Information literacy presentations from WILU conference

There are abstracts and presentations from the major Canadian conference, WILU, which took place in May 2012. Numerous very interesting presentations e.g. (to choose a few at random)
- Massive! Open! Online!: Understanding MOOCs and Their Impact on Library Instruction and Services
- Faculty Members’ Perceptions of Technology-Oriented Support by Liaison Librarians at the University of Alberta
- Reel Life, Reel Students, Reel Experiences: Videos as a Teaching and Learning Tool
- Best practices for Very Large Team Teaching: A Case Study of a Graduate Course in Health Librarianship
- A Sampling of Post-Secondary Integrated Information Literacy Programs in British Columbia
Abstracts and links at http://sites.macewan.ca/wilu2012/program/program-abstracts/
Photo by Sheila Webber: Trees, shadow, autumn, November 2012

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Open Education video winners

Creative Commons together with the U.S. Department of Education, and the Open Society Foundation had a competition to create short videos about open education, and these are worth a look (I liked the 3rd prize winner best). My only quibble would be that some of them seem to equate open education with Open Educational Resources (whereas I think there is more to education than providing resources!) http://whyopenedmatters.org/videos/
Photo by Sheila Webber:leaf on a chair, Turku, 2008

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Imaginaires, représentations, pratiques formelles et non formelles de la recherche d'information sur Internet: PhD thesis

A French-language thesis on schoolchildren's concept of internet searching has just been put online.
Cordier, A. (2011) Imaginaires, représentations, pratiques formelles et non formelles de la recherche d'information sur Internet : Le cas d'élèves de 6ème et de professeurs documentalistes. UNIVERSITÉ CHARLES DE GAULLE – LILLE III. http://tel.archives-ouvertes.fr/tel-00737637
I did not really spend enough time with it (considering my moderate French language skills) to give a good account of what it is about, but I think it is an investigation into 11-12 year old French schoolchildren's experiences of searching the internet, contrasting this experience with what the school librarians have as their goal for information literacy teaching. The latter are urged to pay more attention to the pupil's practice with information and technology.
This is the French abstract "L'objectif de ce travail est d'apporter une meilleure connaissance des imaginaires, représentations et pratiques non formelles développées par les élèves de 6ème sur la recherche d'information sur Internet, et d'effectuer un parallèle et une confrontation avec les pratiques de formation mises en oeuvre par les professeurs documentalistes. Pour ce faire, une étude qualitative, combinant entretiens semi-directifs et observation distanciée, a été menée au sein de trois établissements scolaires français. L'adoption d‟une éco-posture pour analyser la recherche d‟information sur Internet permet de considérer les pratiques de recherche et de formation de manière située, en tenant compte des contraintes opérées par les espaces d'action identifiés. Le sentiment d'expertise personnellement ressenti en matière de recherche sur Internet joue pour les deux types d'acteurs un rôle fondamental à la fois dans l'appropriation de l'outil et dans l'appréhension des séances de formation. L'étude révèle un écart important entre les pratiques de recherche ordinaires des élèves et les pratiques prescrites par les professionnels."
Photo by Sheila Webber: yet more anemones, October 2012

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New articles in Reference Services Review

The latest issue of (priced publication) Reference Services Review is online: volume 40 issue 4 2012. As with all issue 4s of this journal, it includes the useful annual annotated bibliography of articles on information literacy (522 identified this year).
- Library Instruction and Information Literacy 2011 by Anna Marie Johnson, Claudene Sproles, Robert Detmering, and Jessica L English.
Other articles include
- Development of the Graduate Library User Education Series by Lori Critz, Mary Axford, William Matthew Baer, Chris Doty, Heidi Lowe, and Crystal Renfro
- Working Together: Library and Writing Center Collaboration by Elise Ferer
- Information Seeking Behaviors of Music Students by Kirstin Dougan
Journal home page at: http://www.emeraldinsight.com/journals.htm?issn=0090-7324
Photo by Sheila Webber: Hawthorne branch, late sunshine, Hellingly September 2012

