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M6.3final04162015
- 1. INFORMATION LITERACY INSTRUCTION ISLAND Albert Tablante Robert Kayton M6.3 Assignment April 16, 2015
- 2. OUR VIRTUAL LEARNING ENVIRONMENT
- 4. AN INFORMATION LITERACY CLASS
- 5. OUR VIRTUAL CLASS DISCUSSION ENVIRONMENT
- 6. PROVIDING INSTRUCTION IN SL
- 7. OUR VIRTUAL LEARNING ENVIRONMENT
- 8. STUDENTS AND INSTRUCTORS CAN ACCESS OUR INFORMATION LITERACY VIRTUAL CLASSROOM FROM ANYWHERE
- 9. STUDENTS BEGIN THE SCAVENGER HUNT
- 10. STUDENTS CAN ASK A LIBRARIAN ALONG THE WAY
- 11. STUDENTS CAN USE THE LIBRARY CATALOG
- 12. STUDENTS CAN SEARCH LIBRARY DATABASES
- 13. STUDENTS LEARN TO USE INFORMATION ETHICALLY AND LEGALLY
- 15. STUDENTS CAN RELAX AND SOCIALIZE AFTER CLASS
- 16. APPENDIX
- 17. ACRL INFORMATION LITERACY PROCESS Determine information needed Access the needed information Evaluate the information Organize the information Use information ethically and legally
- 18. INFORMATION LITERACY INCLUDES DIFFERENT LITERACIES Visual Literacy Library Literacy Technology Literacy Digital/Media Literacy
Editor's Notes
- Our project plan is to implement an information literacy course in Second Life (or some other equivalent virtual reality program). We will be using a gaming educational environment (an information scavenger hunt) where students can play information search and retrieval games. We have to be willing to invest the technology, time, and effort to make the virtual information literacy instruction course successful. We must have the support of students and faculty, as well as institutional support to make virtual education in Second Life a reality. …the immersive nature of the virtual world, crossing physical, social and cultural dimensions, can provide a compelling educational experience, particularly in relation to simulation and role-playing activities. Source: Warburton, S. (2009). Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching. British Journal of Educational Technology, 40(3), 414-426. Retrieved from http://bit.ly/1CGJoyd
- The learning tools that we will use to effectively deliver the course content will include tutorials, videos, links to information (web sites), and embedded notes. We will provide instructions to our students on how they can access the course materials. As most students will be new to Second Life, we will provide instruction in how to use Second Life and time for the students to practice using SL. The purpose of using Second Life for Information Literacy instruction is to increase communication and engagement for digital-native students and to allow students to take this course remotely (through distance learning). We can also use Second Life to hold office hours with students and communicate with them synchronously. Source: Hodge, E., Collins, S., & Giordano, T. (2011). The virtual worlds handbook. Sudbury, Massachusetts: Jones and Bartlett.
- The goal of our college information literacy instruction island is to make all students information literate by providing a range of virtual instruction and immersive virtual world experiences for our student learners. The Association of College & Research Libraries (ACRL) says the following about information literacy: Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to: Determine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into one’s knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally Source: http://www.ala.org/acrl/standards/informationliteracycompetency The goals of Second Life correspond to the learning goals of an Information Literacy course. Both programs seek to involve the person (student) in critical thinking, problem solving, exploration, and reflection. Both information literacy and Second Life involve hands-on projects. Source: Hodge, E., Collins, S., & Giordano, T. (2011). The virtual worlds handbook. Sudbury, Massachusetts: Jones and Bartlett.
- Our audience for using Second Life are faculty and college students. Our college students include those who are teenagers, young adults, older adults, multi-cultural students, disabled students, digital natives, and digital immigrants. We will have to train both students and faculty to use Second Life effectively. Hodge, Collins, and Giordano (2011) state a number of reasons for offer instruction to students in a virtual environment, such as Second Life: To reach more students and alumni, retention, recruitment, social networking, community involvement, partnerships, and collaboration. To be more accessible to students, both traditional and online. To keep up with changing technology and changing needs of students. To keep up current education and economic trends of our global economy (p. 214). Source: Hodge, E., Collins, S., & Giordano, T. (2011). The virtual worlds handbook. Sudbury, Massachusetts: Jones and Bartlett.
- The tool we are using for this scavenger hunt is the Information Literacy computer lab competency assessment. This assessment tool will measure the students’ proficiency in using computers for Information Literacy skills. The examination focuses on ACRL Standards 2 and 5 and this assessment will show the learners aptitude in understanding these required objectives. These standards in the long form are: 2. Access the needed information effectively and efficiently; and 5. Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally. “The desire to harness the motivational power to encourage young people to want to learn is the main driver behind an interest in computer games for learning”. Source: Ezziane, Z. (2007). Information Technology Literacy: Implications on Teaching and Learning. Educational Technology & Society, 10 (3), 175-191. Retrieved from http://bit.ly/1GHE2ZV Use of Second Life in an instructional setting increases the likelihood that the learner will be engaged. Opportunity is there for the student to experience a creative way of learning, allow them to discover new skills, strengthen their use of technology, and bring them together virtually, if not geographically. Source: Ancelet, L.A. (2007). Second Life: Using SL to teach IL. Instruction Section. Association of College & Research Libraries. Retrieved from http://bit.ly/1zkPq68 Students can collaborate (by holding chats after class) about their assignments.
