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Research to go

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Research to go

  1. 1. RESEARCH TO GO:TAKING ANINFORMATIONLITERACY COURSEONLINEJohn J. BurkeJessie H. LongBeth E. TumblesonMiami University Middletown
  2. 2. QUESTION: WHO HERE TEACHES ANINFORMATION LITERACY COURSE? How many of those are face-to-face? How many are hybrid? How many are online? How many meet for the entire semester? Shorter time? How many credit hours are offered? 1, 2, 3? Is the course P/F? Grades?
  3. 3. THE COURSE: EFFECTIVE USE OFLIBRARIES, EDT 251 2 Credit Course Elective Letter Grade Late Start 10 Weeks, Once Weekly for 2 Hours and 40 Minutes Enrollment Cap of 15
  4. 4. A BRIEF HISTORY English Faculty Member Taught for 20 Years 4 Sections of 15 Students per Semester Exposure to Different Sources Finding Tools: OPAC, LCSH, Databases Bibliography as Final Exam Professor Retired Course Handed to Librarians to Teach in 2008 Course Overhauled
  5. 5. PURPOSE Academic, online research Use university library system & statewide library consortium OhioLINK Develop 21st century information literacy skills Become lifelong learners
  6. 6. EXPOSURE TO: Research process Scholarly communication Mind mapping tools Project calculators Finding tools: OPACS, databases, search engines Time-savers: citation generators, RSS feeds Online presentation tools
  7. 7. COURSE COMPRISES Online textbook and readings Digital videos Lecture Demonstrations Discussion In-class hands-on activities Quizzes Multi-Part Project Wiki, Blog
  8. 8. OUR STUDENTS Regional university campus Established in 1966 2700 students Open access Commute Degrees: Associate, Bachelor, Certificates PSEOP , Traditional, & Non-Traditional Average age – 25 Majority work part-time
  9. 9. THE ISSUES Students New to Higher Education Diverse Abilities A Matter of Timing Showing Up Old Habits Enlightenment Dawns
  10. 10. STATISTICS Enrollment Cap of 15 Registration Full Completion  Fall 2008 (2 Sections) – 6 students; 11 students  Spring 2009 – 16 students  Fall 2009 – 15 students 18  Spring 2010 – 7 students 16  Fall 2010 – 14 students 14 12  Spring 2011 – 10 students 10  Fall 2011 – 10 students 8  Spring 2012 – 5 students 6 4 2 0 Fall Fall Spring Fall Spring Fall Spring Fall Spring 2008 2008 2009 2009 2010 2010 2011 2011 2012
  11. 11. RATIONALE FOR ONLINE COURSE Information literacy is an essential skill academically, professionally Convenient for students with multiple commitments Likelihood of greater outreach and larger enrollment Abundance of online, academic sources and finding tools University-wide push for online courses
  12. 12. TIMELINE: F2F, HYBRID, ONLINE F2F: Fall 2008-Fall 2011 Hybrid: Fall 2011 – Hamilton; Spring 2012 – Middletown  Hybrid will continue in Hamilton and Middletown for Fall semesters Online: Spring 2013 Question: How many have taught an information literacy course in multiple formats? How many have adapted an information literacy course?
  13. 13. STEPS FOR ADAPTION: A LOOK AT THE LITERATURE Two main foci  Reviewing the content arrangement of EDT 251 and considering the inclusion of new course content  Searching for other examples of online information literacy courses and the process by which they were transformed from face-to-face courses ACRL Information Literacy Competency Standards for Higher Education (Association 2000). 1. Determine the extent of information needed 2. Access the needed information effectively and efficiently 3. Evaluate information and its sources critically and incorporate selected information into one’s knowledge base 4. Use information effectively to accomplish a specific purpose 5. Understand the economic, legal, and social issues surrounding use of information, and access and use information ethically and legally
  14. 14. AN ANALYSIS OF ONLINE SYLLABI FOR CREDIT-BEARING LIBRARY SKILLS COURSES Hrycaj, P. L. (2006)  Collected 100 examples of syllabi from information literacy courses.  Top eight most common topic areas covered are:  Periodical databases  Web searching  Online catalog  Web site evaluation  Writing citations  Monograph evaluation  Research strategy  Periodical evaluation
  15. 15. ISSUES THAT AROSE Bureaucracy Happens  Forms to fill out for adapting the course  Approval from the department  Moving things along in the slow process of academia MIA Staff  Lack of eLearning Director  Lack of Educational Technology Coordinator  Lack of IT Director Switch to a new LMS  From Blackboard to Sakai
  16. 16. INVENTIVE SOLUTIONS Working with Hamilton on adapting the course on both campuses Offering an “undercover hybrid” http://www.facebook.com/IntlSpyMuseum
  17. 17. HOW THE UNDERCOVER HYBRIDWORKS
  18. 18. EDT 251 COURSE PAGE
  19. 19. SYLLABUS
  20. 20. WEEKLY AGENDA
  21. 21. FORUM
  22. 22. ASSIGNMENTS
  23. 23. QUIZZES
  24. 24. RESOURCES
  25. 25. NEXT STEPS Second offering of the hybrid course (Fall 2012) Develop the online course over Summer 2012 and Fall 2012 Continue to assess the course to shape content and methods Change the name of the course
  26. 26. TRAILS ASSESSMENT TRAILS 12th Grade General Assessment807060 Fall 2010 Pre-Test50 Fall 2010 Post-Test Spring 2011 Pre-Test40 Spring 2011 Post-Test30 Fall 2011 Pre-Test Fall 2011 Post-Test20 Spring 2012 Pre-Test10 0 Develop Topic Identify potential sources and revise Evaluate sources and use information responsibly, ethically and legally Develop, use search strategies to information Recognize how http://www.trails-9.org
  27. 27. FUTURE PLANS Improve marketing to students Connect with advisors Increase student retention Offering in one-credit version – August and January STEP courses Linking to a specific department or program Sharing modules with discipline-based courses Conversion to a different course
  28. 28. QUESTIONS?
  29. 29. REFERENCESAssociation for College and Research Libraries (ACRL). (2000). Information Literacy Competencies forHigher Education. Retrieved December 11, 2011, fromhttp://www.ala.org/acrl/standards/informationliteracycompetencyBadke, W. (2011). Research Strategies: Finding Your Way through the Information Fog. 4th ed.Retrieved December 11, 2011, from http://acts.twu.ca/Library/preface.htmHollister, C. V. (2010). Best practices for credit-bearing information literacy courses. Chicago: Associationof College and Research Libraries.Hrycaj, P. L. (2006). An Analysis of Online Syllabi for Credit-Bearing Library Skills Courses. College &Research Libraries, 67(6), 525-535.Mery, Y, Newby, J., and Peng, K. (2012). Why One-shot Information Literacy Sessions Are Not theFuture of Instruction: A Case for Online Credit Courses. College & Research Libraries (anticipatedpublication date May 2012). Retrieved December 12, 2011, fromhttp://crl.acrl.org/content/early/2011/08/26/crl-271.shortSamson, S. (2010). Information Literacy Learning Outcomes and Student Success. Journal of AcademicLibrarianship, 36(3), 202-210.TRAILS: Tool for Real-time Assessment of Information Literacy Skills. (n.d.). TRAILS: Tool for Real-timeAssessment of Information Literacy Skills. Retrieved December 11, 2011, from http://www.trails-9.org

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