A comparison between the ACRL Characteristics of Programs of Information Literacy that Illustrate Best Practices and
James Madison University Information Literacy Program for
LIS 764 course.
The document discusses using the Danielson model to evaluate school librarians. It describes the four domains of the model - planning and preparation, environment, delivery of service, and professional responsibilities. Each domain contains several components that are evidence for evaluation, such as demonstrating knowledge of literature, establishing library procedures, engaging students in learning skills, and participating in professional development. The document also provides examples of how some Arkansas school districts have implemented the Danielson model for evaluating their school librarians.
C3. ed d program redesign around teacher administrator-and-higher education ...CPEDInitiative
The document summarizes proposed redesign of Washington State University's Ed.D. program to increase collaboration between three areas of emphasis (teacher leadership, educational leadership, and higher education leadership). Key aspects of the redesign include establishing four strands (ethics & social justice, leadership/instructional leadership, policy & systems, and action inquiry); having core and emphasis area courses interface with experiences and exams; and streamlining course delivery across campuses. Central design questions focus on program governance, emphasis area overlap/specialization, and coordination across departments/campuses. One option for preliminary exams is described involving committee-generated questions for a take-home exam to bridge coursework and dissertation.
This document discusses evidence-based practices for information literacy instruction. It describes challenges libraries face in teaching information literacy and different methods libraries use, such as course-integrated instruction, credit-bearing courses taught by librarians, and online videos and drop-in sessions. The case study focuses on a technical college's efforts to increase information literacy instruction sessions by utilizing online videos and drop-in sessions in addition to in-course instruction. The results of these new methods are not yet determined but will be adjusted based on measurable outcomes. Suggested readings on best practices for credit-bearing courses and using instructional design tools are also provided.
Dr. Bobbie Eddins, Dr. Jeffrey Kirk, Dr. Dorleen Hooten, Dr. Brenda Russell -...William Kritsonis
Dr. Bobbie Eddins, Dr. Jeffrey Kirk, Dr. Dorleen Hooten, Dr. Brenda Russell - Published in NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982) - www.nationalforum.com
SD DL Academy 2017 - Best Practices in Blended and Distance Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2017, October). Best practices in blended and distance learning in Canada. A presentation at the Building Student Engagement in Blended and Distance Environments, North Battleford, SK.
This document summarizes a study on a collaborative action research project using networked technologies to support online professional development for educators. The study involved researchers and practitioners from schools in several countries. It found that the professional development programs deepened teachers' understanding and engagement, and enhanced collaboration. Leaders reported being able to articulate their vision and take strategic action. Students reported greater engagement and understanding. While impacts on systems were gradual, several schools reorganized structures and modified tools and standards to reflect the frameworks. The study demonstrates how online professional learning communities can sustain efforts to improve instruction and student achievement through collaborative action research.
AERA 2021 - A Newcomer’s Lens: A Look at K-12 Online and Blended Learning in ...Michael Barbour
Hu, M., Arnesen, K., Barbour, M. K., & Leary, H. (2021, April). A newcomer’s lens: A look at K-12 online and blended learning in the Journal of Online Learning Research. [Paper] Annual Meeting of the American Educational Research Association, virtual.
The document discusses using the Danielson model to evaluate school librarians. It describes the four domains of the model - planning and preparation, environment, delivery of service, and professional responsibilities. Each domain contains several components that are evidence for evaluation, such as demonstrating knowledge of literature, establishing library procedures, engaging students in learning skills, and participating in professional development. The document also provides examples of how some Arkansas school districts have implemented the Danielson model for evaluating their school librarians.
C3. ed d program redesign around teacher administrator-and-higher education ...CPEDInitiative
The document summarizes proposed redesign of Washington State University's Ed.D. program to increase collaboration between three areas of emphasis (teacher leadership, educational leadership, and higher education leadership). Key aspects of the redesign include establishing four strands (ethics & social justice, leadership/instructional leadership, policy & systems, and action inquiry); having core and emphasis area courses interface with experiences and exams; and streamlining course delivery across campuses. Central design questions focus on program governance, emphasis area overlap/specialization, and coordination across departments/campuses. One option for preliminary exams is described involving committee-generated questions for a take-home exam to bridge coursework and dissertation.
