micka social tagging instructional unit
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SOCIAL TAGGING
P R O P O S A L T O E S T A B L I S H A N E W I N S T R U C T I O N A L U N I T
SOCIAL TAGGING – INFORMATION LITERACY UNIT
Submitted by: Tracy Micka, Instructional Design Coordinator,
University Libraries.
Date: November 22, 2013
School/Division: University Libraries
Department/Program: General Education / Support Services-
Information Literacy
Name of Instructional Unit: Social Tagging
Proposed Start Date: Fall, 2014
PROPOSAL OUTLINE
A. GOALS, OBJECTIVES & EXPECTED LEARNING OUTCOMES
B. LEARNER CHARACTERISTICS & ENTRY BEHAVIORS
C. UNIT ORGANIZATION
D. INSTRUCTIONAL CONTENT
E. ASSESSMENT
F. IMPLEMENTATION
GOALS, OBJECTIVES &
EXPECTED LEARNING
OUTCOMES
S E C T I O N A
INSTRUCTIONAL UNIT GOALS
• Unit aligns with university mission:
“…to discover and advance knowledge”
• Meets ACRL Information Literacy Competency
Standards for Higher Education
• Contributes to student success, retention, and
general education requirements
S E C T I O N A
LEARNING GOALS
Finding & Organizing Information
Social Tagging
Folksonomy
New Web 2.0
Literacies
Information Literacy
S E C T I O N A
THE NEED FOR NEW INFORMATION LITERACIES
When students:
• can make use of tag clouds;
• use tagging in conjunction with a more structured taxonomy;
• can develop information organization strategies;
• understand that information is socially created,
then they are better prepared to participate
productively in the digital era.
S E C T I O N A
LEARNING OBJECTIVES EXPECTED LEARNING OUTCOMES
•Able to retrieve 15 documents using 3 different methodsCreate efficient and effective
search strategies.
•Use subject heading taxonomy and/or controlled vocabulary to come up with additional search terms
Understand when subject searches are most useful and when controlled vocabularies
work better.
•Create Delicious account, tag and share content, participate in a community of knowledge
Utilize “sociotechnical” skills to
develop a highly personalized
learning environment.
S E C T I O N A
LEARNER CHARACTERISTICS &
ENTRY BEHAVIORS
S E C T I O N B
TARGET LEARNERS
• Upper Division Undergraduates
S E C T I O N B
Internet users, age 18-29
are the most likely cohort to
use a social networking site
of any kind (83%)
TARGET LEARNERS: SOCIAL MEDIA USERS
S E C T I O N B
I categorize or tag online
content like photos, news
stories or blog posts
33% of adult internet users
I create or post
original photos and
video
46% of adult internet users
83%
Source: Duggan & Brenner, 2013.
http://www.pewinternet.org/Reports/2013/Social-media-users.aspx
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ENTRY BEHAVIORS & PREREQUISITES
• Have previous exposure to research and writing at the college level
• Possess the conceptual framework for social media: when to use it, why
to use it, how others are using it.
• Be able to set up a free account and experiment with social media sites
like Delicious and Flickr
• Be capable of logging onto an academic database and entering search
terms
S E C T I O N B
UNIT ORGANIZATION
S E C T I O N C
UNIT ORGANIZATION
S E C T I O N C
University
General Edu/ Support Svcs.
Library IL Program
Social Tagging Unit
MODE OF DELIVERY
• Virtual
• Asynchronous via Learning
Management System
• Required unit as part of a broader
information literacy program
S E C T I O N C
STUDENT TIME COMMITMENT
Session1: 20 min
Session2: 20 min
Session3: 20 min
Session4: 20 min
S E C T I O N C
Total, including
homework
5 – 6 hours
ANTICIPATED FACULTY & STAFF RESOURCES
Planning and Initial Implementation Phase
S E C T I O N C
70%
30%
Instructional Design Coordinator's
Time
Social Tagging Unit Development
Other Work
• As unit becomes established,
time commitment is reduced
• Instruction is passed on to other
librarians
• No new facilities required
• No capital purchases necessary
• Fits into assessment and
reporting structure already in
place for IL program
LEARNER PARTICIPATION &
INSTRUCTIONAL CONTENT
S E C T I O N D
• Critical thinking
• Active learning
• Assessment
• Peer & instructor
feedback
• Lectures
• Articles & multimedia
• Web 2.0 activities
• Group discussion
• Real-world projects
LEARNER PARTICIPATION
S E C T I O N D
INSTRUCTIONAL CONTENT
S E C T I O N D
ASSESSMENT
S E C T I O N E
Of learning objectives
• Session-by-session
mini assessments
• Culminating project
• Test
Of unit goals
• Pre-instruction quiz
(baseline)
• Post-instruction quiz
ASSESSMENT
S E C T I O N E
ASSESSMENT OF LEARNING OBJECTIVES
• Retrieve 15 documents using 3 different methods
search strategies
• Use subject heading taxonomy and/or controlled vocabulary to come up with additional search terms
subject searches vs. controlled vocabularies
• Create Delicious account, tag and share content, participate in a community of knowledge
“sociotechnical” skills
S E C T I O N E
1
2
3
IMPLEMENTATION
S E C T I O N E
IMPLEMENTATION: A FOUR-WAY WIN
• Students in position of readiness
• Fits into pre-established program
• No new financial outlay: uses existing technologies
and staff
• Does not take away from professor’s class time
Students
Information Literacy
Professors
Finance
S E C T I O N F
IMPLEMENTATION CONSIDERATIONS
• Staged approach
• Badges and micro-
competencies
• Digital learning object for
wider campus community
S E C T I O N F
Thank You for Your Consideration
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