The document discusses a research project studying community college librarianship. It describes conducting surveys of over 190 community college librarians to understand their roles, skills, and professional development needs. The results showed high levels of support for distance education and workforce programs. Respondents indicated needs for additional skills in areas like adult learning and information literacy instruction for vocational programs. The researchers propose developing continuing education modules and a practicum experience for MLIS students to strengthen skills for community college librarianship.
Towards an assumption responsive information literacy curriculum Deana Greenfield
Drawing on qualitative data from pretests, assignments, questionnaires, reflection journals, and student evaluations, the authors will detail their teaching experiences and the development of an assumption responsive curriculum which challenges students to draw connections between new material and prior questions, concerns, and beliefs.
Morrison, Rob, and Greenfield, Deana. (2015). Towards an Assumption Responsive Information Literacy Curriculum: Lessons from Student Qualitative Data. In Troy A. Swanson and Heather Jagman (Eds.), Not Just Where to Click: Teaching Students How to Think About Information Literacy (PIL 68), pp. 173-187. Chicago : Association of College and Research Libraries, a division of the American Library Association.
Towards an assumption responsive information literacy curriculum Deana Greenfield
Drawing on qualitative data from pretests, assignments, questionnaires, reflection journals, and student evaluations, the authors will detail their teaching experiences and the development of an assumption responsive curriculum which challenges students to draw connections between new material and prior questions, concerns, and beliefs.
Morrison, Rob, and Greenfield, Deana. (2015). Towards an Assumption Responsive Information Literacy Curriculum: Lessons from Student Qualitative Data. In Troy A. Swanson and Heather Jagman (Eds.), Not Just Where to Click: Teaching Students How to Think About Information Literacy (PIL 68), pp. 173-187. Chicago : Association of College and Research Libraries, a division of the American Library Association.
Assessment of Students' Information Literacy: A Case Study of a Secondary Sch...CITE
CHU, Connie (Student, Master of Science in Library and Information Management, Faculty of Education, The University of Hong Kong)
YEUNG, Alice
CHU, Samuel
http://citers2012.cite.hku.hk/en/paper_553.htm
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
A 2006 presentation to the HE Academy on behalf of JISC on what we heard learnt about context-modelling and how that should be incorporated in the design of learning content. Based on our 2003 model of informal e-learning
Assessment of Students' Information Literacy: A Case Study of a Secondary Sch...CITE
CHU, Connie (Student, Master of Science in Library and Information Management, Faculty of Education, The University of Hong Kong)
YEUNG, Alice
CHU, Samuel
http://citers2012.cite.hku.hk/en/paper_553.htm
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
A 2006 presentation to the HE Academy on behalf of JISC on what we heard learnt about context-modelling and how that should be incorporated in the design of learning content. Based on our 2003 model of informal e-learning
The value of information literacy to employersInformAll
Presentation to SLA Europe networking event, 21 May 2015, by Stéphane Goldstein (Research Information Network and InformAll inititiative)
How is information literacy relevant in workplace settings? It is not usually recognised as a term and a concept by employers, but it is present implicitly in many of the attributes and competences that employers look for; and also in the information-sharing practices that organisations deploy. IL can be shown to be associated with important organisational success factors, such as operational efficiency and competitiveness. The challenge is to demonstrate more explicitly to employers across all sectors – commercial, public and not-for-profit – that they have an interest in ensuring that their staff are competent and confident in the way that they use, analyse and disseminate information. It is therefore important to persuade enterprises of the value that an information literate workforce can bring.
I gave this lecture at the University Clinical Center of Kosovo, University of Pristina, to nursing colleagues and student nurses. The talk focused on five key challenges for nursing in the next one hundred years.
Digitally mediated contexts are proliferating across all professional disciplines and also transverse social cultures in higher education worldwide. Financial pressures, keeping up with international advances, maintaining standards and changing patterns of lifelong learning are driving the education institutions to adopt online modes of communication, interaction and education. As expected, these changes can also be evidenced in the healthcare education sector.
Exploration of how academic librarians can help enhance workplace information literacy, encourage lifelong learning and meet corporate demands for graduates with "21st Century Skills".
Information Literacy And Digital Literacy: Life Long Learning InitiativesFe Angela Verzosa
Lecture presented at PAARL's National Summer Conference on the theme “Finding the Library’s Place in the 2.0 Environment” to be held in Puerto Princesa City, Palawan, Philippines on April 23-25, 2008
Digital literacy - a new language for disruptionJoyce Hostyn
To achieve the digital enterprise, you need a workforce that embraces new ways of working. One in which they’re able to harness the power of information, collaboration, and communities to get their jobs done. This requires treating digital as a new language. One with a different grammar and syntax from what people are used to. And learning a new language isn't easy. How can we empower people through digital literacy to work smarter, treating digital as a language to use to express ideas and create magical experiences that people choose to participate in and, as a consequence, change their behavior? How can we get people dreaming in digital?