This document discusses evidence-based practices for information literacy instruction. It describes challenges libraries face in teaching information literacy and different methods libraries use, such as course-integrated instruction, credit-bearing courses taught by librarians, and online videos and drop-in sessions. The case study focuses on a technical college's efforts to increase information literacy instruction sessions by utilizing online videos and drop-in sessions in addition to in-course instruction. The results of these new methods are not yet determined but will be adjusted based on measurable outcomes. Suggested readings on best practices for credit-bearing courses and using instructional design tools are also provided.
Dr. Bobbie Eddins, Dr. Jeffrey Kirk, Dr. Dorleen Hooten, Dr. Brenda Russell -...William Kritsonis
Dr. Bobbie Eddins, Dr. Jeffrey Kirk, Dr. Dorleen Hooten, Dr. Brenda Russell - Published in NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982) - www.nationalforum.com
SD DL Academy 2017 - Best Practices in Blended and Distance Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2017, October). Best practices in blended and distance learning in Canada. A presentation at the Building Student Engagement in Blended and Distance Environments, North Battleford, SK.
This document summarizes a study on a collaborative action research project using networked technologies to support online professional development for educators. The study involved researchers and practitioners from schools in several countries. It found that the professional development programs deepened teachers' understanding and engagement, and enhanced collaboration. Leaders reported being able to articulate their vision and take strategic action. Students reported greater engagement and understanding. While impacts on systems were gradual, several schools reorganized structures and modified tools and standards to reflect the frameworks. The study demonstrates how online professional learning communities can sustain efforts to improve instruction and student achievement through collaborative action research.
AERA 2021 - A Newcomer’s Lens: A Look at K-12 Online and Blended Learning in ...Michael Barbour
Hu, M., Arnesen, K., Barbour, M. K., & Leary, H. (2021, April). A newcomer’s lens: A look at K-12 online and blended learning in the Journal of Online Learning Research. [Paper] Annual Meeting of the American Educational Research Association, virtual.
This document outlines the University Libraries' 2010-2015 Framework to Foster Diversity strategic plan. It identifies 7 challenges related to diversity and inclusion and proposes goals and strategies to address each challenge. The challenges cover developing a shared understanding of diversity, creating a welcoming climate, recruiting and retaining a diverse student and workforce, developing an intercultural curriculum, diversifying leadership, and coordinating organizational change. For each challenge, strategic indicators are identified to measure progress and goals are proposed along with expected outcomes to promote diversity, equity, and inclusion across the University Libraries.
Faculty Power: A Renewable Energy Source for Teaching Information Literacysusangar
This document outlines a "train the trainer" approach for teaching faculty about information literacy. It discusses planning workshops for faculty that include learning outcomes, curriculum, activities, and assessments. Example workshop content includes defining information literacy, understanding how it relates to core curriculum, experiencing an assignment from a student perspective, and learning about library resources. The goal is to educate faculty so they can incorporate information literacy into their own courses and assignments, rather than relying on one-shot library instruction sessions.
The LSAMP Indiana Alliance program was established in 2002 to increase the number of underrepresented minority students earning STEM degrees. This evaluation assessed the program's progress over five years. Key findings include: 1) while most LSAMP students major in STEM, some fields like computer science and engineering are underrepresented; 2) about a third of students had less than five hours of research experience in their major; 3) LSAMP students are more likely than peers to have a mentor and support network but four in ten lack a major-area mentor. Recommendations focus on ensuring mentors, improving collaboration across institutions, and tracking student outcomes longitudinally.
SITE 2018 - K-12 Online Learning: Trends From Two Decades of ScholarshipMichael Barbour
Arnesen, K. T., Hveem, J., Short, C. R., West, R., & Barbour, M. K. (2018, March). K-12 online learning: Trends from two decades of scholarship. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
The document discusses the development of a community-based learner support system for a blended learning teacher education program. It describes designing the support system around commonality, situativity, and interdependence. A shared online space was created with seven support areas organized by activity. However, issues arose with limited learner ownership, leadership roles, and staff buy-in. Moving forward, the support system would benefit from increased community involvement, more explicit roles for students and staff, and clarifying relationships between course and program support.
Collective Case Study of LGU Leadership on Retention of Students with Learnin...larachellesmith
This collective case study focused on leadership strategies and self-determination in college students with learning disabilities by examining a small but significant segment of public institutions in the Southern region of the land-grant system.
Re-Examining Cognition during Student-Centered, Web-Based LearningRBLmadev Class 2018
The document discusses the cognitive demands of student-centered web-based learning compared to externally directed learning. It outlines that student-centered learning requires learners to determine their own goals, monitor progress, adapt strategies, and decide when goals are met. When learning from the vast resources online, learners must identify appropriate tools and resources and manage their own learning. The document contrasts the cognitive loads of the different learning approaches and examines how student-centered learning assumptions relate to design strategies. It also discusses issues like information overload, reconciling epistemological differences, and addressing limited cognitive resources in student-centered web-based learning.
