LOEX 2009 - Developing an Online Credit-Bearing Information Fluency Course: Lessons Learned

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Presentation from LOEX 2009 in Albuquerque, NM. Titled "Developing an Online Credit-bearing Information Fluency Course: Lessons Learned." Presented by Rebecca Blakiston,Yvonne Mery, and Leslie Sult, Undergraduate Services Librarians from the University of Arizona.

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LOEX 2009 - Developing an Online Credit-Bearing Information Fluency Course: Lessons Learned

  1. 1. Developing an Online Credit-Bearing Information Fluency Course: Lessons Learned Rebecca Blakiston Yvonne Mery Leslie Sult University of Arizona Libraries LOEX Annual Conference 2009 Albuquerque, NM
  2. 2. Background • History of the UA Library Instructional efforts • New opportunities the Skillful Researcher course presented • Partnering with campus units • Moving our instructional efforts forward • Ability to assign grades
  3. 3. Curriculum Development • How we created the course – Short timeline • Use of ACRL Standards – Adapted standards into “student” language ACRL Standard #1, Course Objective: Performance Indicator 1.D: Defines or modifies the Narrows a research topic information need to so that it is appropriate for achieve a manageable an assignment focus
  4. 4. Modules and Objectives Module 1 – The World of Information Module 4 – Choosing the Best Resources • Identify different types of information • Analyze citations and abstracts resources and their unique characteristics • Use citations and abstracts to select the • Select the best resources for particular best article for a given topic research needs • Locate different services and resources via the Library’s website Module 5 – Avoiding Plagiarism Module 2 – Focusing Your Topic • • Narrow a research topic so that it is Recall the consequences of violating the appropriate for an assignment campus plagiarism policy • • Create research questions based on a Identify plagiarism research topic • Choose strategies to avoid plagiarism • Describe several major issues of a research • Know how to paraphrase a short passage topic correctly • Learn the basics of the MLA Citation style Module 3 – Database Basics • Select keywords Module 6 – Final Assignment • Use keywords to create search strings • Apply keywords and search string skills to a • Assemble an annotated bibliography library database search
  5. 5. Development of Assignments Challenge of balancing good instructional practices against time limitations of instructors
  6. 6. Materials Development Selecting content creation software
  7. 7. Pitfalls of E-learning • Common pitfalls to avoid – Focus on technology – Transfer of materials – PowerPoint dependence • Instead, focus on pedagogy
  8. 8. Active Learning • Active Learning – Engagement with content, materials, and others – Application and incorporation to lives, studies – Activate schemata – Discussions – Interactivity: games, quizzes, self-assessments
  9. 9. Learning Styles Smart graphics, diagrams, pictures Narration, lectures Scannable text, written discussions Interactive tutorials
  10. 10. Discussions • Why? – Builds community – Collaboration • How? – Social prompts – Academic prompts – Extrinsic motivators: grades – Provocative questions – Instructor participation
  11. 11. The Course
  12. 12. Implementation • 5-week course, multiple sections, 25+ students each
  13. 13. Implementation • Tasks & responsibilities – Technology issues – Student communication
  14. 14. Implementation • Utilizing Graduate Assistants (GAs) • New model for managing the course
  15. 15. Assessment • Informal mechanisms – Librarians, Grad Assistants & Students • Formal mechanism – Teacher/Course Evaluation
  16. 16. Assessment • Feedback: Course Navigation content Workload
  17. 17. Assessment • Modifications – Restructuring to 6-week – Downsizing Module 3 – Redesigning interface
  18. 18. Conclusion
  19. 19. Special Thanks • To Keith Rocci: Former UA advisor, guiding force behind the Skillful Researcher, and current librarian at Washburn University.

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