- Instructors can use a presenter tool in Second Life. By the way, you can get a free simple presentation board for Second Life, at https://marketplace.secondlife.com/p/Simple-Presentation-Board/4041168?id=4041168&slug=Simple-Presentation-Board Rodrigues and Sedo (2008) recommend: 1) That educators prepare for a steep learning curve and technological glitches. We cannot assume that every student of this generation will be either comfortable or savvy with online environments. 2) If the course is to be delivered online provide up-front technical training and communicate the technical requirements well. 3) If the course is to be delivered in both a face-to-face and an online environment, provide the up-front training and do not meet more than once in a lab setting. Some of our students found communicating online while being in a shared computer lab disconcerting. 4) While breaking out into small groups in-world was most effective for us, the small group discussion is difficult to observe because there are too many conversations at once. It is laborious to reflect on all of the conversations, but it is a fruitful task. 5) If there is a lot of material to cover, the chat/discussion environment is not particularly conducive. Instead, consider other Web 2.0 technologies, such as blogs and podcasts, or consider mixing delivery methods across technologies and face-to-face environments. We also recommend a reflective learning report for each event held in-world. Source: Rodrigues, D.B., & Sedo, D.R. (2008) Experiencing information literacy in Second Life, at http://bit.ly/1CWDo3k
- This scavenger hunt/computer competency assessment is a five-question examination which cam take place in the computer lab or on each student’s own computer. Warburton (2009) states that virtual worlds may appear in different forms yet they possess a number of recurrent features that include: • persistence of the in-world environment • a shared space allowing multiple users to participate simultaneously • virtual embodiment in the form of an avatar (a personisable 3-D representation of the self) • interactions that occur between users and objects in a 3-D environment • an immediacy of action such that interactions occur in real time • similarities to the real world such as topography, movement and physics that provide the illusion of being there. Source: Warburton, S. (2009). Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching. British Journal of Educational Technology, 40(3), 414-426. Retrieved from http://bit.ly/1CGJoyd
- Students are not limited to completing their information literacy course on campus. Attending class in Second Life allows us “to be more accessible to students” (p. 214) Hodge, E., Collins, S., & Giordano, T. (2011). The virtual worlds handbook. Sudbury, Massachusetts: Jones and Bartlett.
- It may be possible to build teens’ information competence through interactive virtual learning environments. Game-style virtual environments are highly motivating and engaging, providing opportunities for repeated practice and reward for persistence and achieving goals. A focus on engagement is needed to ensure that teenagers remain in virtual environments long enough to investigate and learn the content. Source: Beheshti, J. (2012). Teens, virtual environments and information literacy. Bulletin of the American Society for Information Science and Technology. 38(3), 54-57. Retrieved from http://bit.ly/1FRlgwh Assessment of student learning will include: tests, presentations, papers, blogs, team/group work, projects, and portfolios (p. 241-242). Source: Hodge, E., Collins, S., & Giordano, T. (2011). The virtual worlds handbook. Sudbury, Massachusetts: Jones and Bartlett. Assessment and evaluation of faculty will include student surveys during and/or after the course completes.
- Or, should we say: Ask an Avatar? Students can get help from a librarian in Second Life. Library staff will staff a virtual reference desk and help students and faculty who have questions. “Some professionals have acknowledged that Second Life offers unique opportunities to expand the horizons of traditional library services.” Source: Libraries in Second Life. Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Libraries_in_Second_Life The Association of College & Research Libraries stated that: library instruction in a distance educational setting can be improved by using a virtual environment as a meeting place when the class is dispersed geographically. If the system requirements for connectivity are met by the end-user, the effect on the distance education library user can be a positive one that offers them real-time interaction with a librarian. Source: ACRL (2007). Tips and Trends. Retrieved from http://www.ala.org/acrl/aboutacrl/directoryofleadership/sections/is/iswebsite/projpubs/tipsandtrends/2007fall One way to provide information to the virtual library user is to “embed a “notecard” in an object, so that when an avatar touches the object the notecard is delivered to them. Notecards are textbased and can also be retained in the user’s inventory” (p.6). Source: Beth Kraemer, B, & Greenwell, S. (2008). Second Life: Real Libraries in a Virtual world. Retrieved from www.klaonline.org/docs/RealLibrariesinVirtualWorld.pdf
- The Information Literacy computer lab competency assessment is a five question examination. The first question asks the student to use the library catalog to find a book. A question is asked about this book: “What is the name of the virus mentioned in the book’s title?” The student is then asked to write an APA style citation of the book.
- The second question asked uses the answer from the first question to find an information resource. In this case, the student is asked: “Search the Ebsco Academic Search Premier database using “the answer to question 1” and “Dallas” as search terms. Locate the article published in Time on 10/13/2014.” It is obvious that the answer to question 1 leads into the answer to question 2.
- The scavenger hunt also tests the Association of College & Research Libraries’ (ACRL) Standard 5: “Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.” The main point of this standard is to situated demonstration of their knowledge of plagiarism and copyright infringement. It is one thing to understand that main issue students have with this standard is infringing on another’s intellectual property without giving proper credit. It is another thing to understand the action taken to avoid such problems, writing a correct APA style citation.
- Students can work together on group projects or assignments as well as help each other with classwork.
- Second Life can be used for students to socialize after class to get to know one another. Students can talk to each other and to the instructor through Second Life. The instructor can also hold office hours with the students through Second Life. An advantage of Second Life is that students can get to know one another even though they are separated by physical distance.
- ACRL stands for Association of College & Research Libraries The Association of College & Research Libraries has defined Information Literacy as the following: “Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information,” at http://www.ala.org/acrl/standards/informationliteracycompetency
- Taylor (2010) states that: “Information literacy is an umbrella term that encompasses several types of literacy. An information-literate individual recognizes that all types of literacy are important and strives to become proficient in the skill sets required for each. These skill sets often overlap and support each other…” (p. 15). Taylor, T. (2010). 100% information literacy success. Mason, Ohio: Cengage Learning.