Umea University Symposium on Distance Learning 2021 - Pandemic Pedagogy, Remo...Michael Barbour
Barbour, M. K. (2021, May). Pandemic pedagogy, remote teaching, and online learning: Deciphering the development of K-12 distance education. [Keynote] Theory and Practice in Remote Teaching, Online Learning, and Distance Education for K-12 Schools: A Symposium on Distance Learning.
The document discusses instructional planning activity types that can help teachers develop curriculum-based technological pedagogical content knowledge (TPACK). It describes five steps of the planning process: choosing learning goals, making pedagogical decisions, selecting and sequencing activity types, selecting assessments, and choosing tools. Learning activity types represent what students do during learning and can be combined into lesson plans, units or projects. The document advocates for standards-based, student-centered planning rather than a technocentric approach that focuses on technologies over student learning needs.
SITE 2018 - Virtual Schools in the US: Case Studies of Policy, Performance an...Michael Barbour
Barbour, M. K., Miron, G., & Huerta, L. (2018, March). Virtual schools in the US: Case studies of policy, performance and research evidence. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
Library instruction consists of programs designed to teach library users how to locate information quickly and effectively. It covers organizing materials, research methodologies, and resources. Library instruction began in the late 19th century and increased in the early 20th century and 1960s-1970s. The library's instruction mission should align with institutional goals and recognize learner diversity. Instruction content and methods should develop critical thinking in line with information literacy standards. Comprehensive instruction programs integrate information literacy across the academic experience.
The Russell Library Faculty Fellows Program aims to integrate information literacy and archives-based learning into academic courses through collaboration between faculty and librarians/archivists. Requirements for faculty fellows include collaborating with a librarian to redesign a course, providing research consultations and instruction sessions for students, and assessing the impact on student learning outcomes. An example course overview is provided for a Physical Principles of Renewable Energy course, which will give students hands-on research experiences through individual projects and utilize a scaffolded approach to develop their skills in evaluating academic literature and current information on renewable energy topics.
1) Information literacy is a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and effectively use that information.
2) There are five national standards for information literacy which include determining information needs, accessing information effectively, evaluating information sources critically, using information effectively, and understanding legal and ethical issues related to information use.
3) The workshop provided an overview of information literacy and tools for instructors to integrate information literacy skills and assessments into their course assignments.
Implementing a Scholarly Impact Program for Faculty and Graduate StudentsBrenna Helmstutler
In academic institutions today, there are greater expectations of accountability requiring tenure-track faculty to substantively demonstrate scholarly impact for annual reporting, benchmarking, and promotion and tenure. Database vendors and other content providers are creating robust, yet user-friendly, scholarly impact tools within current products. In response, institutional libraries are offering workshops, individual assistance, research guides, and other activities to promote the value and usage of these tools. However, there is no dedicated scholarly impact outreach program yet documented in the library literature. This poster will discuss developing, implementing, and assessing an innovative scholarly impact outreach program based on the author's experience as a librarian at Georgia State University.
SITE 2017 - K12 Online and Blended Learning: Current Research and Challenges ...Michael Barbour
Jackson, B., Barbour, M. K., Parks, R., & Kennedy, K.
(2017, March). K12 online and blended learning: Current research and challenges into implementation and teacher education. A panel presentation at the Society for Information Technology and Teacher Education conference, Austin, TX.
Gifted and Talented Program W2_PPT_mte512_8-12-2019justcorey2015
“This Presentation will discuss the Gifted and Talented Program and contents from (1) characteristics of gifted and talented learners, (2) testing of gifted and talented learners, including planned assessments to monitor student learning (3) Services and supports for gifted and talented learners, including least restrictive environment (LRE) (4) and Accommodations used for gifted and talented learners to deepen knowledge and skills.” - Corey T.
Dr. William Allan Kritsonis, Dissertation Chair for Teresa Ann Hughes, Disser...William Kritsonis
This proposal defends a study that examines the relationship between professional learning communities in high schools and student achievement. The purpose is to identify schools implementing professional learning communities, assess how well each school functions as a community, and determine if student performance in math and reading has increased. The proposal outlines the research questions, significance of the study, literature review on the topics, and research design which is a quantitative correlational study that will analyze survey and student achievement data using statistical methods.
