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Adapting Best Practices to Global Perspectives: Developing and Assessing Information Literacy Learning in the Arab Worl

Adapting Best Practices to Global Perspectives: Developing and Assessing Information Literacy Learning in the Arab World. Daphne Selbert Zayed University (ZU) Carol Hansen Weber State University (formerly with ZU) Alison Armstrong American University in Cairo (AUC). Learning Objectives.

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Adapting Best Practices to Global Perspectives: Developing and Assessing Information Literacy Learning in the Arab Worl

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  1. Adapting Best Practices to Global Perspectives: Developing and Assessing Information Literacy Learning in the Arab World Daphne Selbert Zayed University (ZU) Carol Hansen Weber State University (formerly with ZU) Alison Armstrong American University in Cairo (AUC)

  2. Learning Objectives • Identify Information Literacy assessment methods and resources used in the Arab world & discuss issues • Discuss issues surrounding information literacy assessment and program development in the Middle East in order to authentically engage with colleagues in different regions or circumstances • Examine an award-winning online program used in a blended learning environment in order to better teach information literacy skills to second language learners

  3. Where is the Arab world… Languages, culture, politics & religion … Audience Survey

  4. How many attendees teach IL… To international and multicultural students for whom English is not their first language? What is your view of Education in the Arab world, particularly for Arab women? Audience Survey

  5. The United Arab Emirates Population: 4,104,695 (2006) 78.1% expatriates Size: 82,880 sq km (about the size of Maine

  6. Established in 1998 For Emirati females 2 Campuses Dubai and Abu Dhabi Currently 3,400 students Named after Sheikh Zayed bin Sultan Al Nahayan, the first president of the UAE The Zayed University Experience: Campus Profile http://www.zu.ac.ae

  7. The Zayed University Experience: Library Profile • Libraries and Learning Resources • LC Arrangement • Open Stacks • III OPAC / Millennium • 100,000 volumes [print] • 27,000 E-books • 517 print periodical subscriptions • 46 online databases

  8. ZU Student Profile • Emirati Females – Undergrad • English is a second or third language • Most begin their program with English Language training • TOEFL, now IALTS

  9. Campus Wide ZULOs & Eportfolio IL Program Teaching at ZU Infoasis Tutorial Blended Learning Language Factors & Instructional Design The Zayed University Experience:Academic Program & Course Profile

  10. ZU Information Literacy Curricular Plan (2006)

  11. ZU Assessment • Outcomes based • Formative • In and out of class • Homework and worksheets • Summative • Pre and post tests • End of course projects • Student Evaluations

  12. Data Gathering Administration of online short answer pre-test and post-test

  13. Adapting Best PracticesWhat We Learned at ZU • Student Learning • Pre and post test • ISkills Resume • Language • Education • Cultural Factors

  14. IL in the Arab World (Egypt) • The Alexandria Proclamation on Information Literacy and Lifelong Learning (2005)

  15. The AUC Experience:Campus Profile • The American University in Cairo • Private, liberal arts college • Approximately 5,300 students • 89% Egyptian • 53% Female & 47% Male

  16. The AUC Experience:Library Profile • One of the largest English language research collections in Egypt • 400,000 Volumes • 1700 Periodical Subscriptions • 97 Databases

  17. The AUC Experience:Student Profile • Age • 18.5 • Gender • 62% Female, 38% Male • Language • 76% Arabic • Library Experience • 85% H.S. Library, 31% OPAC • Home Internet Access • 100%

  18. The AUC Experience:Course Profile & Academic Program • LALT 101, Introduction to Information Literacy • Core-curriculum, concurrent with RHET 102 • Pass/fail • Meets weekly

  19. AUC Assessment Tools • Pre & Post Test • Development • Sharing through ILN & AMICAL • The Portfolio • Qualitative data • Share with the Writing Program

  20. Adapting Best PracticesWhat We Learned at AUC • ACRL standards & objectives as the underpinning for our exam key to success • Vocabulary and basic concepts important for second language learners • Qualitative measures are necessary for robust assessment

  21. Trends & Initiatives • Growth of higher education in region • Focus on IL • Information Literacy Network – ILN • Informal network • 48 librarians from over a dozen countries • 16 Universities from 6 countries • Sharing resources and ideas

  22. How can these models help you? • Seek collaboration and integration • Consider cultural contexts • Define values • Embrace change

  23. Questions and Comments…

  24. Thank You!

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