Media and Information Literacy (MIL) - Digital Citizenship, Netiquette, Digit...Arniel Ping
Media and Information Literacy (MIL) - Digital Citizenship, Netiquette, Digital Footprints, and Digital Issues
Topic: Legal, Ethical, and Societal Issues in Media and Information (Part 2)
Learning Competencies
1. explain digital citizenship, netiquette, and digital footprints (SSHS);
2. demonstrate proper conduct and behavior online (netiquette, virtual self) (MIL11/12LESI-IIIg18);
3. Identify some of the digital issues in the Philippines (SSHS);
4. put into action personal resolve to combat digital divide, addiction, and bullying (MIL11/12LESI-IIIg19)
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22)
6. enumerate opportunities and challenges in media and information (MIL12LESI-IIIg-23)
Developing sustainable staff development for online teachers: What works and ...RichardM_Walker
The Covid-19 pandemic has underlined the importance of online teaching within higher education and provided further encouragement to institutions to develop their fully online course provision - a trend which has been gathering pace over recent years. It has challenged universities and colleges to think about how they support their faculty in developing the competencies and strategies to teach effectively online.
Looking to the future, how do we support the continuous professional learning and development (CPLD) of online instructors, addressing the needs of both new and more experienced online practitioners, with equal attention to their pedagogical knowledge and technical skills development? What works and why within an online teaching context? In this presentation we will present a CPLD model that provides an overview of the different sources of learning development that are available to online instructors - both within and outside the teaching institution – and how they are interrelated and interconnected as part of a wider ecology of CPLD support to staff. We explain how these different sources of support may be combined to support personalised learning development pathways in online teaching practice, drawing on illustrations of evidence-based CPLD practices from staff developers and academics from across the world (Forbes & Walker, 2022).
21st century student engagement and success through collaborative project-bas...Beata Jones
How do we empower our students to thrive in the 21st century? How do we design student-centered learning environments in our courses that take advantage of the best, still relevant aspects of the Industrial Age education and infuse them with the necessary elements for our undergraduates to thrive in the Robotic Age? The presentation will explain the framework for course design and classroom strategies to aid in successful implementation of such student-centered, collaborative project-based learning environment in university courses.
SADL up: Putting students in the driving seat for digital literacy. LILAC 2014Maria Bell
Ellen Wilkinson and Maria Bell, London School of Economics and Political Science
Student Ambassadors in Digital Literacy (SADL) http://blogs.lse.ac.uk/lsesadl, an HEA funded project, was launched in October 2013 at the London School of Economics (LSE) aiming to further embed digital and information literacy in the curriculum. During this paper, project team members reflect on their progress to date, emerging findings and challenges.to date, emerging findings and challenges.
This paper was presented at LILAC 2014 on 24 April 2014: http://www.lilacconference.com
Presentation given at ACRL Immersion Programme 2019 as part of Immersion X. How MU Library chose a functional model of support, our teaching approach, emphasising activity-based learning and threshold concepts of learning.
Where Does Information Literacy Fit? Mapping the CoreGreg Hardin
This presentation will cover the current curriculum mapping project at the University of North Texas Libraries. As part of our greater Information Literacy Initiative, this project seeks to improve the capacity of UNT students for critical thinking and the ability to use information effectively with a key aim of the project being to help strengthen core library services to enhance high-impact practices. Through curriculum mapping we are seeking to establish a baseline understanding of the current information literacy practices and needs on campus. We have mapped student learning outcomes on course syllabi to the ACRL Framework for Information Literacy for Higher Education and the AAC&U Information Literacy VALUE Rubric. With information gleaned from this project, we will know which core courses address which standards and frames, identify gaps in library instruction, and begin to address these gaps through the work of our subject librarians and strategically targeted library instruction.
Information Literacy In Higher EducationKavita Rao
Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
Getting out into the real world: alternative curricula and the school library
Alternative curricula are becoming increasing popular at secondary level and beyond. This session at the SLA course 2007 explored the opportunities and pitfalls of this development, with a case study on the development of information literacy through a 'competency curriculum'. Contact lucy DOT pearson AT sevenstories DOT org DOT uk for more information.