Learners’ perception of autonomy in blended programsAtashian
This study examined students' perceptions of autonomy in a blended learning program. Sixty university students in Oman participated in a blended program that combined online learning with traditional coursebooks. A questionnaire given after the semester found that 88% of students felt more independent and motivated by the inclusion of technology. The study suggests that blended learning can increase students' sense of autonomy by utilizing online resources along with traditional face-to-face methods.
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.
The document provides a sample information literacy curriculum framework for K-12 schools. It includes a sample mission statement, belief statements, and 3 standards for information literacy. Standard 1 addresses promoting reading literacy. Standard 2 contains the core components of information literacy - accessing, evaluating, using, creating, and communicating information. Standard 3 includes developing skills like respecting diverse ideas, using information responsibly, and collaborating with others. The framework is intended as a starting point that teachers and librarians can adapt to their local standards and integrate into classroom instruction.
This document outlines the University Libraries' 2010-2015 Framework to Foster Diversity strategic plan. It identifies 7 challenges related to diversity and inclusion and proposes goals and strategies to address each challenge. The challenges cover developing a shared understanding of diversity, creating a welcoming climate, recruiting and retaining a diverse student and workforce, developing an intercultural curriculum, diversifying leadership, and coordinating organizational change. For each challenge, strategic indicators are identified to measure progress and goals are proposed along with expected outcomes to promote diversity, equity, and inclusion across the University Libraries.
Faculty Power: A Renewable Energy Source for Teaching Information Literacysusangar
This document outlines a "train the trainer" approach for teaching faculty about information literacy. It discusses planning workshops for faculty that include learning outcomes, curriculum, activities, and assessments. Example workshop content includes defining information literacy, understanding how it relates to core curriculum, experiencing an assignment from a student perspective, and learning about library resources. The goal is to educate faculty so they can incorporate information literacy into their own courses and assignments, rather than relying on one-shot library instruction sessions.
The LSAMP Indiana Alliance program was established in 2002 to increase the number of underrepresented minority students earning STEM degrees. This evaluation assessed the program's progress over five years. Key findings include: 1) while most LSAMP students major in STEM, some fields like computer science and engineering are underrepresented; 2) about a third of students had less than five hours of research experience in their major; 3) LSAMP students are more likely than peers to have a mentor and support network but four in ten lack a major-area mentor. Recommendations focus on ensuring mentors, improving collaboration across institutions, and tracking student outcomes longitudinally.
SITE 2018 - K-12 Online Learning: Trends From Two Decades of ScholarshipMichael Barbour
Arnesen, K. T., Hveem, J., Short, C. R., West, R., & Barbour, M. K. (2018, March). K-12 online learning: Trends from two decades of scholarship. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
The document discusses the development of a community-based learner support system for a blended learning teacher education program. It describes designing the support system around commonality, situativity, and interdependence. A shared online space was created with seven support areas organized by activity. However, issues arose with limited learner ownership, leadership roles, and staff buy-in. Moving forward, the support system would benefit from increased community involvement, more explicit roles for students and staff, and clarifying relationships between course and program support.
Collective Case Study of LGU Leadership on Retention of Students with Learnin...larachellesmith
This collective case study focused on leadership strategies and self-determination in college students with learning disabilities by examining a small but significant segment of public institutions in the Southern region of the land-grant system.
Re-Examining Cognition during Student-Centered, Web-Based LearningRBLmadev Class 2018
The document discusses the cognitive demands of student-centered web-based learning compared to externally directed learning. It outlines that student-centered learning requires learners to determine their own goals, monitor progress, adapt strategies, and decide when goals are met. When learning from the vast resources online, learners must identify appropriate tools and resources and manage their own learning. The document contrasts the cognitive loads of the different learning approaches and examines how student-centered learning assumptions relate to design strategies. It also discusses issues like information overload, reconciling epistemological differences, and addressing limited cognitive resources in student-centered web-based learning.
Umea University Symposium on Distance Learning 2021 - Pandemic Pedagogy, Remo...Michael Barbour
Barbour, M. K. (2021, May). Pandemic pedagogy, remote teaching, and online learning: Deciphering the development of K-12 distance education. [Keynote] Theory and Practice in Remote Teaching, Online Learning, and Distance Education for K-12 Schools: A Symposium on Distance Learning.
