Media and information literacy: an inconvenient truth

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This document discusses four inconvenient truths about information literacy instruction. First, it is unclear how much of the instruction "sticks" with students and whether they are truly learning. Second, information literacy extends beyond the library and involves other parts of academia. Third, current models of library-centric instruction are not enough in the current information environment. Fourth, information literacy, media literacy, and data literacy are related but distinct concepts. The document calls for rethinking instructional approaches to better achieve intended goals of developing lifelong independent learners.

Economy & Finance

an inconvenient truth
Media & Information Literacy:
Alan Carbery, UCC, @acarbery

Inconvenient Truth 1:
How much does
our information
literacy teaching
“stick”?

Embedded instruction reaching
every student seven times
throughout their undergraduate
studies

We’re teaching, but are
students learning?

Reading student coursework
to assess for students’ information literacy

When specifically asked to do so, students generally choose
academic, peer-reviewed sources for their assignments

Students generally cite & attribute their sources when the
assignment design specifically requires them to do so

When real grades are at stake, when the
assignment design calls for positive information
literacy behaviours, students are more likely to
perform positively in information literacy

What about the
long-term impacts
of our instructional
efforts?

Inconvenient Truth 2:
Information Literacy doesn’t start & end at the door of
the library.

The role of the
lecturer in
building
information
literacy
competencies

The role of academia in
information literacy

Can you have media and
information literacy skills and
aptitudes if you’ve never attended
College?
Never entered a library?
Never attended a library’s
information literacy workshop?

Inconvenient Truth 3:
Our models of Information Literacy instruction
just aren’t enough.

”This author is
credible
because they
have a PhD”

“This article is from the
New York Times,
therefore it’s reliable”

How much of our information literacy teaching efforts are
LIBRARY-CENTRIC?

We spend a lot of classroom time focused on finding
”good sources” through licensed content available
through our library services.

When access to these resources
over time is never guaranteed!

How much of our instructional efforts should be more
INFORMATION-CENTRIC?

Inconvenient Truth 4:
Information Literacy ≠
Media Literacy ≠
Data Literacy

“Investment in media
literacy is vital but so
too is hearing from
peers, hearing
personal stories and
understanding that
vaccine efficacy is
part of the general
scientific consensus,
not simply the opinion
of individual scientists.”

https://projectinfolit.org/publications/covid-19-the-first-100-days/

What are we trying to achieve?
What can we realistically achieve?

This document provides suggestions from a student on ways to make learning more relevant and engaging for students. It suggests that teachers tell stories from their own experiences, invite professionals to speak, discuss current events, facilitate interactions between students at different universities, start online discussions before class, assign group projects to solve real-world problems, and use hypothetical situations to show practical applications. The overall goal is to help students make connections between course content and the real world.

PGCE students engaging with digital technologies

DEFToer3

The document discusses a case study that examined students' beliefs about digital literacy and open educational resources (OER). Through focus groups and written responses, students commented on difficulties accessing technology at their placement schools, concerns about keeping up with students' digital skills, and the restrictions of "teaching for an exam." However, they were keen to integrate digital literacy creatively and saw potential for technologies like interactive whiteboards to engage students in writing. They generally saw resource sharing as important, though had reservations about sharing too widely online.

Effective teaching

Dorcas Krubu

This seminar discusses effective teaching. It defines a teacher as the most responsible member of society whose work shapes the future. It outlines different forms of teaching, including silent education where the teacher serves as a role model, and formal education using both the prescribed curriculum and out-of-curriculum teaching of values. The document lists qualities of effective teachers, such as engaging personalities and classroom management skills. It also discusses barriers to teaching effectiveness that can come from students, teachers, administrators, or the government, and emphasizes the need for reflection to improve teaching.

HOW TO CONSTRUCT A QUESTIONNAIRE

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This document provides guidance on conducting project writing workshops and developing survey questionnaires. It discusses best practices for writing questions, including using simple language, being formal, avoiding abbreviations and multiple dimensions. It also covers organizing questions into sections and placing demographic questions at the end. The document describes different types of questions like close-ended, open-ended, Likert scale and rating scale questions. It provides examples of dichotomous and polychotomous close-ended questions. Finally, it discusses sampling techniques like cluster sampling and convenience sampling.

Wiley Student Voices

Wiley

Mine the Gap: Using Handouts With Gaps

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This document provides guidance on using handouts with gaps to foster active learning. It discusses how handouts with gaps can help address concerns about reducing lecture coverage while incorporating more active learning activities. The key points are: 1. Handouts with gaps involve providing students with lecture notes that have blanks for challenging content, which students fill in during class with peer or individual work. 2. When blanks are reached, the instructor can have students work in groups to fill them in and then provide feedback, focusing class time on difficult concepts. 3. Research shows students perform better on exams with handouts containing blanks compared to complete notes, as the gaps promote engagement and self-explanation.

