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Enhancing Information Literacy Development for Distance Learners at Massey University

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lauren
17 diapositives · 287 Views · Sep 26, 2014

This presentation by Elizabeth Chisholm and Heather Lamond explores the concept of embedding information literacy (IL) within distance education at Massey University, catering to over 17,000 distance learners. By integrating library resources into coursework, the team emphasizes the importance of professional partnerships with faculty to enhance student engagement and success. Key discussions include the benefits and risks of an embedded librarian model, evaluating learner engagement, and refining strategies for effective IL teaching in online environments. Questions and further discussion are encouraged.

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  1. Information Literacy Development at a Distance – Embedded or Reality? Elizabeth Chisholm – Hokowhitu Librarian Heather Lamond - Head of the Distance Library ServiceMassey University, New Zealand

  2. About Massey University 4 campuses all geographically spread 32500 headcount total 17000 Distance Learners (35% of EFTS, but 52% of headcount) Each Campus has a Library serving the needs of their students

  3. The Embedded Librarian “[t]he concept of embedding implies a more comprehensive integration of one group with another to the extent that the group seeking to integrate is experiencing and observing, as nearly as possible, the daily life of the primary group. Embedding requires more direct and purposeful interaction than acting in parallel with another person” (Dewey, 2005, p. 6) Dewey, B. I. (2005). The Embedded Librarian. Resource Sharing & Information Networks, 17(1-2), 5-17.

  4. Reality (who, of course, have other big chunks of stuff to get done as well as teaching IL) 46 Teaching Faculty 40+ Postgraduate Courses 2 Fulltime equivalent librarians

  5. The Integrated Librarian What it is... Access to the online learning space Reusable learning materials Authentic tasks Personal interaction with learners

  6. What it is not ... Co-teaching the course Marking for credit Creating highly tailored material for each course Time intensive (yes, really!)

  7. Benefits Greater reach Availability Flexibility and constructivist Learner driven Sustainable and scalable Attractive to faculty

  8. Risks? Diminished relationship with students? Reduced visibility of the “the library”? No more “sage on the stage”? Just doing more work with the same time?

  9. Evaluation and Analysis Measures of learner engagement: Viewing the IL content Viewing the Library forum Posting to the Library forum

  10. Findings Learner engagement is affected by: Degree of “onlineness” of course Faculty support for IL material Need for IL skills Placement within the course

  11. What now? More evaluation of the model Further refinement based on evidence

  12. Conclusions Need to focus on the four critical factors for success Professional partnerships with faculty are crucial Integrated but not embedded

  13. Questions or discussion? Contacts: Heather Lamond e: h.m.lamond@massey.ac.nz Twitter: @hmlamond http://library.massey.ac.nz