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Presentations: Supporting Diverse Student populations

Presentations from the ALISS conference on Supporting Diverse Student populations (held in August 2012) are available. They include:
- Ethnicity and Study Skills: active intervention in the library setting (Suzanne White and Lisa Lawrence, Subject Librarians Coventry University.)
- Using Elluminate to deliver library training to distance/ part time learners (Helen Clough Learning and Teaching Librarian, The Open Univeristy.)
- Library support for International students (Helen Ireland , University of Warwick.)
- Online learning: Can a generic tutorial meet the disparate needs of researchers? (Jenny Coombs- University of Nottingham)
Go to http://www.alissnet.org.uk/Display.aspx?id=10737418259
Photo by Sheila Webber: seed head, Jonkoping, August 2012

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Information Literacy and Open Educational Resources: new report, and presentation

The report Librarians, Information Literacy and Open Educational Resources: report of a survey has just been published http://delilaopen.wordpress.com/il-oer-survey/. This is part of a project led by Nancy Graham (University of Birmingham) and Dr Jane Secker (London School of Economics). There is also a mailing list for those interested in IL OERs: IL-OERS@jiscmail.ac.uk and they have set up a wiki at http://iloer.pbworks.com/. They have been seeking other people to contribute to this initiative. It is supported by UNESCO and they have given presentation at various meetings. The latest was on 14th August 2012

Building a Community of Practice for sharing information literacy resources openly from Jane Secker

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IFLA #wlic2012 Designing an interactive virtual learning environment (VLE) with a learner centered approach

Final post for today from the IFLA World Library and Information Conference in Helsinki, Finland. The wifi connection went down during Li Wang's presentation this morning on Designing an interactive virtual learning environment (VLE) with a learner centered approach, so I'll catch up with it now.
Li Wang described the process of developing an academic integrity tutorial, and it was a great example of a learner centred design process. They identified 5 personas for their students with typical characteristics and motivations. They then produced paper prototypes of the tutorial, and elicited feedback from learners. Using a paper product was effective for getting more feedback. They then developed activities, did user testing and went through several user testing phases before moving into the full pilot stage. They will also evaluate the pilot. For each user testing stage they have just four or five students each time, but of varied demographics.
Some of the issues they identified were:
- some people want to try the test without doing the course, so they have put a link to the test on the home page
- "students don’t read" – so they've added speech bubbles and graphics to highlight key point and take learners through the story
- students didn’t use left the navigation panel in the tutorial, but did use the back button. Therefore they put in links at the bottom of each page, linking to the next and previous content
- students didn’t open “accordian” pages (i.e. where there was a plus sign indicating more pages under that heading). It turned out that most people don’t know this means extra information. Therefore they made it more obvious that there is information under the top link
- students were confusing activities and tests (so thought they’d already done the test, when they had just done the activity). Therfore they are tring to make it clearer which is which.

The course website is at http://flexiblelearning.auckland.ac.nz/academic_integrity/

The full paper, with lots of details is at: Designing an interactive virtual learning environment (VLE) with a learner centered approach LI WANG (The University of Auckland, Auckland, New Zealand) wlic2012

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IFLA #wlic2012 E-Learning in Information Management Education in Sri Lanka: discussion of the impact of information literacy

Liveblogging at the IFLA World Library and Information Conference in Helsinki, Finland. By the way, the connection failed during Li Wang's talk (actually it came and went in this talk too), so I'll blog that later. Next is E-Learning in Information Management Education in Sri Lanka: discussion of the impact of information literacy, presented by Namali Suraweera (pictured), presenting her PhD research.
She started by identifying current issues and barriers in IM education, a subject offered in three colleges, all in Colombo. The fact that they are all in the capital means that there is a problem about students physically attending, plus a lack of equal services to part timelearners.
The investigation was a case study using the Hutter-Hennink qualitative research cycle (I think, as outlined in this book http://www.uk.sagepub.com/books/Book229185). Data was gathered through interviews, documents and focus groups and coded thematically. Findings included that:
- Information workers as learners are not familiar with student-centred education and found it difficult to navigate e-learning systems and other computer-based study tools. They lacked information literacy and a sense of autonomous learning.
- Secondly, the study found that the academics themselves were not familiar with constructivist approaches, as well as lacking information literacy. There is no incentive to develop IL at the school level, because of the transmissive approach of teaching. This lack of student-led approach in education is perceived as a definite barrier to development of effective e-learning programmes.
- Thirdly, there is little partnership between librarians and academics. The librarians themselves need to learn how to teach, as well.
The conclusions include that lack of staff awareness about information skills, lack of understanding about constructivist pedagogy and lack of training opportunities; learning theories, pedagogy and e-learning are not yet incorporated into Information Management education in Sri Lanka.

