep divers. personality and information-seeking behaviour. Åbo: Åbo Akademis Förlag. Himm, H. and Hippe, E. (1998). Læring gjennom opplevelse, forståelse og handling: en studiebok i didaktik (2 ed.) Oslo: Universitetsforlaget. Kuhlthau, C.C. (2004) Seeking meaning. A process approach to library and information services. 2nd edition. Westport: Libraries Unlimited. Løvlie, L. (1972). Universitetspedagogikk – eller debaten som ble vekk. In: Mediaas, N. et al. eds. Etablert pedagogikk – makt eller avmakt? Oslo: Gyldendal, pp. 29–35. Rienecker, L. and Stray Jørgensen, P. (2005) Den gode opgave - håndbog i opgaveskrivning på videregående uddannelser. Frederiksberg: Samfundslitteratur. Søk og Skriv. Søk og Skriv [Search and Write]. http://www.sokogskriv.no/. Torras, M.C. and Saetre, T.P. (2009) Information Literacy Education: A process approach. Professionalising the pedagogical role of academic libraries. Oxford: Chandos Publishing.

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