The document discusses instructional planning activity types that can help teachers develop curriculum-based technological pedagogical content knowledge (TPACK). It describes five steps of the planning process: choosing learning goals, making pedagogical decisions, selecting and sequencing activity types, selecting assessments, and choosing tools. Learning activity types represent what students do during learning and can be combined into lesson plans, units or projects. The document advocates for standards-based, student-centered planning rather than a technocentric approach that focuses on technologies over student learning needs.
SITE 2018 - Virtual Schools in the US: Case Studies of Policy, Performance an...Michael Barbour
Barbour, M. K., Miron, G., & Huerta, L. (2018, March). Virtual schools in the US: Case studies of policy, performance and research evidence. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
Library instruction consists of programs designed to teach library users how to locate information quickly and effectively. It covers organizing materials, research methodologies, and resources. Library instruction began in the late 19th century and increased in the early 20th century and 1960s-1970s. The library's instruction mission should align with institutional goals and recognize learner diversity. Instruction content and methods should develop critical thinking in line with information literacy standards. Comprehensive instruction programs integrate information literacy across the academic experience.
The Russell Library Faculty Fellows Program aims to integrate information literacy and archives-based learning into academic courses through collaboration between faculty and librarians/archivists. Requirements for faculty fellows include collaborating with a librarian to redesign a course, providing research consultations and instruction sessions for students, and assessing the impact on student learning outcomes. An example course overview is provided for a Physical Principles of Renewable Energy course, which will give students hands-on research experiences through individual projects and utilize a scaffolded approach to develop their skills in evaluating academic literature and current information on renewable energy topics.
1) Information literacy is a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and effectively use that information.
2) There are five national standards for information literacy which include determining information needs, accessing information effectively, evaluating information sources critically, using information effectively, and understanding legal and ethical issues related to information use.
3) The workshop provided an overview of information literacy and tools for instructors to integrate information literacy skills and assessments into their course assignments.
Implementing a Scholarly Impact Program for Faculty and Graduate StudentsBrenna Helmstutler
In academic institutions today, there are greater expectations of accountability requiring tenure-track faculty to substantively demonstrate scholarly impact for annual reporting, benchmarking, and promotion and tenure. Database vendors and other content providers are creating robust, yet user-friendly, scholarly impact tools within current products. In response, institutional libraries are offering workshops, individual assistance, research guides, and other activities to promote the value and usage of these tools. However, there is no dedicated scholarly impact outreach program yet documented in the library literature. This poster will discuss developing, implementing, and assessing an innovative scholarly impact outreach program based on the author's experience as a librarian at Georgia State University.
SITE 2017 - K12 Online and Blended Learning: Current Research and Challenges ...Michael Barbour
Jackson, B., Barbour, M. K., Parks, R., & Kennedy, K.
(2017, March). K12 online and blended learning: Current research and challenges into implementation and teacher education. A panel presentation at the Society for Information Technology and Teacher Education conference, Austin, TX.
Gifted and Talented Program W2_PPT_mte512_8-12-2019justcorey2015
“This Presentation will discuss the Gifted and Talented Program and contents from (1) characteristics of gifted and talented learners, (2) testing of gifted and talented learners, including planned assessments to monitor student learning (3) Services and supports for gifted and talented learners, including least restrictive environment (LRE) (4) and Accommodations used for gifted and talented learners to deepen knowledge and skills.” - Corey T.
Dr. William Allan Kritsonis, Dissertation Chair for Teresa Ann Hughes, Disser...William Kritsonis
This proposal defends a study that examines the relationship between professional learning communities in high schools and student achievement. The purpose is to identify schools implementing professional learning communities, assess how well each school functions as a community, and determine if student performance in math and reading has increased. The proposal outlines the research questions, significance of the study, literature review on the topics, and research design which is a quantitative correlational study that will analyze survey and student achievement data using statistical methods.
Learners’ perception of autonomy in blended programsAtashian
This study examined students' perceptions of autonomy in a blended learning program. Sixty university students in Oman participated in a blended program that combined online learning with traditional coursebooks. A questionnaire given after the semester found that 88% of students felt more independent and motivated by the inclusion of technology. The study suggests that blended learning can increase students' sense of autonomy by utilizing online resources along with traditional face-to-face methods.
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.
The document provides a sample information literacy curriculum framework for K-12 schools. It includes a sample mission statement, belief statements, and 3 standards for information literacy. Standard 1 addresses promoting reading literacy. Standard 2 contains the core components of information literacy - accessing, evaluating, using, creating, and communicating information. Standard 3 includes developing skills like respecting diverse ideas, using information responsibly, and collaborating with others. The framework is intended as a starting point that teachers and librarians can adapt to their local standards and integrate into classroom instruction.
