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 IslandLori Mestre, University of Illinois, Urbana-ChampaignLisa A. Baures, Minnesota State University, MankatoVeronica E. Bielat, Wayne State University

Introduction

How to Work with Adobe Connect Pro

(audience responses)

Format of Discussion

Access to Further

Discussion After Today

Overview of Session

Questions

1.  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?

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

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

How did you overcome them?

Learning the

platform and

technologies

Understanding which

technologies to use

Tailoring instruction

to meet individual learning

styles

Providing a collaborative active learning

environment

Evaluation

Time

White Board

1.  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 online student engagement?

What are some of the Web 2.0 tools you use and what have been the results?

Promoting Online Student Engagement with Web 2.0 tools

Education 2.o “Thinking Dynamically “Supporting collaboration

The right tool for the right job

Encouraging student participation

Remember the outcomes

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

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

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

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?

3. What are some successful models for collaborati

ng with faculty to develop

and design

information literacy instruction for the online

environment?

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?

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

White Board3. 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, learning modules,

or learning objects?

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

Library Instruction Using Data

Write Synthesize (Samples)

Represent (Suggest data tables)

Locate (Model search)

Interactive scaffolds

Evaluates evaluationPresents synthesisWrites synthesisDocuments outside sources analysis

model use of information (scaffold)Accesses information efficiently application

model research (scaffold)Builds search phrase comprehension

model research question (scaffold)model mind map (scaffold)

Integrating Information Literacy Skills and Course Educational Objectives

White Board 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 embeddin

g or integratin

g information literacy skills into a course?

Confluence

Program accreditation

Subject content

Information literacy standards

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

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?

What is one tip you would share for teaching online?

Further Information

1. Bibliography 2. Online Learning Toolkit

http://www.library.illinois.edu/diglit/coop/olrc/index.html3. Learning Objects http://uiuc.libguides.com/learningobjects4. Wiki for further conversations:

http://whatworksonline.pbworks.com/ To add comments you will need to sign in (free and quick registration)

http://whatworksonline.pbworks.com/

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