Developing an Online Credit-Bearing Information Fluency Course: Lessons Learned
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Developing an Online Credit-Bearing Information Fluency Course:
Lessons Learned
Rebecca BlakistonYvonne Mery
Leslie Sult
University of Arizona Libraries
LOEX Annual Conference 2009 Albuquerque, NM
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Background
• History of the UA Library Instructional efforts
• New opportunities the Skillful Researcher course presented
• Partnering with campus units• Moving our instructional efforts forward• Ability to assign grades
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Curriculum Development
• How we created the course– Short timeline
• Use of ACRL Standards– Adapted standards into “student” language
ACRL Standard #1, Performance Indicator 1.D:
Defines or modifies the information need to achieve a manageable focus
Course Objective:
Narrows a research topic so that it is appropriate for an assignment
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Modules and Objectives
Module 1 – The World of Information
• Identify different types of information resources and their unique characteristics
• Select the best resources for particular research needs
• Locate different services and resources via the Library’s website
Module 2 – Focusing Your Topic
• Narrow a research topic so that it is appropriate for an assignment
• Create research questions based on a research topic• Describe several major issues of a research topic
Module 3 – Database Basics• Select keywords • Use keywords to create search strings• Apply keywords and search string skills to a library
database search
Module 4 – Choosing the Best Resources
• Analyze citations and abstracts• Use citations and abstracts to select the best
article for a given topic
Module 5 – Avoiding Plagiarism • Recall the consequences of violating the campus
plagiarism policy• Identify plagiarism• Choose strategies to avoid plagiarism• Know how to paraphrase a short passage
correctly• Learn the basics of the MLA Citation style
Module 6 – Final Assignment
• Assemble an annotated bibliography
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Development of Assignments
Challenge of balancing good instructional practices against time limitations of instructors
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Materials Development
Selecting content creation software
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Pitfalls of E-learning
• Common pitfalls to avoid– Focus on technology– Transfer of materials– PowerPoint dependence
• Instead, focus on pedagogy
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Active Learning
• Active Learning– Engagement with content, materials, and others – Application and incorporation to lives, studies– Activate schemata– Discussions– Interactivity: games, quizzes, self-assessments
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Learning Styles
Smart graphics, diagrams, pictures
Narration, lectures
Scannable text, written discussions
Interactive tutorials
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Discussions
• Why?– Builds community– Collaboration
• How?– Social prompts– Academic prompts– Extrinsic motivators:
grades– Provocative questions– Instructor participation
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Implementation• Tasks & responsibilities– Technology issues– Student communication
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Implementation
• Utilizing Graduate Assistants (GAs)
• New model for managing the course
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Assessment• Informal mechanisms– Librarians, Grad Assistants & Students
• Formal mechanism– Teacher/Course Evaluation
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Assessment• Modifications– Restructuring to
6-week– Downsizing
Module 3– Redesigning
interface
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Conclusion
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Special Thanks• To Keith Rocci: Former UA advisor, guiding
force behind the Skillful Researcher, and current librarian at Washburn University.