The document outlines a three tier model for promoting institutional adoption of learning analytics at universities.
Tier 1 involves small scale pilot projects using various learning analytics tools to provide insights. Tier 2 establishes a community of interest to share practices. Tier 3 develops learning analytics principles, frameworks and governance models for institutional implementation.
The model was applied at Victoria University of Wellington, resulting in learning analytics principles and framework documents, and progress towards an institutional governance model to bring analytics to scale safely while respecting data ethics. Various pilot projects provided lessons about the need for staff capability development and coordination across the university.
The document discusses integrating information literacy standards into core subjects for 21st century learners. It outlines Standard 3 which focuses on sharing knowledge productively as members of society. The standard includes skills, dispositions, responsibilities, and self-reflection strategies. Examples are provided for how teachers can integrate these elements into different subject areas through activities like group projects, online discussions, and multimedia presentations. Resources for collaboration with school librarians and additional literature and websites are also mentioned.
Maintain Our Libraries' Relevancy in the 21st CenturyAndrew Klein
1. The document discusses maintaining the relevancy of libraries in the 21st century given changing trends in information delivery, tools, and the millennial generation of students.
2. It emphasizes the importance of information literacy and the need for discipline-specific and outcome-focused standards and assessments, as well as collaboration with faculty through curriculum integration.
3. Recommendations include effective assessment of information literacy programs and acknowledging both progress in adopting standards and the ongoing need to address faculty support and program relevance in the sciences.
Writing and Refining Information Literacy Learning OutcomesChris Sweet
One of the cornerstones of effective information literacy assessment is having clearly-defined student learning outcomes. Learning outcomes specify what learners will know or be able to do as a result of a learning activity. Accrediting bodies often look for specific learning outcomes as one component of the review process. Most librarians have received little –or no- training in writing learning outcomes. This workshop will provide an overview of learning outcomes, their role in assessment and how to write them. Participants are encouraged to come with an instruction session or class for which they want to write or refine learning outcomes.
The document summarizes research conducted by Dr Jane Secker and Dr Emma Coonan to develop a new curriculum for information literacy for undergraduates entering higher education over the next 5 years. They conducted expert consultations and a literature review to develop a modular, flexible, and embedded curriculum. The curriculum focuses on developing skills like evaluating information, becoming an independent learner, and managing information through reflective exercises. It is meant to support the transition to higher education and be integrated across disciplines.
Information Literacy Instruction: Ideas for Teaching College Students Essenti...meganbheuer
What is information literacy? Why is it important for art students? How are Millennial students’ information seeking different? What does this all mean for how we teach our students?
Information Literacy: the 21st Century Skills PLAI STRLC
Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
The document summarizes research conducted by Dr Jane Secker and Dr Emma Coonan to develop a new curriculum for information literacy for undergraduates entering higher education over the next 5 years. They conducted a modified Delphi study with experts in information and education fields. Based on the expert consultation, literature review, and theoretical background, they developed a modular and flexible curriculum with 6 strands covering skills from foundational to advanced. The curriculum is intended to be embedded within academic disciplines and address the real needs of students through active and assessed learning opportunities.
Module 3 Discussion What Would You DoExperts in the field of .docxJinElias52
Module 3 Discussion:
What Would You Do?
Experts in the field of special education are knowledgeable about historical, philosophical, and legal foundations impacting the field as they relate to the protection of student and family rights. Special education leaders are savvy in their craft and able to effectively collaborate with colleagues to plan individualized educational programs and articulate the services, resources, materials, equipment, and needs of students with exceptionalities.
The role of collaboration and consultation is particularly critical in the field of special education, allowing both the special education and the general education expert the opportunity to formulate the most appropriate plans for students using their expertise. In addition, social and emotional competencies are essential, as neither collaboration nor consultation exist void of a relationship with other people.
For this Discussion, you will take on the role of a team leader, in which you will examine the facts and information presented in the case study and module Learning Resources to formulate recommendations for an action plan.
To prepare:
·
Enter the Grand City interactive community and locate West Ridge Middle School. View the case study video titled, “The New Student.”
·
Review all module Learning Resources.
·
Consider what you might do as the grade level team leader with respect to Jamal’s current situation. How might you formulate a plan of action recommending what you would do next for Jamal?
As you form your recommendations for a plan of action, consider the following:
·
What are the issues identified in the case study?
·
What are the facts the principal and teachers need to consider in planning for Jamal?
