Document

Report
Information Literacy
Web-based Training and the
ACRL Standards
Rosemary Deegan
Sandy Stump
Karen Jogan
AAC&U General Education
and Assessment
Conference
American Association
of Colleges and
Universities
Atlanta,
February 2005
The challenge

To design and implement an
instructional program in information
literacy (IL) in a college library
External mandate
Middle States Commission on Higher
Education
 Association of College and Research
Libraries (ACRL)

Middle States Guidelines
Middle States guidelines for
information literacy not fully
developed in 2000
 Characteristics of Excellence in
Higher Education in draft form


Standards 11 and 12 address IL
Middle States Guidelines

Current Middle States publications
addressing Information Literacy:
Developing Research & Communication
Skills: Guidelines for Information
Literacy in the Curriculum
 Student Learning Assessment: Options
and Resources

ACRL standards
Determine the extent of information
needed
 Access needed information
effectively and efficiently
 Evaluate information and its sources
critically
 Incorporate selected information
into one’s knowledge base

ACRL standards
Use information effectively to
accomplish a specific purpose
 Understand the economic, legal, and
social issues surrounding the use of
information
 Access and use information ethically
and legally

Internal mandate

Provide library instruction to
approximately 600 first-year and
distance education students, some
non-native speakers of English
Growing and changing student
population
 Limited staff
 Little or no scheduled class time
 No extra $$$$

Previous attempts
Individualized instruction
 Workbook
 Power Point: presentation on
plagiarism and evaluation
 Html presentation: library research,
with quiz

Lessons learned

Training goals:
Web based
 Interactive
 Flexible
 Provide immediate feedback
 Provide variety in activities and in
assessment tools

The big question…

How do we convert the ACRL
standards into a college level
information literacy training
product?
Building a team
Librarians (SMEs)
 Faculty
 MSIT graduate students

Collaboration
Design
Process
ACRL
Standards
Gingrich
Guide
The Gingrich Guide project
Process

Needs Analysis
Define problem
 Analyze audience
 Describe instructional environment
 Determine instructional goals and
learning outcomes

Process

Research steps
Review resources for models
 Collect information from SMEs, faculty,
and students
 Gather materials from previous
attempts at IL instruction, as a
foundation
 Interpret data

Process

Chunking
Chunk subject matter into modules
with logical flow
 Break module into discrete training
elements

Process design
Objective
Evaluate
web
information
critically
Activity
Drill & practice:
read websites
critically;
compare
information in
websites;
consider value
added
Assessment
Check
yourself:
evaluating
websites
critically
Sample page – objectives
Sample page – criteria
Sample page – self-review
Technology issues
Browser
 Software options
 Available hardware
 Posting to server

Pedagogical issues

Types of learners
Traditional 18-year olds
 Non-traditional adults
 International students

Levels of background knowledge
 Assessment strategies


Self-assessment
Design issues
Variety in presentation
 Interactivity of exercises
 Deceptive simplicity
 Features of other WBT tutorials

Variety…

Presentation software
Dreamweaver and Coursebuilder
 Flash
 Fireworks
 Half- Baked Software (Quandry)
 Centron software (crossword)


Use of characters to chunk material
Crossword puzzle option
Interactivity…
Help topics and tips
 Glossary
 Floor plans
 Games

Immediate feedback…

Self checks
Assessment…
Drop and drag
 Fill ins
 Radio button choices
 Multiple choice
 Crossword
 Pyramid game
 Blackboard test (final assessment)

Pyramid game assessment
Pyramid game assessment
Timeline
Fall 2000
Development
Spring and
Summer 2001
Test groups
Fall 2001
Implementation for first
year students with
Blackboard quiz
Fall 2002
E-learning and Library
Research (Accelerated
Degree Program)
Timeline
Fall 2003 and
Spring 2004
Integration into first-year
experience; application into
course
Summer 2004
Translate into Spanish
Fall 2004
Beta test Spanish version
Benefits of WBT
Repetitive instruction for stable
information
 Standardized presentation
 Self-paced learning and testing
 Can be reviewed as needed
 Accommodates different learners
 Challenges all learners
 Growth potential

Keys to success
Collaboration
 Division of labor

Subject matter expertise
 Software/ design expertise
 Instructional design expertise


Leave ego at the door
Pitfalls
Collaboration
 Technical limitations
 Changes in information content
 Updatability

Benefits to Albright

Quotes from students
“I learned many new things and it was
easy to search the internet for articles.”
 “This helped me prepare for my
classes.”
 “I am well trained now.”

Contact Information
 Rosemary
Deegan
Director, Gingrich Library
Albright College
Reading PA 19612 – 5234
[email protected]

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