Prototype pengajaran information literacy (il)


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Prototype pengajaran information literacy (il)

  2. 2. Fall 2009Introduction As technological advancements at the Academic Library of Ar-Raniry, as part of theDecember 2004 tsunami recovery’s response, along with drastic changes in users informationneeds continue to grow in the Ar-Raniry University, the librarians are faced with a need todevelop a formal information literacy instruction. In cooperation with the School of Information Studies (SIS), Adab Faculty of Ar-Raniry,the library will develop a regional information literacy training program called “Training ofTrainers for effective teaching in Information Literacy” (ToTIL). The overall purpose of thiscollaborative training is to develop teacher-librarians capacity in teaching information literacyfor users as outlined in the Information Literacy Competency Standards for Higher Education, aswell as to develop effective collaboration with course instructors, university administrators andother stockholders. In order to provide a better overview of this workshop, the ToTIL plan includes thefollowing components: the demographic of the library, information literacy needs, availableresources, goals and objectives, instructional methods and program, materials deigns as well asevaluation and revision plans.The demographic of Academic Library of Ar-Raniry The Academic Library of Ar-Raniry is the main library of Ar-Raniry University, which isthe biggest modern Islamic university in Aceh-Indonesia. The library was established in 1963along with its institution. The ultimate goal of the library is to support the mission of Ar-Ranirythat reflects upon the three pillars of Indonesian Higher Education (TRIDHARMA): teaching,learning and research. To support the academic roles of its teaching, learning and research 2
  3. 3. programs, the library provides a variety of resources, services and programs for the Ar-Ranirycampus’ community. To operate these essential roles properly, the library has 6 professional staff and 24paraprofessional staff who in six different divisions: Administration, Acquisition andCataloguing, Circulation and Reference, Marketing and Publication, Events and exhibitions,Library Staff Development, IT Services, and Preservation. In addition, each of the division isleaded by a professional librarian.Vision:  Develop the library of Ar-Raniry as a modern Islamic information resource centre to support teaching, learning and research process at the Ar-Raniry by providing reliable, relevant and recent resources with high quality services.Mission: The library of Ar-Raniry  Supports the three pillars of the Indonesian Higher Education  Builds and preserve a strong collections both Islamic and general subjects  Leads on Islamic information and professional services  Stimulates and promote information literacy within campus and community.  Deposit and promote internal academic publications.Values: The staff and administrator of the main library of Ar-Raniry University  Struggle in fulfilling the library’s mission and vision  Strive to create a diverse environment of respect and collaboration  Exercise leadership, managerial, and services  Organize advanced searching information and technologies 3
  4. 4. Target Population and Collection The intended audience of the Ar-Raniry library are students, faculties, researchers andother academic staff within the five faculties existing in the university. Other potential audienceinclude general public ether local, national or international those has special interest in Islamicsubjects. To serve the amount of 7000 internal patrons, the library provides 20.000 titles andaround 200,000 copies of collections consisting of books and journals both in printed andelectronic formats.Funding and Library Developments As a government organization, the Ar-Raniry library is fully funded by the government ofIndonesia. Since the funding from the government is limited, the library is allowed to receivefunding from others donors either national or international. For examples, after tsunami in 2004the library received a funding from the Asia Foundation (TAF) to build an automation system.Also, in 2006 the library got another grant from the IAIN Indonesia Social Equity Project(IISEP), a bilateral project funded by the Canadian International Development Agency (CIDA)and the Government of Indonesia. The donation from IISEP was purposed to enhance the electronic system of the library bybuilding the library’ website, develop the library collection as well as to develop the humanresources of the library by providing scholarships for three library’s staff to study in InformationStudies at McGill University. As a result, in October 2007 the library has established an Online Public AccessCatalogue (OPAC), sent its staff to McGill, developed the collection and launched its websitewhich allows patrons to access to the following resources online:  ODLIS: Online Dictionary of Library and Information Science 4