·
Were there any issues related to cultural diversity and cultural responsive practice? If so, what were they?
·
What would be the initial steps for the team to consider regarding response to intervention (RTP) to support Jamal in the regular education classroom?
·
What additional resources and/or personnel would be needed to assist in further identifying, understanding, and/or supporting Jamal?
·
Are there any ethical implications and issues of integrity related to special education, Jamal and his mother, and/or the school and program that need to be considered? If so, what are they?
·
What are the relevant cultural and linguistic diversity considerations you would need to keep in mind with regard to the students and families? What external factors (i.e., culture, language, social and emotional, etc…) need to be considered? How might these impact student learning?
·
What actions are needed related to preparing for Jamal to be successful in the regular education environment?
By Day 3 of Week 4
Post
, from the perspective of the team leader, a plan of action for what you would do next for Jamal. Clearly explain the next steps along with your rationale and research-based strategies to:
·
Address the concerns presented by Jamal’s mother.
The document discusses a customised information literacy (IL) framework developed for medical undergraduates at LKCMedicine. It outlines observations of IL gaps in students, benchmarks used to develop the framework, and key aspects of the framework including a progression of skills from years 1 to 5. An IL intervention including a PICO worksheet and scholarly briefing session aimed to address gaps. Data collection found high student response and satisfaction rates, and that students felt skills gained would be useful.
The Elements of Developing Curriculum.pptxpacadafe
This document discusses the key elements of an effective curriculum: objectives, content/subject matter, learning experiences/methods, and evaluation. It provides details on each element and their importance in curriculum design. Specifically, it explains that curriculum objectives define the goals and aims, content is the body of knowledge to be learned, methods are the teaching strategies, and evaluation assesses if the objectives were achieved. A needs assessment is also crucial to identify students' needs and ensure the curriculum aligns with these. The document emphasizes that considering students' needs leads to more effective learning.
The school purposes in curriculum developmentMica Navarro
This document discusses different levels and types of educational objectives. It defines objectives as specific, measurable targets that advance a school towards its goals. Objectives are categorized into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thought processes like knowledge, comprehension, and evaluation. The affective domain relates to values, attitudes, and appreciation. The psychomotor domain refers to physical skills. Educational objectives must be specific, observable, and able to verify achievement within a given timeframe and conditions.
EVALUATION OF INFROATION LITERACY PROGRAMS.pptxkashikhattak1
This document discusses information literacy programs and their goals. It defines information literacy as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. Information literacy programs aim to develop lifelong learning skills for finding, evaluating, and using information. The document then outlines a three-level information literacy skills progression for undergraduate students, starting with introductory skills and building to discipline-specific advanced skills. The goals are to empower students with skills for self-sufficient research and critical thinking.
Ensuring LSE undergraduates gallop to success: emerging findings from the SAD...CILIP ARLG
The document summarizes the Student Ambassadors for Digital Literacy (SADL) project at the London School of Economics. The project aimed to explore how digital and information literacy could be embedded into the curriculum through student ambassadors. Student ambassadors were recruited from two departments and provided workshops on topics like finding and evaluating information. Emerging findings showed that students developed research skills but were also made aware of existing support resources. Lessons learned included the need for clear ambassador roles and more time to develop relationships. The student perspective provided valuable insights into information practices and needs.
Similar to Information Literacy Practices James Madison Univeristy Library Project (20)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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B. Ed Syllabus for babasaheb ambedkar education university.pdf
Information Literacy Practices James Madison Univeristy Library Project
1. Characteristics of Programs of Information Literacy that Illustrate Best Practices
James Madison University Information Literacy Program
Kaleena T. Woodard
LIS764-Fall 2017
September 14, 2017
2. Characteristics of Programs of Information Literacy that Illustrate Best Practices
Category 1: Mission(Category 1)
Category 2: Goals and Objectives(Category 2)
Category 3: Planning(Category 3)
Category 4: Administrative and Institutional
Support(Category 4)
Category 5: Articulation (program sequence) within the
Curriculum(Category 5)
Category 6: Collaboration(Category 6)
Category 7: Pedagogy(Category 5 and 6)
Category 8: Staffing(Category 4)
Category 9: Outreach(Category 4)
Category 10: Assessment/Evaluation(Category 10)
3. Category 1: Mission
The mission statement describes the overall purpose of the organization. The
mission statement will include a definition of information literacy. The mission
statement must be consistent with the ACRL Information Literacy Competency
Standards for Higher Education and promotes relevant lifelong learning and
professional development.