Therefore recommendations include a need to update IM curricula and generally increase awareness of constructivist and e-learning pedagogies in teachers.

Full paper at: E-Learning in Information Management Education in Sri Lanka: discussion of the impact of information literacy NAMALI SURAWEERA, CHERN L. LIEW and JOCELYN CRANEFIELD (School of Information Management, Victoria University, Wellington, New Zealand)

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IFLA #wlic2012 Information literacy interconnections using a virtual learning environments

Liveblogging at the IFLA World Library and Information Conference in Helsinki, Finland. Next up is Information literacy interconnections using a virtual learning environments from David Loertscher and Blanche Woolls.
They started by giving a glimpse of their long experience in teaching, and outlined the value of a constructivist approach to networked learning. They described an approach based on learner's individual portfolios, using tools on the cloud, so students construct their own learning. Activities would include researching and teaching other learners about topics (rather than being told by teh teacher). They gave the example of using Google tools such as docs, powerpoint collaboratively during learning and teaching. They provided a link to a site where they have a template: http://www.schoollearningcommons.info/the-virtual-learning-commons.
The full paper (with useful links) is at Information literacy interconnections using a virtual learning environments DAVID V. LOERTSCHER and BLANCHE WOOLLS (San Jose State University, San Jose, California, USA). There was also a website - but I can't get the url to work at the moment so I'll add it later.

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IFLA #wlic2012 >Form@doct: quels apprentissages en ligne pour des doctorants?

Liveblogging at the IFLA World Library and Information Conference in Helsinki, Finland. Next up is Form@doct: quels apprentissages en ligne pour des doctorants? (Form@doct: Designing innovative online tutorials for PhD students in France) presented by Marie-Laure Malingre.
This concerned online training of PhD students, a collaboration of several universities in two regions of France. There were 3 main starting questions, about the nature of information literacy for PhD students, whether e-learning was appropriate/better for PhD students and which resources and tools were appropriate.
The project was stimulated by a number of factors including new higher education frameworks and the move to the virtual campus.
They had carried out a study in 2007 which had revealed some of the issues - such as the patchy nature of current coverages, the need for personalised, flexible learning. One challenge was having several approaches in the same tool, another was supporting distance learning without sufficient human resources, and also there was the issue of forming a link betwen clasroom and distance learning.
They had to decide whether they would try to cover all material comprehensive, or be more selective, also there was the balance of practical and theoretical material. There was disagreement over the latter point, so both practice and theory is included. In terms of the balance of general and specific, the material is first of all generic, but with disciplinary material inserted appropriate. There is a hierarchical arrangement, with strong granularity, so specific items can be identified and used. The 4 main ways of accessing are Tree Structure, FAQ, Search Engine and Tag Cloud.
Overall a key problem is that one of lack of human resources to develop and support the resource. However, there have been 89,000 consultations of the 40 guides. The FAQ has had increasing use, and has become a way of accessing the content. They have had some suggestions from learners of resources to be covered, and some individual questions submitted to the FAQ.
I asked whether the doctoral supervisors had been involved, and it was emphasised that the doctoral colleges had indeed been involved in development and understood the value of the material.
Full text at Form@doct: quels apprentissages en ligne pour des doctorants?
Translations: [English version here] MARIE-LAURE MALINGRE and ALEXANDRE SERRES (URFIST de Bretagne et Pays de la Loire, France) with ALAIN SAINSOT and HERVE LE MEN (Service commun de documentation, Université de Bretagne Occidentale, France)