  5. 5.  Middle Eastern & Central Asian Studies (EBSCO)  Encyclopaedia of Library and Information Science  Encyclopaedia of Islam and the Muslim World  Gale Virtual Reference Library  ProQuest Research Library  Index Islamicus (CSA)  Emerald  ERICInformation Literacy challenges As technological advancements along with drastic changes in users information needscontinue to grow in the Ar-Raniry University, the librarians are faced with a need to develop aformal library instruction. Other challenges include the library has become one of thedevelopment targets of the institution and the local government, academic community is willingto support library program. At the national level, the educational quality reform in Indonesian in 1998 emphasizingon problem based learning system which aimed at activating students, has created newparadigms for professional and pedagogical activities in higher education and the library isworking to adjust its services to this new situation. Furthermore, at the international scale, theshift in the concept of a traditional library into learning resource center is also another realchallenge that forces the Ar-Raniry library to develop an information literacy programeffectively. 5
  6. 6. Although it was a little bit late, the academic library of Ar-Raniry also responded to thesenew trends by conducting a-one day information literacy workshop as a pilot project in July2006. This workshop was intended to new undergraduate students of Ar-Raniry University.Information Literacy PlanThe need of Training of Trainers for effective teaching in Information Literacy (ToTIL) The explosion of information in various formats and the challenge of using themeffectively and responsibly have been responded seriously by the Association of College andResearch Libraries (ACRL) and the American Association of Higher Education (AAHE) since adecade ago. The ACRL and the AAHE has struggled to address information literacy concerns.One of the real efforts of the ACRL is “ACRL’s Best Practices Initiative” which was developedthrough a multiphase process which involved professionals from multiple sectors of highereducation, including librarians, faculty, administrators, and professional organizations. The guideline offers a detailed outline of the recommended components for excellentinformation literacy planning, collaborative information literacy pedagogy, outreach to academicdepartments and other necessary efforts for creating successful information literacy instructionoutcomes (American Library Association, 2001). The ACRL’s efforts have been responded widely by many academic libraries around theworld by providing instruction in information literacy described as the "ability to locate, manage,critically evaluate, and use information for problem solving, research, decision making, andcontinued professional development" (Orr, A., & Wallin,M, 2001, p 457). 6
  7. 7. Although it was a little bit late, the academic library of Ar-Raniry also has respondedtoward the new trends by conducting a-one day information literacy workshop for newundergraduate students in July 2006. Regarding the academic roles of university libraries, it was acknowledged that theuniversities libraries are teaching libraries (University of Rhode Island, 2006). Therefore,building librarians’ capacity in teaching information literacy and using multimedia mediatechnology is essential. Moreover, to better cover the diverse needs of university patrons in today’s informationage, Mary C. (2000) argue that it is a need to prepare instructional teacher-librarians ininformation literacy. They offer the following steps. First, outline the information literacyconcepts and programs into a planning document. Second, develop a shared definition ofinformation literacy for the university so that we could use to share and discuss ideas both withour colleagues and with the university community at large. Third, develop a core group of libraryfaculty specifically for teaching. Forth, implement the program by working collaboratively withfaculties other colleagues outside the library. Finally, evaluate and revise the plan provide moreteaching labs, location and facilities. As the academic library, the library of Ar-Raniry also actively tries to promote theirservices as the bridge of information empowerment between users and their research needs. Thelibrarians strive to offer the Ar-Raniry community opportunities to become effective, efficientinformation consumers for the 21stcentury. However, based on the first information literacy workshop, the librarians found that therewere some potential treats that need to be solved. The treats include lack of staff and staff’s 7
  8. 8. teachings ability, lack of resources and media such as computers, projectors, low internetconnection as well as limited representative rooms. The librarians believe that those all areinterrelated problems, but the root and the most urgent problem that should to be solved soon ispedagogical staff skills. Such problems were not only experienced by the Ar-Raniry library. Similar barriers alsofound in other academic libraries such as ineffective partnerships with faculties, difficult tomotivate students to learn information literacy skills and to assess student mastery of conceptsand skills. Therefore, it is a crucial need to train librarians to serve as teachers as well asinstructional designers (Grassian & Kaplowitz, 2001). Consequently, in order to solve these interrelated problems, the library of Ar-Raniry isplanning to make every effort to succeed information literacy program, and the first essentialstep that need be done is to provide a pedagogical training for trainers with a special focus oneffective teaching techniques.Goals and objectivesGoals: to prepare the librarians of Ar-Raniry as information literacy professional trainers who will be able:  to teach library users effectively and efficiently by using appropriate methods and modern technology media. 8