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
Jane Secker and Maria Bell's presentation of the findings thus far of the LSE Student Ambassadors for Digital Literacy project at the HEA Changing the Learning Landscape - Digital Literacy event.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2. Mike Crumpton
◦ Assistant Dean for Administrative Services
◦ The University of North Carolina at Greensboro
◦ macrumpt@uncg.edu
Nora Bird
◦ Assistant Professor, School of Education
◦ Dept. of Library and Information Studies
◦ The University of North Carolina at Greensboro
◦ njbird@uncg.edu
3. Date back to 1900
Originally called “Junior Colleges” – first two
years to prepare students for University
Now a mix of college preparatory, vocational
training, and workforce re-training
4. Economic focus on Community Colleges
WILIS study of librarians in North Carolina, USA
IMLS grant to Northern Illinois Library Consortium
Nature of Community College Librarianship, unique
skill set
Diversity of staff vs. students served
Project website
5.
6. Assessment
◦ Surveys
◦ Focus groups
◦ Field literature
Identification of skill set(s) needed
◦ DACUM
◦ Detailed assessment
Course design
◦ Temp to perm
◦ Professional development
◦ LIS course
Evaluation
Book to celebrate uniqueness
7. 190 respondents
NC, SC, VA & some nationally
Looked at gender, degree, coursework, skills
learned since degree, titles
Some demographic info
Over 70% surveyed has middle or early
college programs
High percentage of distance education
support
Others listed…………….
8.
9.
10.
11.
12.
13. Working with diverse clients/patrons
Workforce and lifelong learning issues
Dealing with early and middle colleges
Small staffs and personal skills employed
Distance education programs
Management and administrative skills
Adult learning and andragogy skills
Resource specialization
Workplace information literacy and ID
14. Academic transfer preparation
Vocational-technical education
Developmental education
Continuing education
Community service
15. According to many definitions, the
information literate person “must be able to
recognize when information is needed and
have the ability to locate, evaluate, and use
effectively the needed information.”
(American Library Association, 1989)
Challenge is: Would you define Workplace
Information Literacy differently?
16.
17. “Information literacy landscapes: Information
literacy in education, workplace, and everyday
contexts”
Her title says it all. Context is essential to the
process. There is no universal information
literacy.
The focus has been on academic information
literacy.
18.
19.
20. Confirmed the impression that
vocational programs are underserved
“I don’t know many people who have
HVAC degrees... If HVAC approached
me to do an [IL class] I’d have to get
familiar enough to be able to answer
subject-specific questions. That’s a
mammoth job.”
21. “ …I think their comfort level with us.
Yeah, they may know how to do that,
but the ones [instructors] who come
back all the time believe that we do a
better job –they don’t try to do our job
for us, just like we don’t teach English
… I think that they see us as
professionals in the same way that
they are.”
22. “We led a session on our staff development day
where people can choose to take our
workshop at the library, and the information
technology people loved it because in NC Live
there’s a place you can go where you work on
certain cars. The depth of the knowledge is
for real people, it’s not just academic. Yeah, I
think the workplace and the fact that we have
older students could be developed.”
23. Re-investment of time into addressing issues
of equity in information literacy teachings:
Emphasis on explicit instruction
Addressing economic, social and political
factors
Early student engagement
New “conceptualizations” of reading
IL as practice
Insights from workplace information literacy
25. Develop series of continuing education
modules, based on research via MLIS
Employ “Teacher-Librarian-Faculty”
practicum for MLIS students
Grow continuing education coursework into
full-course development for MLIS program
Resource developed for widespread
distribution and support of curriculum
content, such as a textbook
26. Scope of project good More differences
on reg and nat level between cc libraries
Diversity elements and academics needed
important More research needed
Program could have to focus on core
impact in addressing competencies needed
needs not for CC Lib Include CC Faculty in
DACUM
Program could be
Focus on training
sustainable
differences
Positive Critical
27. Background Issue Result Favorable Attribute
Lack of diversity in community college Librarians ready to serve the diverse Recruit diversity candidates from the MLIS
librarians (90% white) community college student population. student population into the teach‐librarian
practica.
Workforce learners Training in workplace information literacy UNCG DLIS has recently launched research
into this area.
Mid‐career training needs Continuing education modules based on the Identification of needs from constituencies to
DACUM model. strengthen community college librarianship.
Retirement of CC librarians MLIS students with strong practicum Employing the Teaching‐Library‐Faculty
experiences. model.
Lack of LIS community college research Involvement of the research team in Empirical base for research and new
agenda community college based issues. knowledge.