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IFLA #wlic e-Learning delivery mode extends reach to IL learners in Singapore

I'm liveblogging the IFLA World Library and Information Conference in Helsinki, Finland. The next paper is Proliferating Information Literacy - e-Learning delivery mode extends reach to IL learners in Singapore from Gee Miaw Miin.
She explained how schools in Singapore schools may not have librarians, and they look to the National Library to provide training. So there was a 5 year project (2007-2011) involving parents and teachers as well as students. They developed 26 "bite sized" IL modules, which people have to pay for, with a target of 40,000 learners.
The skills they targetted were resource skills, serach skills, critique skills and publishing, focusing on citation and presention. They used an instructional designer, with the principles:
- allow individual control of pace and learning activities (allowing pause and additional sources)
- addressing three learning styles (visual aural, kinesthetic)
- break information into bite size (the photo shows that slide)
- connect information to ptrior learning (e.g. reflecting on past searching experiences)
- create scenarios around real life information problems e.g. a housewife looking for recipes, a businessman looking for data
- provide hands on activities or incorporate games e.g. crossword puzzles
- provide templates and summaries for learners' future use
- have final assessment
In terms of marketing, to get 40,000 people to actually pay and take the modules, the speaker emphasised parttnerships with all sorts of agencies - a real variety including business sector and public sector organistions. There was support from the top level, as there was a media and information literacy initiative from government. This includes training adults (about 10% of the total of 50,00 people taking units, I think).
The Ministry of Education's 21st century Competencies framework provides a valuable context, and also there is an initiative to train all teachers, so that IL is integrated into the curriculum. They are exploring the possibility of supporting more collaborative leraning (which is not an element at the moment). A project team is also looking at delivering the IL training using mobile apps.
There is preview material at http://www.nlba.sg
Full paper at Proliferating Information Literacy - e-Learning delivery mode extends reach to IL learners in Singapore GEE MIAW MIIN (National Library Board, Singapore)

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IFLA #wlic2012 Micro-E-Learning in Information Literacy

I'm liveblogging from the IFLA World Library and Information Conference in Helsinki, Finland
The next talk in this session on e-learning and information literacy was Micro-E-Learning in Information Literacy from NICOLE KRÜGER (my phot of her, right). To quote her paper "The term "Microlearning" refers to the acquisition of a given information or learning
material in small units that can be absorbed quickly." She started by explaining why microlearning is useful - with some arguing that some e-learning is too long and ineffective, and microlearning seen as appropriate for digital natives by commentators such as Prensky.
So in her library, firstly they have an online reference service, so that users can interact via chat and email. The librarians aim to give short clear answers, but obviously this short answer may not answer the complete information need.
The second microlearning option is LOTSE, a modular online tutorial. It has multimedia content, interactive learning in a Moodle section. However, the speaker observed that this still might be too macro for the users.
Therefore they tried to merge the advantages of the two services. Thus on the reference desk they still give short answers, but also provide a link to the relevant bit of LOTSE and point out other multimedia content. For LOTSE, there is now a personal tutor available to help people orientate themselves in LOTSE. Further ideas are: making the e-learning content searchable, offering service on Facebook, forums where people can discuss their questions and publication on Youtube.
There were a number of questions afterwards, including one person troubling the notion that you have to acceed to a microlearning approach, when people still need to learn to engage more deeply (this was a point that came to me, too, as I am not happy with teh "digital native" discourse either). The speaker admitted this was a problem, but felt that since IL was so essential and the IL was not compulsory, it was at least a way of getting the information to those who would not otherwise be engaged with IL at all.
I blogged about LOTSE in more detail before: http://information-literacy.blogspot.fi/2010/09/slavic-information-literacy-tutorial-at.html
The full text paper is at: Micro-E-Learning in Information Literacy
Translations: [Français] NICOLE KRÜGER (ZBW - German National Library of Economics, Leibniz Information Centre for Economics, Kiel/Hamburg, Germany)

