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Sonja Hierl Lydia Bauer, Nadja Böller, Prof. Dr. Josef Herget

LILAC 2008 The Role of Libraries in supporting the development of Information Literacy and Collaborative Skills. Aspects, concepts and case study March 18th 2008. Sonja Hierl Lydia Bauer, Nadja Böller, Prof. Dr. Josef Herget Swiss Institute for Information Research, HTW Chur. CO-AUTHORS.

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Sonja Hierl Lydia Bauer, Nadja Böller, Prof. Dr. Josef Herget

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  1. LILAC 2008 The Role of Libraries in supporting the development of Information Literacy and Collaborative Skills. Aspects, concepts and case studyMarch 18th 2008 Sonja Hierl Lydia Bauer, Nadja Böller, Prof. Dr. Josef Herget Swiss Institute for Information Research, HTW Chur

  2. CO-AUTHORS Prof. Dr. Josef Herget Lydia Bauer Nadja Böller

  3. “I cannot teach anybody anything, I can only make them think” Socrates (469 BC - 399 BC)

  4. AGENDA • Context: Our eLiterate Society • Concepts in higher education • Comprehensive Blended-Learning Environment • Knowledge-enhancing Helix • Libraries‘ Role supporting the development of Information Literacy • Libraries as Instructors for Key Qualifications • Libraries‘ Role in the knowledge-enhancing Helix • Case Study & Conclusion

  5. 1. Context: Our eLiterate Society Today‘s information society • Teamwork and networking • Knowledge exchange • Technologies and media • Collaboration (Web2.0) • Key competencies are crucial in our society • Thus, they need to be actively taught and developed in academic education

  6. Professional Competence 1. Context: Our eLiterate Society KEY QUALIFICATIONS Information Competence Social Skills Personal Empowerment Methodological Expertise Media Competence

  7. KEY QUALIFICATIONS Information Competence Social Skills Personal Empowerment Methodological Expertise Media Competence Professional Competence 1. Context: Our eLiterate Society Challenges: • Key qualifications need to be taught at an early point in academic education • Key qualifications need to be developed as basis for further studies • Traditonal forms like lectures, exams or writing papers don‘t meet the requirements of an eLiterate society Our approach towards resolution: • Use of didactical approaches like cognitive apprenticeship [Collins, Brown & Newman 1989] and situative learning [Wenger & Lave (1991)] • Blended Learning as framework for meeing these challenges • Comprehensive learning environment

  8. Four generations Mature: 1900-1946 Baby Boomers1946-1964 Generation X1965-1982 Generation M1982-1991 But: do they think the same? value the same things? learn in the same ways? want or need the same type of training? 1. Context: Our eLiterate Society [Hudson/Whisler 2007]

  9. 1. Context: Our eLiterate Society [Hudson/Whisler 2007]

  10. 1. Context: Our eLiterate Society [Hudson/Whisler 2007]

  11. 1. Context: Our eLiterate Society • Instructions: Match the left part with the activity on the right! • By age 21, the average person will have spent: • Reading • Watching TV • Playing video games • Emails • Talking on a cell phone • sent 200’000 • spent 20’000 hours • spent 10’000 hours • spent 10’000 hours • spent > 5’000 hours [Prensky 2004, Hudson/Whisler 2007]

  12. What is the consequence? 1. Context: Our eLiterate Society • Because our students read less … • …should we force them to read more? • …or should we incorporate the technology and lead them to resources using “their” media? [Hudson/Whisler 2007]

  13. 1. Context: Our eLiterate Society People engaged in Social Computing • are young (16-24 Years) [Forrester: Social Computing Comes of Age, S. 1-4, September 2007]

  14. 1. Context: Our eLiterate Society People engaged in Social Computing • are young (16-24 years) • have been online for (at least) 7 years [Forrester: Social Computing Comes of Age, S. 1-4, September 2007]

  15. 1. Context: Our eLiterate Society What does that say for the future:  2012 a total of 80% of the European adult internet users will have been online for 7 years (+) What does that say for teaching • Our students are young and probably have been online for at least 7 years • Our students probably are actively involved in social computing and collaboration • They probably are used to producing their own content online Thus, the challenge to teach them in IL/ML tasks is even more important Thus, the students‘ expectations differ from yesterdays students‘ expectations

  16. Sustainable Curricular Integration Design Framework Integrated Didactical and Methodological Approach Oscillating Dynamic Pedagogical Concept DIAMOND Multiple Key Qualifications Architecture and Technology 2. Concepts in higher education • DIAMOND = • Didactical Approach for Media Competence Development

  17. Accompanying Tutorial       2. Concepts in higher education2.1 Comprehensive Blended-Learning Environment  Traditional Lecture  eLearning Website, Topic Maps  Literature Assignments   Collaborative Writing  Peer2Peer Learning & Communication  eLearning Platform

  18. 2. Concepts in higher education2.2 Knowledge-enhancing Helix

  19. 2. Concepts in higher education 2.2 Knowledge-enhancing Helix • wiki • ipkt

  20. 3. Libraries‘ Role for supporting the development of IL Libraries • have the mission of instructing IL or at least supporting the development of IL • have the competence to do so But… • are not always perceived as competent partner in IL issues[http://acrlog.org/2007/08/06/library-resources-must-not-be-e-learning-tools/] • are often seen as sole gateways to information resources

  21. 3. Libraries‘ Role for supporting the development of IL3.1Libraries as Instructors for Key Qualifications Problems in the instruction of IL by libraries • Cooperation between different departements/faculties? • Obligatory integration of IL-courses in curricula? • Combination with media competence? • Combination with Web2.0 concepts? • No durable, successful learning process ensured for students (and scientists)

