robin kear contemporary approaches to effective library instruction
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Contemporary Approaches to Effective
Library Instruction
Robin Kear, MLIS
National Academic Library, Kazakhstan
April 2012
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Change Reexamining our role in
our university and how to best interact with faculty and students
They are changing their research habits and the way that they produce scholarship
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Our Reasons for Information Literacy Initiative
Assessment requirements at the University of Pittsburgh
Middle States Commission on Higher Education
ARL’s call to transform research, teaching and learning
ULS Long Range Goal
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Information Literacy Initiative
Demystifies library
Empowers students
Generates PR/Good will
Supports mission of the library
Promotes Information Literacy
Set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.“
ACRL Information Literacy Competency Standards for Higher Education
http://www.ala.org/acrl/standards/informationliteracycompetency
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ACRL Standards
Created in 2000 and modified by the American College & Research Libraries division of the American Library Association
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf
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Standards Toolkit
The Standards Toolkit is a set of tools, web pages and other resources that will help you to use the Information Literacy Competency Standards for Higher Education.
• Standard One: Know• Standard Two: Access• Standard Three: Evaluate• Standard Four: Use• Standard Five: Ethical/Legal
http://www.ala.org/acrl/issues/infolit/standards/standardstoolkit
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Role of ULS In Information Literacy Assessment
Online information literacy test 45 questions dealing with a range of information seeking skills Benchmark freshman IL skills Assess senior class skills
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The Goal: Better IL Integration at the Course/Program Level
Embed into the research process of the course or programCollaborate with the instructor(s) or program director(s)Always tie instruction to the assignment
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Various, Simultaneous IL Components
One-shot classes as library/searching orientations
One-on-one instruction
Embedded librarians
Classroom integrated tools
Integrated discipline/IL goals and rubrics
Curriculum mapping
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Embedded Librarian
Integral part of the whole
Part of the online classroom environment
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ENGLIT 0500: Intro to Critical Reading
Collaboration with a Pitt English Professor Tiered assignment I teach just before the annotated bibliography
is due Part of their CourseWeb Review annotated bibliographies
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Levels for Courseware Tools
Macro Level Library Courseware Involvement, entails working with the developers and programmers of courseware to integrating into the software a generic, global library presence.
Micro Level Library Courseware Involvement, involves individual librarians teaming up with faculty as consultants to participate in developing a customized library instruction and resource component for the courseware enhanced courses.
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Ideas for Courseware
Create downloadable items that can be imported into online courses
Remind faculty of virtual reference desks and library web presence
Offer to create and embed discipline specific IL rubrics
“Librarian Role”
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Techniques for Effective Library Instruction
Follow the Instruction Cycle Creation of instructional outlines (lesson plans)
Use Learning Objectives tied to Information Literacy
Active learning exercises related to objectives Use of tutorials and screencasts LibGuides (or research guides) Evaluation and Assessment
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• Online guides to using the library’s resources that can be designed around a subject or for specific classes and assignments.
• Can be built around the course syllabus or an assignment to connect students with the specific library resources they will need to be successful.
• Faculty can link to the guide or embed it into their CourseWeb class.
• http://pitt.libguides.com
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Rubrics
The ULS has created several rubrics that can be used by faculty and librarians to incorporate appropriate structure and assessment to the development of their instructional sessions.
These rubrics are based on the ACRL Standards and the eight skill sets identified by the SAILS (Standardized Assessment of Information Literacy Skills) test currently in use. There are four levels for all of the ULS rubrics. These include: novice, developing, proficient and accomplished.
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Novice Developing Proficient Accomplish
ed
Develop Research Strategy
Unable to narrow
topic; Unsure of
how to findinformation
neededfor
assignment
Understandsnature & scope of
assignment;Determines
general keywords
in relation to topic
to begin searching
Shows an increased
understanding of
information neededfor topic; Refines
keywords and
develops synonymsfor search
terms
Able to adapt search
process to topic;
Knows what keywords
and phrases to employ
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What is a Curriculum Map?
Grid for subject specific information literacy instructionScope and Sequence of skillsCustomizable to needs of a particular department or major
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Engineering Library: Judy Brink
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Keeping Up with Technology Keep up with technology developments
and tools Learn various (standard) technology
applications Develop understanding of pedagogical use Implement in appropriate instructional
settings Assess if the technological tool
accomplishes desired outcomes
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Integrating Information Literacy…
Can be done in the faculty classroom, online, or through the library classroom.
It is imperative to collaborate with faculty, whether you will be embedding, be there in person, or through the web.
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The Reality
The research process is more difficult with information abundance:
•Technology issues now complicate research concepts further•Too many information choices, not enough orientation
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Goal: Better Research Assignments
Process over Product Tiered Paper Approach Suggest Alternatives to the 5-7 Pages
Annotated bibliography Literature review Bibliographic essay Evaluate and edit a Wikipedia entry Grant or research proposal
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Goal: Tiered Research Assignments
Thesis/topic meetingResearch log/journalPreliminary bibliographyOutline/IntroductionMid-point checkDraftsFinal Paper
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Goal: Embed Smaller Research Components
Explain Citations Explain Source Types Suggest Disciplinary Sources Explain Terminology (primary vs. secondary)
Explain Information Cycle
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Things students need… Collaboration between faculty and librarians Collaboration between academic departments and
libraries Connection between research-paper process and
everyday life research Context: background, vocabulary, expectation,
gathering resources Librarian as informational coach Frequent explanations of research (IL) concepts
across courses and years from faculty and librarians
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The Result: Ubiquity
Research is not disconnected from the classroom
Research is not an outside skill Research skills are necessary for all
their work
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LibGuide Companions
Information Literacy Fundamentals http://pitt.libguides.com/infolit
Information Literacy Tools http://pitt.libguides.com/infolittools
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Robin Kear
Reference/Instruction LibrarianUniversity of PittsburghG22 Hillman Library3960 Forbes AvenuePittsburgh, PA [email protected]
http://www.linkedin.com/in/robinkear Twitter: @rkearMeebo Chat: rkearSkype: robin.kearhttp://pitt.libguides.com/profile.php?uid=18189