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IFLA #wlic online information literacy course for undergraduates

I'm liveblogging from the IFLA World Library and Information Conference in Helsinki, Finland there is a session organised by the Information Literacy section and the E-learning section. The first talk is on An online information literacy course for undergraduates: early experiences presented by
It was converted from an existing face to face course "Introduction to library research practices". The speaker said that she's trying to change the name as she feelsd it isn't really up to date. It is a popular course, on the books for 25 years, and over 5000 students have taken it over the years. Recently it was adapted for Education students, and it's now a required course for them.
The online version has "built on the sucesses" of the f2f course. The biggest reason for putting the course online was to increase the reach and impact of the module.
They have three main phases covered in the module (the photo shows the slide associated with this bit). They teach about planning the search, carrying out the search critically, and about applying and using the information. They had the support of an e-learning team who helped convert existing content and creating new content.
Each section starts with a pre-test, activities and reading and then ends with a post-test (the tests are the same). If peoples till have problems in the post-test, support and revision is offered. People are presented with all the study materials for each session, so learnres can tackle it in whatever order they like. There is audio material, video and animated diagrams, plus tutorials to show an expert modelling good practice.
In terms of feedback, particularly popular was a discussion lists where they could interact with the tutor and the other students. Retention was good.
Changes are: to simplify the assessment, as it is challenging coping with this with the larger number of students, and to increase the amount of synchronous interaction.
http://www.econcordia.com/ (click on courses and go to Inst250) and there is also info on http://grover.concordia.ca/isis
Full text at: An online information literacy course for undergraduates: early experiences ANNE WADE and JOANNE LOCKE (Concordia University, Montreal, Canada) and PATRICK DEVEY (eConcordia, Montreal Canada)

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Open University announces a MOOC on OERs

"The Open University’s Institute of Educational Technology is leading the first Open Learning Design Studio MOOC (Massive Open Online Course) focusing on the theme of curriculum design with OERs (Open Electronic Resources), to be held in Autumn 2012. This course will be valuable for anyone seeking to develop their professional skills and experience in curriculum design, learning design and use of OERs in education. In particular the course will appeal to new and established HE and FE lecturers, to those completing professional certificates in teaching, and to researchers and managers of teaching and learning innovation." Register your interest at http://goo.gl/j5jIe

There are a couple of interesting posts on MOOCs from one of those (I think) involved in the course, Martin Weller: here and here. One of founders of MOOCs, Dave Cormier, also did a long post recently on MOOCs here. Below is a video of his on Success in MOOCs, from 2010.

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The Growing Shift to Video Explanations

The Common Craft video on Plagiarism was being tweeted a lot a couple of days ago, so I checked out their site again. You will probably know that they developed a style for explaining technological apps etc (e.g. wikis, Twitter) using paper cutouts and plain English, in short videos.
1) It did not seem straightforward to identify exactly when each video was made (and they haven't updated their Youtube channel for a while, I think to drive traffic to their own site). However, trawling through their news blog, the Plagiarism video was released in October 2011. More recently they have produced ones on Crowdsourcing, Cookies and Apps.
2) Some of the videos are available in 8 other languages e.g. Spanish, German, Japanese. To go to the sites in other languages, click on national flags at the top of the main website : http://www.commoncraft.com/
3) The art of explanation is a forthcoming book by Common Craft's Lee LeFever, which should be worth checking out. It has its own website at http://artofexplanation.com/, but there is not anything much there at time of writing, and the posts about its progress are on the Common Craft Blog.
4) One interesting blog post by Lee LeFever is 5 Trends Behind the Growing Shift to Video Explanations. I realise, myself, that I'm doing more and more short explanatory videos e.g. I made short video recordings to explain to my students how to get to unfamiliar rooms (like this one, one on how to fill in our research ethics application form (etc. etc.) LeFever finishes by saying "We could be at the beginning of a wave that will change how we think about the role of video in helping people feel more confident and informed in the face of a rapidly changing landscape. Perhaps soon we’ll see that the genres of video have a new and productive member. Drama, comedy, documentary, advertising and explanation."