4. Category 2: Goals and Objectives
Goals and objectives are clearly based on what a program and or organization
plans on achieving based on the mission statement. They are consistent with the
mission, goals, and objectives of the library and the institution. The goals and
objectives should establish measurable outcomes for evaluation of the program. The
goals and objectives must have a curriculum for students’ academic pursuits that will
allow students’ to become life long learners.
5. Category 3: Planning
Planning for an information literacy program:
Articulates and develops mechanisms to implement and/or adapt components
of the best practices listed in this document (as needed).
Chapter 1-Figure 1.2- What’s Your Process
1. How do you find out about your learners?
2. What are some of the things you want to know about your learners?
3. How do you decide what will include in the instruction?
4. What factors do you take into account when you organize your instruction?
5. How do you select the methods, modes, activities, and/or exercises you
include in the instruction?
6. How do you determine what your learners have attained from the
instruction?
6. Category 4: Administration and Institutional Support
Individuals’ that work together as a team within the educational institution
who servers as main or extra support to make sure that students educational needs are
met. The team includes collaboration among the librarians (staffing) that are a part of
the library liaison program. This program provides a main librarian for each subject
matter that students are studying. This program ensures that the students’ research
needs are met through these librarians. Each librarian liaisons for each subject matter
has their own webpage of online guides and key resources that servers as instructional
aides based on the set curriculum.
9. Category 5: Articulation (program sequence) with the Curriculum
Articulation with the Curriculum identifies the scope (i.e., depth and
complexity) of competencies to be acquired on a disciplinary level as well as at the
course level. Articulation also emphasizes learner-centered learning. (“It is critical
information literacy’s intent that students will ultimately “take control of their lives
and their own learning to become active agents, asking and answering questions that
matter to them and to the world around them” (Alborg, 2006, p. 193). In these ways
critical IL has a great deal to offer librarians interested in developing a deeper
engagement with their work and its implications, as well as the potential to shift the
focus of information literacy instruction to an authentically student-centered
mode.”) (Tewell, 2015, p. 25)
Madison Research Essentials Toolkit
The Madison Research Essentials Toolkit was designed to equip students
to use and understand the JMU Libraries, recognize that information is available in
a variety of formats, determine when information is needed and find it, evaluate the
quality of information, and use information ethically and legally.
10. Category 6: Collaboration
Collaboration with faculty, librarians, other instructors, teaching assistants,
administrators, and other program staff member to make sure that students
become life –long learners.
Assignments
Librarians are available to collaborate with faculty to design resource-
based assignments that provide students with an opportunity to practice and
refine their information literacy skills.
11. Category 7: Pedagogy (Categories 5 and 6)
A. Madison Research Essentials Toolkit
The Madison Research Essentials Toolkit was designed to equip
students to use and understand the JMU Libraries, recognize that
information is available in a variety of formats, determine when
information is needed and find it, evaluate the quality of information,
and use information ethically and legally.
B. Assignments
Librarians are available to collaborate with faculty to design resource-
based assignments that provide students with an opportunity to practice
and refine their information literacy skills.
C. Instruction by appointment
Faculty and students may request an appointment with a liaison
librarian for assistance in learning new sources and skills.
12. Category 8: Staffing
Staffing is based individuals' that can offer additional support for
students while conducting research projects.
See Category 4
13. Category 9: Outreach
Outreach activities for an information literacy program. This includes
identifying and reaching out to relevant stakeholders and support groups
regardless of background that are both within and outside of the institution.
Example: Library locations were students can get additional research aide.
Memorial Hall - ETMC
Music Library
Special Collections
Innovation Services
14. Category 10: Assessment/Evaluation
Madison Research Essentials Skills Test (MREST)
GenEd students must demonstrate competency in information literacy by
passing this online test by the end of their first year. Students take the test in a
secure testing lab in Ashby Hall.
15. Resources
ACRL Board (2012). “Characteristics of Programs of Information Literacy that Illustrate Best
Practices: A Guideline”. Association of College & Research Libraries.
www.ala.org/acrl/standards/characteristics
James Madison University Information Literacy Program.
https://www.lib.jmu.edu/instruction/
Kaplowitz, J. R. (2014). Chapter 1 "Why Do I Need to Know about Instructional Design?"
Designing Information Literacy Instruction: the teaching tripod. Rowman & Littlefield.
Tewell E. “A Decade of Critical Information Literacy. Communications in Information
Literacy.” 2015 01;9(1):24-43.