29. Subject Matter Experts
Course specific needs
More resources, less academic structure
Request job related resources
Web evaluation skills important
30. Addresses information literacy for continuing
education curriculum
Addresses diverse learning objectives and
needs of CE students
◦ Andragogy
◦ Culture and language
◦ Active environments
Instructor awareness
◦ Of options available
◦ Of need for including IL within coursework
31. Research study
◦ Types of information in the workplace
◦ Information tools used in the workplace
◦ Activities performed by research and information
◦ Research skills needs
◦ How do graduating students measure up?
Results recommend a more varied approach
to information literacy instruction
32. Key role of human relations in the workplace
to foster information literacy
Proactive consultation with agencies involved
in skill development and training
Provide internally benchmarks, resources and
space dedicated to fostering IL growth
33. SME = primary faculty member
Behavioral objectives =
◦ Demonstrated behaviors
◦ Action verbs
◦ Expected level of achievement
Cognitive objectives =
◦ General instructional objective
(learning domain)
◦ Specific types of performance
34. CLER
◦ Configurations
relationships
◦ Linkages
Org links, i.e. course
◦ Environment
Physical, social and intellectual forces
◦ Resources
Support mechanisms
35. The four levels of Kirkpatrick's
evaluation model essentially
measure:
REACTIONS-What they
thought and felt about the
training
LEARNING-The resulting
increase in knowledge or
capability
TRANSFER-Extent of behavior
and capability improvement
and
implementation/application
RESULTS-The effects on the
business or environment
resulting from the trainee's
performance
36. The ADDIE instructional design model is the generic process traditionally used by
instructional designers and training developers. The five phases—Analysis, Design,
Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for
building effective training and performance support tools.
37. Ohio State case study
◦ Assess course objectives
◦ IL goals and librarian relationships
◦ Instructor’s perspective
Measured
◦ Instructor satisfaction with student work
◦ Compared library instruction for outcomes
◦ Opportunity for supportive instruction
39. Each member of the class is linked with a
practitioner in a community college.
Checking theory being learned from articles
with what is being done in libraries.
They will write about the connections and
disconnections.
40. Practice Theory
Taking action Cultivate minds
Knowledge
Focus on performance
Change to known's
Knowledge content
Training for something
Educating first
Training Education
41. Skimming not
reading
Scanning of
information
represented visually
Digital engagement
42. Community colleges and their libraries serve
a broad range of needs, including
vocational/technical programs needing
different information skills
Need for workplace literacy instruction strong
Advocacy needed for support of this unique
environment
Uniqueness translates into broader range of
skill sets for librarians
Workforce changes still trending high,
challenges for librarians will increase
43. Bird, Nora J., Michael A. Crumpton, Melynda Ozan, and Tim Williams. "Workplace Information Literacy: a
Neglected Priority." Journal of Business & Finance Librarianship 17.1 (2012): 18-33.
Dowell, D. (2006). Introduction. In D. Dowell (Ed.) It’s all about student learning: Managing community
and other college libraries in the 21st century. Westport, CT: Libraries Unlimited.
Karp, R. (2006). Leadership issues for community college librarians. In D. Dowell (Ed.) It’s all about
student learning: Managing community and other college libraries in the 21st century. Westport, CT:
Libraries Unlimited.
Kirkpatrick, Donald L. Evaluating Training Programs. New York, NY: Berrett-Koehler, 1994.
Lloyd, A. (2010). Information literacy landscapes: Information literacy in education, workplace, and
everyday contexts. Oxford, UK: Chandos Publishing.
Lloyd, A. and Williamson, K. (2008). Towards an understanding of information literacy in context:
Implications for research. Journal of Librarianship and Information Science, 40(1), 3-12.
Marshall, J. G., Marshall, V. W., Morgan, J. C., Barreau, D., Moran, B. B., Solomon, P., et al. (2005).
Workforce issues in library and information science (WILIS). UNC Institute on Aging and UNC School of
Information and Library Science: Institute of Museum and Library Services.
O'Hanlon, Nancy. "Information Literacy in the University Curriculum: Challenges for Outcomes
Assessment." Libraries and the Academy 7.2 (2007): 169-189. Web. 2 Feb. 2012.
Patterson, David. "Information Literacy and Community Colleges Students: Using New Approaches to
Literacy Theory to Produce Equity." Library Quarterly 79.3 (2009): 343-361.
Provasnik, S. and Planty, M. (2008). Community Colleges: Special Supplement to The Condition of
Education. Statistical Analysis Report. Washington, DC: National Center for Education Statistics.
Warren, Leslie A. "Information Literacy in Community Colleges." Reference & User Services Quarterly
45.4 (2006): 297-303.