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Innovating Pedagogy: Open University report

The Innovating Pedagogy report is published by the UK's Open University (OU), and also has a blog. "This first report [published in June] proposes ten innovations in pedagogy that are already in currency but have not yet had a profound influence on education." The 10 are: Assessment for learning; Badges to accredit learning; Learning analytics; MOOCs n(Massive open online courses); New pedagogy for e-books; Personal inquiry learning; Publisher led mini-courses; Rebirth of academic publishing; Rhizomatic learning; Seamless learning. Some of these overlap with the NMC's Horizon report, but I think they are trying to get away from a purely technical focus (although there is still something of an emphasis on use of technology). The authors are Mike Sharples, Patrick McAndrew, Martin Weller, Rebecca Ferguson, Elizabeth FitzGerald, Tony Hirst, Yishay Mor, Mark Gaved and Denise Whitelock, all of the OU.
I think that in fact some of these "innovations" have already had an impact, and the short chapters do not explore all the issues (e.g. in the section about academic publishing), but it makes a nice starting point for discussion. The blog (from which you can download this first report, and comment on it) is at http://www.open.ac.uk/blogs/innovating/
Thanks to ALISS news for alerting me to this.
Photo by Sheila Webber: Hydrangea, Hailsham, July 2012

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Project Infolit: Interview with Barbara Fister

Barbara Fister is a writer, blogger and a teacher of information literacy, and she is Professor and Academic Librarian at Gustavas Adolphus College, USA. She always has interesting things to say, so it is worth reading the interview with her, just published as part of Project Information Literacy. She talks, for example, about the a Reading Workshop and "an upper-division class called Information Fluency" that she runs at the college. http://www.projectinfolit.org/st/fister.asp
Photo by Sheila Webber: George Square, Glasgow, today - I'm not sure whether this object is to do with celebrating the opening day of the Olympics or the Merchant City festival that's on at the moment.

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New articles in Nordic Journal of Information Literacy in Higher Education

The Nordic Journal of Information Literacy in Higher Education 4 (1), 2012 includes:
Changing anatomies of Information Literacy at the postgraduate level: refinements of models and shifts in assessment by Sonja Spiranec, Mihaela Banek Zorica
Information Literacy from the Policy and Strategy Perspective by Sirje Virkus
The reflective information literacy educator by Andrew Whitworth
Go to: https://noril.uib.no/index.php/noril
Photo by Sheila Webber: Lilac, May 2012

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Interesting article about a teaching/technology course for librarians

At the Second Life journal club on Wednesday, Prof Diane Nahl (Hawaii University) led discussion on: Pegrum, M. and Kiel, R. (2011) "'Changing the Way We Talk': Developing Librarians’ Competence in Emerging Technologies through a Structured Program." College and Research Libraries, 72 (6), 583-598. This is open accesss at http://crl.acrl.org/content/72/6/583.full.pdf+html. I forgot to advertise this in advance through the blog, but this is an article worth reading, as it concentrates on talking about the evaluation and outcomes of a course that has been run several times at the University of Western Australia, mainly for librarians. That means you get an insight on how people applied their learning to real projects in the library, for example, with some interesting examples. At the journal club we agreed that the barriers to applying the pedagogical and technical skills etc. were pretty universal (they were identified as time limitations, constraints imposed by the IT department (so you couldn't be as innovative as you want), lack of reward and institutional support, and working with faculty/colleagues who had more limited ideas about teaching and learning).

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Developing your teaching skills: short article

The results of a brief questionnaire on activities etc. in teaching by librarians (mostly from the UK) are reported in:
Bevan, N. (2012) "Developing your teaching skills." Impact: journal of the Career Development Group. Summer. http://careerdevelopmentgroup.org.uk/2012/06/developing-your-teaching-skills/
Photo by Sheila Webber: wild strawberries in my garden, June 2012

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