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Moderators: Mona Anne Niedbala , University of Rhode Island

ALA Midwinter 2010 Instruction Section Current Issue Discussion What Works? Sharing Best Online Practices for Teaching Information Literacy . Moderators: Mona Anne Niedbala , University of Rhode Island Lori Mestre, University of Illinois, Urbana-Champaign

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Moderators: Mona Anne Niedbala , University of Rhode Island

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  1. ALA Midwinter 2010 Instruction Section Current Issue DiscussionWhat Works? Sharing Best Online Practices for Teaching Information Literacy Moderators: Mona Anne Niedbala, University of Rhode Island Lori Mestre, University of Illinois, Urbana-Champaign Lisa A. Baures, Minnesota State University, Mankato Veronica E. Bielat, Wayne State University

  2. Overview of Session

  3. Questions1.  What have been some of your challenges for providing online instruction? How did you overcome them? 2.  How can the incorporation of Web 2.0 tools promote student engagement when delivering instruction online? What are some of the Web 2.0 tools you use and what have been the results? 3. What are some successful models for collaborating with faculty to develop and design information literacy instruction for the online environment? 4.  Can you recommend a practice or learning theory that you use for designing online courses, library learning modules, or learning objects? 5. What are the advantages of correlating student learning outcomes for information literacy to those identified in academic programs, as opposed to embedding or integrating information literacy skills into a course?

  4. What have been some of your challenges for providing online instruction?

  5. Time Evaluation

  6. White Board 1.  What have been some of your challenges for providing online instruction? How did you overcome them?

  7. Promoting Online Student Engagement with Web 2.0 tools

  8. Some ideas • Blogs • Minute paper idea transported to blogs. Allows feedback loop after the session is over. • Sharing their own knowledge discoveries • Wikis • Group authoring • Ongoing documentation of work • Social bookmarking • “on-the-fly” development of annotated resources

  9. http://uiuc.libguides.com/content.php?pid=64638&sid=512743

  10. http://jwuflorida.libguides.com/content.php?pid=58061&sid=425010http://jwuflorida.libguides.com/content.php?pid=58061&sid=425010

  11. White Board: How can the incorporation of Web 2.0 tools promote student engagement when delivering instruction online? What are some of the Web 2.0 tools you use and what have been the results?

  12. Pre-conditions for Collaboration • Purpose • What is the problem? • When does the problem need to be solved? • Shared vision and mission • Is the problem worthy of study? • How is the problem to be solved? • Who is best equipped to solve the problem?

  13. Strategies for Collaboration • Build from existing working relationships • Alignment of information literacy standards and discipline/program student learning outcomes • Nomenclature • Contextualize • Discussion of core concepts and principles • Use of Web 2.0 tools

  14. White Board3. What are some successful models for collaborating with faculty to develop and design information literacy instruction for the online environment?

  15. Scaffolding Theory of Learning • Use of temporary supports, “scaffolds”, to assist learners complete complex tasks independently • Based on Lev Vygotsky’s Zone of Proximal Development Theory

  16. Write Synthesize(Samples) Represent(Suggest data tables) Locate(Model search) Interactive scaffolds Library Instruction Using Data

  17. Integrating Information Literacy Skills and Course Educational Objectives Evaluatesevaluation Presents synthesis Writes synthesis Documents outside sources analysis model use of information (scaffold) Accesses information efficiently application model research (scaffold) Builds search phrasecomprehension model research question (scaffold) model mind map (scaffold)

  18. White Board4.  Can you recommend a practice or learning theory that you use for designing online courses, library learning modules, or learning objects?

  19. Confluence

  20. Library Instruction Continuum/User Perception of Relevancy Course—demonstrates significance and importance of information literacy Embedded—demonstrates how information literacy complements course content Integrated—demonstrates how information literacy relates to course content Correlated—demonstrates how information literacy is course content

  21. White Board5. What are the advantages of correlating student learning outcomes for information literacy to those identified in academic programs, as opposed to embedding or integrating information literacy skills into a course?

  22. Further Information • Bibliography • Online Learning Toolkit http://www.library.illinois.edu/diglit/coop/olrc/index.html • Learning Objects http://uiuc.libguides.com/learningobjects • Wiki for further conversations: http://whatworksonline.pbworks.com/ To add comments you will need to sign in (free and quick registration)

  23. http://whatworksonline.pbworks.com/

  24. Mona Anne Niedbala, University of Rhode Island mflorea@mail.uri.edu Lori Mestre, University of Illinois, Urbana-Champlain lmestre@illinois.edu Lisa A. Baures, Minnesota State University, Mankato lisa.baures@mnsu.edu Veronica E. Bielat, Wayne State University ag6887@wayne.edu

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