The Flipped Classroom

DinaHegazy5

The document proposes introducing a flipped classroom model to an ELS (English as a Second Language) program. It notes traditional ELS programs have shown no proof of success, while flipped classrooms have led to better student results. A pilot program is outlined using smartphones and apps to provide pre-class videos and activities, in-class group work and discussions, and post-class writing assignments. An example lesson plan on recycling is given, showing pre-class video watching, in-class vocabulary building and reading, and a post-class writing prompt. The goal is to help ESL students through independent learning and boost engagement using technology.

Student Voices, Part 3

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The document proposes introducing a flipped classroom model to an English Language Support (ELS) program. It notes traditional ELS programs have shown no proof of success. A flipped classroom uses online resources and activities students complete outside of class, freeing up class time for hands-on work. Research shows flipped classrooms help ESL students become more confident and prepared. The plan is to pilot the flipped model with 6 students meeting twice a week, supplying them smartphones and internet access. Lessons would use online videos and readings as homework, then class activities applying the concepts. The goal is to help ELS students and transition the school to more technology-based learning. Potential drawbacks include ELS students missing other classes but technology may boost engagement

Criteria to evaluate ICT tools

Juan CR

The document outlines criteria for evaluating information and communication technology (ICT) tools for educational purposes. It identifies 10 key criteria: age level, curriculum links, instructional content, engagement and interactivity, assessment, flexibility, media, usability, technical considerations, and support materials. Each criteria is then further described in terms of important factors to consider such as whether the tool is appropriate for the age of students, links to curriculum expectations, provides accurate and engaging content, allows for assessment, and has intuitive usability with necessary technical requirements and support documents.

Computer Assisted Learning

Miles Berry

Key differences between face2face and online teaching

smartcreative

The document outlines several key differences between online and face-to-face teaching. Online learners may be unfamiliar with expectations and procedures, so instructors must clearly spell out instructions. Online learners are also more likely to quit quickly if the course does not meet their needs, so instructors should provide encouragement and interaction from the start. While face-to-face classes have participators who ask questions, online instructors must be prepared to answer more questions individually. Despite these differences, some principles remain the same, like ensuring clear expectations, regular communication, and quality interaction between students.

Learning Theories & Learner Needs

Alwyn Lau

Learning theories focus on how people learn and what teaching involves. Behaviorism views learning as replicating behaviors through cues, while cognitivism sees it as organizing and recalling knowledge. Constructivism understands learning as creating meaning and knowledge through forming connections between ideas. The video will discuss learners' motivations for courses as either a need, want, passion or natural ability and explore Howard Gardner's ideas of how people best learn.

Best practices for synchronous instruction

bvmorrow

Get Your Students Motivated: Tips for the Classroom

Wiley

The document provides tips from several professors on how to motivate students in the classroom. Some of the key tips include: 1) Meeting individually with students who score below 70% on exams to discuss study habits and tutoring resources. 2) Creating a comfortable learning environment through humor, examples, icebreakers, and group work. 3) Making course content relevant by relating it to current events and using social media. 4) Recognizing students as individuals and making instruction engaging and organized.

Issues in Developing and Implementing ePortfolios

GrahamAttwell

Mobile Learning - What really works and why

TP3

Computer Assisted Instruction

guesta8a28b

Computer Assisted Instruction (CAI) uses computers to present instructional material and monitor learning. It includes methods like drill-and-practice, tutorials, simulations, games, and discovery. CAI provides benefits like individualized interaction, feedback, and self-pacing, but can overwhelm learners or lack human interaction. It is best for independent, self-motivated learners who enjoy feedback, while those needing more guidance may require tailored tools.

E learning group presentation

aineeverett

E-learning is defined as learning facilitated through information and communication technologies. It includes delivering courses online, assessments, communications between students and teachers, using internet resources, and other learning activities involving technology. E-learning is supported by cognitivist and constructivist learning theories. Cognitivism views the learner as processing information from the teacher, while constructivism sees the learner constructing their own knowledge as an autonomous learner. Benefits of e-learning include accommodating different learning styles, self-paced learning, enhancing collaboration and computer skills. Successful e-learning delivery involves having an online presence, clarifying expectations, confirming understanding, aligning assessment, building motivation, managing time, focusing on understanding, incorporating teamwork,

Student Evaluation During and After COVID-19

EDEN Digital Learning Europe

Blended learning

inoe Desu

Blended learning refers to combining online and in-person learning to benefit students. It uses technology to complement traditional teaching methods. Blended learning provides flexibility for students to learn anywhere and anytime while still maintaining social interaction. The goal is to take advantage of both online and in-class learning through a combination of direct instruction, self-study, and online media.