  9. 9.  to develop effective collaboration with course instructors, university administrators and other stockholders in order to promote information literacy both at internal, local, national and international levels.Objectives:After completion of the workshop, participants are expected to be able to:IL integration skills  Define the basic concepts of IL and describe its role in academic contexts.  Identify the specific needs of IL in the context of Ar-RaniryIL teaching /presentation skills  Modifies different instructional methods to match the class style, setting and diverse needs of users.  Demonstrate the best possible use of tone, eye contact, and gestures to keep class lively and students engaged.  Selects appropriate pedagogical approaches focused on Information Literacy  Uses modern teaching media and know the specific requirements to use them properly.  Reflects on practice in order to improve teaching skills and acquires new knowledge of teaching methods and learning theories.  Shares teaching techniques and knowledge with other colleagues 9
  10. 10.  Evaluate personal teaching ability by offering a short presentation with an opportunity to receive individual feedback from peer reviewer and core instructors.Instructional design skills  Design lesson and evaluation plans by implementing key information literacy standards.  Connect instructional plans to the mission of the Ar-Raniry institution.IL collaboration/promotion skills  Collaborates with classroom faculty to integrate appropriate information literacy competencies, concepts, and skills into library instruction sessions, assignments, and course content  Promotes the library and the instruction program in an effective and positive manner at local, regional, and national meetings and conferences. Notes: The framework for classifying statements of these objectives is based on “Bloom Taxonomy of educational objectives”. The contents and coverage are standardized with the "Standards for Proficiencies for Instruction Librarians and Coordinators" by focusing on four categories of IL pedagogy’s skills.The instruction methods There is a variety of instructional methods have been introduced. However selectingappropriate pedagogical methods will depend on many institutional and situational factors suchas audience, purpose, budget, staffing, facilities, and time (Grassian & Kaplowitz, 2001). To 10
  11. 11. meet its specific needs, this workshop selects four combination methods for the four different subjects or skills:  Lecture  Class discussion  Microteaching  Role playing  Group Discussion The instructional program and materialsFirst Day Session: 11
  12. 12. Subjects Activity Time Materials Methods - Introduction to IL (what, 2 Hrs - Laptop - Lecture why and how) - Wireless connection - Group Discussion - IL in Higher Education - Slide Projector (various standards, but focus - Handouts IL Integration skills on standards for proficiency - Additional for instructors librarians) References - IL in Ar-Raniry context - Ar-Raniry (discuss 5 department educational curriculums) standards. - IL assessment needs - ACRL, - Learn basic techniques on 2 Hrs - Laptops - Lecture IL instructional how to use teaching media (PowerPoint) - Demonstration design Skills such as projector, OHP etc. - Slide Projector - Create power point slides - Wireless connection for presentations - Learn indicators of good 2 Hr - Laptops - Lecture quality teaching - Wireless connection - Demonstration (effective choice of - Slide Projector - Group discussion IL Teaching / materials, organization of - Handouts Presentation Skills subject and time) -Learn how to design a short lesson and evaluation plans.Second Day Sessions Subjects Activity Time Materials Methods - 5 minutes personal 3 Hrs - Laptop - Microteaching presentation on any topic of - Wireless connection presentations 12
  13. 13.  IL Teaching / interest regarding the IL. - Slide Projector Presentation Skills - Peer reviewers by giving - Presentation (Continue) comments on personal Handouts teaching styles (eye contact, - Video Recorder body language, teaching (Tripod) aids, organizations, - Peer Evaluation contents, etc) Sheets - Learn the basic ideas of 3 Hrs - Laptops - Lecture collaboration among - Slide Projector - Role playing disciplinary faculty, - Wireless connection librarians, and other IL programs. -Discuss the basic precepts, theories, methodologies, and topics in assigned and related subject areas when Collaboration Skills planning instruction. - Role playing: The class is divided into 2 big groups (subject specialists and course instructors) and then in the groups of two, the participants play role to discuss IL instruction for his/her subject. A plan for Evaluation and Revision According to the senate committee on teaching and learning’s (2002), there are six strategies that teachers may use to assess and evaluate the quality of their teaching and its impact on student learning: 1) teaching dossiers; 2) student ratings; 3) peer observations; 4) letters and 13