  22. 3. Libraries‘ Role for supporting the development of IL3.1Libraries as Instructors for Key Qualifications Competence centers in the learning network • Active support of the learning process of both students and researchers • Assuring high quality information of secure and relevant sources  The library supports the development of key qualifications by offering services that are tailored to customers‘ needs. The libraries‘ visitors are actively and situatively instructed in IL issues in their usage context

  23. Library Services 3. Libraries‘ Role for supporting the development of IL3.1Libraries as Instructors for Key Qualifications

  24. 3. Libraries‘ Role for supporting the development of IL3.2Libraries’ Role in the Knowledge-enhancing Helix Catalogues, Thesauruses, Document Delicery, Data bases, Encyclopaedias, Statistics, Bibliographys, E-Journals, Print Journals, User Trainings Weblogs, Chat, Wikis, Literature Management Software, User Trainings User Trainings Weblogs, Chat, Wikis, User Trainings User Trainings Catalogues, Thesauruses, Document Delicery, Data bases, Encyclopaedias, Statistics, Bibliographys, E-Journals, Print Journals, User Trainings

  25. 3. Libraries‘ Role for supporting the development of IL3.2Libraries’ Role in the Knowledge-enhancing Helix Need for action • Obligatory training courses for students • Applying and practising information retrieval strategies • Cooperation between faculties: trainings tailored to the faculty when required by students and researchers in their research provess • Involvement of teachers and teaching assistants in order to identify students‘ requirements • Library Marketing: professional performance and appearance (Website, Promotion) • Continual adaption of library services‘ contents to the continually developing media and information systems • Online-tutorials and elearning-modules • Motivated and committed library staff • Advanced training of library staff in the instruction of IL/ML and didactical abilities [Brändli 2006]

  26. 4. Case Study and Conclusions Our Experience • The DIAMOND concept has been successfully applied to first semester teaching (in information science) during 4, the knowledge-enhancing helix during 5 years • Continually further improvement and development of DIAMOND • Students asked for the implementation of the approach in higher semesters • At the moment: • Comprehensive evaluation of the concept • Cooperation with our university library planned for this fall: 1 staff member who‘ll be in charge of implementing the instruction of IL/ML competencies embedded in the curricula of all faculties • Transfer of the concept to other classes

  27. 4. Case Study and Conclusions Transferability • Generally possible • The concept has already sucessfully been implemented in other classes (in parts) • Transfer to other faculties will happen in cooperation with our university library

  28. 4. Case Study and Conclusions Conclusion • Embedding the development and instruction of IL and ML into curricula by the cooperation of libraries and different faculties • No „stand-alone“ introductions to IL / ML • Meeting the students‘ actual needs for IL competencies when they are right into the process of working with information an new media

  29. “I never teach my pupils; I only attempt to providethe conditions in which they can learn.“ Albert Einstein (1879 - 1955)

  30. Bibliography Literature • Abfalterer, E. (2007): Foren, Wikis, Weblogs und Chat im Unterricht, Werner Hülsbusch, Innsbruck. • Alley, L.; Jansak, K. E. (2001): Ten keys to quality and assessment in online learning. In: Journal of Interactive Instruction Development, 13(3), 3-18. • Brändli, L. (2007): Gesucht - gefunden? Optimierung der Informationssuche von Studierenden in wissenschaftlichen Bibliotheken, in: Herget, J.; Hierl, S.; Boeller, N. (Hrsg.) Churer Schriften zur Informationswissenschaft, Schrift 21 • Chau, T.; Maurer, F. (2005): A case study of wiki-based experience repository at a medium-sized software company. In: International Conference on Knowledge Capture, Canada, S. 185-186.

  31. Bibliography Literature • Fresen, J.W. & Boyd, L.G. (2005) “Caught in the web of quality” International Journal of Educational Development, 25, pp. 317-331. • Forrester Research (2007): Social Computing Comes of Age • Friedlander, A. (2002): Dimensions and Use of the Scholarly Informaion Environment. Introduction to a Data Set Assembled by the Digital Library Federation and Outsell, Inc. Digital Library Federation and Council on Library and Information Resources, Washington, D.C. • Hapke, Thomas (2005): ‘In-formation’ of Better Learning Environments - the Educational Role of the University Library

  32. Bibliography Literature • Hudson, C. C.; Whisler, V. R. (2007): Contextual Teaching and Learning for Practitioners. In: Proceedings of EISTA 2007, Orlando, USA, 12.-15.07.2007 • Mönnich, M. (2006): Soziale Kompetenz in der postindustriellen Gesellschaft. Einschätzung ihrer praktischen Relevanz und gesellschaftlichen Funktion, Nordersted, Books on Demand GmbH. • Prensky, M. (2004): Digital game-based learning, St. Paul, MN Paragon House. • Wagner F.; Kleinberger Günther. U. (2004): Was ist neu an den Kompetenzen für neue Medien? In: Wagner F.; Kleinberger Günther U. (Hrsg.): Neue Medien - Neue Kompetenzen? Texte produzieren und rezipieren im Zeitalter digitaler Medien. Bonner Beiträge zur Medienwissenschaft, Band 3, Lang, Frankfurt.

  33. Bibliography Graphics • http://www.elearning-timesacademy.com/pic/icon_BA.jpg • http://www.wsiconsultants.com/dynamic/upload/elearning-icon.gif • http://theappleblog.com/wp-content/uploads/2007/08/numbers-icon.png • http://grafikdesign.files.wordpress.com/2007/10/desktop-20pc-20icon.jpg • http://www.hamminger.net/Portals/0/icons/forum-icon.png • http://www.ssvrotation-badminton.de/images/wiki_icon.jpg

  34. Thank you very much for your attention! Sonja Hierl Lydia Bauer, Nadja Böller, Prof. Dr. Josef Herget Swiss Institute for Information Research, HTW Chur

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