The Essential School's Guide to Adaptive Learning

Lorna Keane

The next generation learning platform, Fishtree, has this week launched a new feature set to accelerate its impact on the EdTech industry. Fishtree, a global leader in education technology, focused on providing the most powerful education solutions, has branded the launch significant in its unique approach to improving the overall teaching and learning experience. The intelligent feature signifies a key development in learning analytics, as a facilitator in the personalization process. By enabling adaptive instruction, the analytics not only aid in scaling one-to-one instruction and providing insight into student achievement, but in supporting and developing student self-evaluation, collaboration, critical thinking, and independent learning. Fishtree's Performance Response offers incredible new insights into student learning, further aiding the adaptive learning process, and tracking student progress and performance in the most accurate way imaginable. A teacher can get a real-time view of the performance and challenges of every student and class, while providing individual learning support, at any time, from any device. "[Fishtree Performance Response] provides a window into the learning process for both teacher and student. It allows teachers and students to see how they are doing, what they are learning, what they are using. Critically, it allows the Fishtree platform to provide that first response or light touch intervention with the teacher retaining full control, transparency and authority within the process," Jim Butler, Fishtree CTO. The Fishtree system allows assessments to be taken by students on an objective by objective basis. The system guides the student through the process in a very simple and leading manner. Once an objective has been successfully passed, the next objective will appear, allowing the student to advance. If a student fails to pass the score threshold (specified by the teacher), he/she is automatically re-assessed, and provided with personalized resources to help reach the learning objective. The teacher is involved in the entire process with the ability to view the resources each student uses to complete an assignment, and an option to re-assess any number of students at scale, with one click. Start your FREE trial or contact us for a personalized demo at https://fishtree.com.

Adaptive Learning

Manuel J Peter

Adaptive learning is an educational technique that uses computers to determine the right level of instruction for each student, tailoring the resources and pace of learning to match individual needs and knowledge. It works by creating student and expert models that are used by an instructional model to deliver personalized instruction through an adaptive learning environment. This results in students receiving precisely what they require to learn at their own pace and level, with the goal of optimizing the learning experience and outcomes for all.

Laptops

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This document discusses a program that provides laptops to students to promote equal access to technology and digital skills. It notes that when students have laptops, they can use technology across classes rather than just computer labs. Both students and teachers can benefit - students become more engaged and learn 21st century skills, while teachers have opportunities for more advanced lessons and see better work. However, there are also challenges, as some teachers may not capitalize on the technology, programs are expensive, and students sometimes submit work without proofreading on laptops. The teacher providing this feedback feels not all students are responsible enough for long-term laptop use and that direct instruction is still important.

5 significant ways technology has changed education

Involvio

Professional development lesson plan

Ashley Miller

This document provides an overview of a professional development unit on using Web 2.0 tools to engage students. The unit is 1 hour and aims to help teachers understand what Web 2.0 tools are, how to use some tools, and how tools can motivate students. Teachers will learn about different tool types and how to incorporate tools into lessons. As an assessment, teachers will create a lesson using a presented tool and share the finished product link with peers. The unit involves a presentation on tools, an interactive activity, and a final teacher-created presentation. Feedback showed administrators and teachers were impressed with learning new tools and seeing their potential for student engagement.

Seven principleseffectiveteaching

Larry Jansen

The document outlines seven principles of effective teaching that can be applied to online courses: 1) Encourage student-faculty contact by providing clear interaction guidelines. 2) Foster cooperation among students through well-designed discussion assignments. 3) Promote active learning by allowing students to select projects and engage with their community. 4) Give prompt feedback on student work and participation. 5) Structure time on task with deadlines and scheduled units. 6) Communicate high expectations through challenging tasks and praise. 7) Respect diverse talents and ways of learning, such as letting students choose project topics.

PSU Fayette Blended Learning Initiative

smalizia

The Penn State World Campus redesigned 30 traditional courses to be fully online and then further redesigned them to be blended courses. Research from the Schreyer Institute found that while most faculty and students adapted positively to blended formats over time, some students still struggled with preparation and expectations. The blended learning design process focuses on determining effective pedagogy, assessments, and accessing learning resources. Resources created through the Blended Learning Initiative are made available to faculty through various repositories.

The 21st Century Library

Richard Smyth

The document discusses the role of library media specialists in collaboration with teachers to improve student learning outcomes. It emphasizes the importance of curriculum mapping, using information power standards to teach information literacy skills, and evaluating online resources. Collaboration between teachers and library media specialists can help integrate information literacy into the curriculum and make effective use of resources to increase reading scores.

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