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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