  14. 14. individual interviews; 5) course portfolios; and 6) classroom assessment. In addition, the senaterecommend that in order to ensure that the evaluation is both comprehensive and representative,it is important to combine a variety of evaluation strategies. Therefore, this workshop usesummative evaluation by combining three evaluation strategies above: peer evaluation,classroom assessment as well as self assessment.Appendixes: 1. Sample of a lesson plan TRAINING OF TRAINERS FOR EFFECTIVE TEACHING AND COLLABORATING IN INFORMATION LITERACYPresented by : Nazaruddin MusaEmail : : Academic Library of Ar-Raniry University-Banda AcehDate: January 10, 2009Grade Level : Higher EducationTarget Audience : Academic Librarians,Other Audience : Course Instructors and Library administratorsSubject : Information Literacy Teaching SkillsDuration : 5 hours sessionDescription: This workshop is designed to address the needs of the librarians of Ar-Ranirywho will be expected to teach library literacy instruction in an academic environment. It willintroduce you to the creative process of teaching within the context of information literacy. Youwill follow a series of steps from theoretical to the practical. More specifically, this hand-on 14
  15. 15. workshop will focus on the important of quality teaching, instructional designing, appropriatematerials selecting and group building. In addition, with a five-minute microteachingpresentation session at the second part of the session, will give you a real and valuable lesson todevelop your own IL teaching skills.Goals: By the end of this training, participants will be able to teach library instruction effectivelyand efficiently dedicated to better serving the students’ needs.Objectives: By the end of this training, participants will be able to  Understand the important of quality teaching in information literacy  Modifies different instructional methods to match the class style, setting and diverse needs of users.  Demonstrate the best possible use of tone, eye contact, and gestures to keep class lively and students engaged.  Selects appropriate pedagogical approaches focused on Information Literacy  Uses modern teaching media and know the specific requirements to use them properly.  Shares teaching techniques and knowledge with other colleagues  Evaluate personal teaching ability by offering a short presentation with an opportunity to receive individual feedback from peer reviewer and core instructors.Content Outline: Information Literacy Teaching Skills 15
  16. 16.  Training Skills & Teaching Styles  The variety of instructional methods and teaching styles  Pedagogical approaches focused on Information Literacy  Teaching materials and teaching aids  Indicators of quality teaching  Effective choice of materials  Create slide for presentation  Develop lesson plan  Assessment and evaluation  Subject expertise  Develop evaluation plans  Microteaching presentation sessionMethods:  Lecture  Group discussion  DemonstrationMaterials: 16
  17. 17.  Handout  one laptop/computer with Internet access for each training participant with a maximum of two participants per computer  one computer for instructor with Internet access and MS PowerPoint software installed  PowerPoint presentation on transparency with overhead projector (for back-up)Useful Internet Resources:Other References:2. Sample of workshop evaluation form WORKSHOP EVALUATION FORMWorkshop Title: _________________________________Today’s Date: ________________For each of the following areas, please indicate your reaction: 17
  18. 18. Content Excellent Good Needs Not Applicable ImprovementCovered Useful MaterialPractical to My Needs andInterestsWell OrganizedPresented at the Right LevelEffective ActivitiesUseful Visual Aids and handoutsPresentationInstructor’s KnowledgeInstructor’s Presentation StyleInstructor Covered MaterialClearlyInstructor Responded Well toQuestionsHow could this workshop be improved?Any other comments or suggestions?Overall, how would you evaluate this workshop training session?Thank you,Source: This Workshop Evaluation Form is taken from” An Educators Reference Desk LessonPlan” Retrieved December 3. 2009 from, American Library Association.(2008).Standards for proficiencies for standards for Instruction Librarians and Coordinators: A Practical Guide. Retrieved December 2, 2009 American Library Association. (2003). Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline. Retrieved December 2, 2009 from: 18
  19. 19. 3. American Library Association. (2000). Information literacy competency standards for higher education. Retrieved December 2, 2009 from the World Wide Web: Duke, T. S. & Ward, J.D. (2009).Preparing information literate teachers: A Metasynthesis. Library & Information Science Research Vol. 31, (4) p. 247-256. Retrieved November 20, 2009,from Science Direct Database. _ob=ArticleURL&_udi=B6W5R-4WN1YDT- 1&_user=458507&_coverDate=12/31/2009&_rdoc=1&_fmt=&_orig=search&_sort= d&_docanchor=&view=c&_acct=C000022002&_version=1&_urlVersion=0&_userid =458507&md5=2a9cf5128bd2e7d397f9e4a50626f73d5. MacDonald, M. C. (2000). Challenges in building an incremental, multi-year information literacy plan. Reference Services Review; Vol. 28 (3).Retrieved November 20, 2009, from Emerald Group Publishing Limited. contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/ 2400280303.pdf6. Grassian, E. S., & Kaplowitz, J. R. (2001). Information literacy instruction: Theory and practice. New York: Neal-Schuman.7. Orr, D., Appleton, M., & Wallin, M. (2001). Information literacy and flexible delivery: Creating a conceptual framework and model. Journal of Academic Librarianship, 27 (6), 457-463. Retrieved November 25, 2009, from Database: 19
  20. 20. Academic Search Complete. . vid=10&hid=2&sid=e6cdebc3-33f4-48d0-9b0d-7a5aa256ce50@sessionmgr1118. The Senate Committee on Teaching and Learning (2002).The Teaching Assessment and Evaluation Guide. York University. Retrieved November 27, 2009, from University of Victoria (1984) Blooms Taxonomy. Retrieved November 30, 2009, from University of Victoria website. taxonomy.html 20