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Research to go
1. RESEARCH TO GO:
TAKING AN
INFORMATION
LITERACY COURSE
ONLINE
John J. Burke
Jessie H. Long
Beth E. Tumbleson
Miami University Middletown
2. QUESTION: WHO HERE TEACHES AN
INFORMATION LITERACY COURSE?
How many of those are face-to-face?
How many are hybrid?
How many are online?
How many meet for the entire semester? Shorter time?
How many credit hours are offered? 1, 2, 3?
Is the course P/F? Grades?
3. THE COURSE: EFFECTIVE USE OF
LIBRARIES, EDT 251
2 Credit Course
Elective
Letter Grade
Late Start
10 Weeks, Once Weekly for 2 Hours and 40 Minutes
Enrollment Cap of 15
4. A BRIEF HISTORY
English Faculty Member Taught for 20 Years
4 Sections of 15 Students per Semester
Exposure to Different Sources
Finding Tools: OPAC, LCSH, Databases
Bibliography as Final Exam
Professor Retired
Course Handed to Librarians to Teach in 2008
Course Overhauled
5. PURPOSE
Academic, online research
Use university library system & statewide library consortium
OhioLINK
Develop 21st century information literacy skills
Become lifelong learners
6. EXPOSURE TO:
Research process
Scholarly communication
Mind mapping tools
Project calculators
Finding tools: OPACS, databases, search engines
Time-savers: citation generators, RSS feeds
Online presentation tools
7. COURSE COMPRISES
Online textbook and readings
Digital videos
Lecture
Demonstrations
Discussion
In-class hands-on activities
Quizzes
Multi-Part Project
Wiki, Blog
8. OUR STUDENTS
Regional university campus
Established in 1966
2700 students
Open access
Commute
Degrees: Associate, Bachelor, Certificates
PSEOP , Traditional, & Non-Traditional
Average age – 25
Majority work part-time
9. THE ISSUES
Students New to Higher Education
Diverse Abilities
A Matter of Timing
Showing Up
Old Habits
Enlightenment Dawns
10. STATISTICS
Enrollment Cap of 15
Registration Full
Completion
Fall 2008 (2 Sections) – 6 students; 11 students
Spring 2009 – 16 students
Fall 2009 – 15 students 18
Spring 2010 – 7 students 16
Fall 2010 – 14 students 14
12
Spring 2011 – 10 students 10
Fall 2011 – 10 students 8
Spring 2012 – 5 students 6
4
2
0
Fall Fall Spring Fall Spring Fall Spring Fall Spring
2008 2008 2009 2009 2010 2010 2011 2011 2012
11. RATIONALE FOR ONLINE COURSE
Information literacy is an essential skill
academically, professionally
Convenient for students with multiple commitments
Likelihood of greater outreach and larger enrollment
Abundance of online, academic sources and finding tools
University-wide push for online courses
12. TIMELINE: F2F, HYBRID, ONLINE
F2F: Fall 2008-Fall 2011
Hybrid: Fall 2011 – Hamilton; Spring 2012 – Middletown
Hybrid will continue in Hamilton and Middletown for Fall semesters
Online: Spring 2013
Question: How many have taught an information literacy course
in multiple formats? How many have adapted an information
literacy course?
13. STEPS FOR ADAPTION: A LOOK AT THE
LITERATURE
Two main foci
Reviewing the content arrangement of EDT 251 and considering the inclusion
of new course content
Searching for other examples of online information literacy courses and the
process by which they were transformed from face-to-face courses
ACRL Information Literacy Competency Standards for Higher
Education (Association 2000).
1. Determine the extent of information needed
2. Access the needed information effectively and efficiently
3. Evaluate information and its sources critically and incorporate selected
information into one’s knowledge base
4. Use information effectively to accomplish a specific purpose
5. Understand the economic, legal, and social issues surrounding use of
information, and access and use information ethically and legally
14. AN ANALYSIS OF ONLINE SYLLABI FOR
CREDIT-BEARING LIBRARY SKILLS
COURSES
Hrycaj, P. L. (2006)
Collected 100 examples of syllabi from information literacy courses.
Top eight most common topic areas covered are:
Periodical databases
Web searching
Online catalog
Web site evaluation
Writing citations
Monograph evaluation
Research strategy
Periodical evaluation
15. ISSUES THAT AROSE
Bureaucracy Happens
Forms to fill out for adapting the course
Approval from the department
Moving things along in the slow process of academia
MIA Staff
Lack of eLearning Director
Lack of Educational Technology Coordinator
Lack of IT Director
Switch to a new LMS
From Blackboard to Sakai
16. INVENTIVE SOLUTIONS
Working with Hamilton on adapting the course on both campuses
Offering an “undercover hybrid”
http://www.facebook.com/IntlSpyMuseum
25. NEXT STEPS
Second offering of the hybrid course (Fall 2012)
Develop the online course over Summer 2012 and Fall 2012
Continue to assess the course to shape content and methods
Change the name of the course
26. TRAILS ASSESSMENT
TRAILS 12th Grade General Assessment
80
70
60
Fall 2010 Pre-Test
50 Fall 2010 Post-Test
Spring 2011 Pre-Test
40
Spring 2011 Post-Test
30 Fall 2011 Pre-Test
Fall 2011 Post-Test
20
Spring 2012 Pre-Test
10
0
Develop Topic Identify potential sources and revise Evaluate sources and use information responsibly, ethically and legally
Develop, use search strategies to information
Recognize how
http://www.trails-9.org
27. FUTURE PLANS
Improve marketing to students
Connect with advisors
Increase student retention
Offering in one-credit version – August and January STEP
courses
Linking to a specific department or program
Sharing modules with discipline-based courses
Conversion to a different course
29. REFERENCES
Association for College and Research Libraries (ACRL). (2000). Information Literacy Competencies for
Higher Education. Retrieved December 11, 2011, from
http://www.ala.org/acrl/standards/informationliteracycompetency
Badke, W. (2011). Research Strategies: Finding Your Way through the Information Fog. 4th ed.
Retrieved December 11, 2011, from http://acts.twu.ca/Library/preface.htm
Hollister, C. V. (2010). Best practices for credit-bearing information literacy courses. Chicago: Association
of College and Research Libraries.
Hrycaj, P. L. (2006). An Analysis of Online Syllabi for Credit-Bearing Library Skills Courses. College &
Research Libraries, 67(6), 525-535.
Mery, Y, Newby, J., and Peng, K. (2012). Why One-shot Information Literacy Sessions Are Not the
Future of Instruction: A Case for Online Credit Courses. College & Research Libraries (anticipated
publication date May 2012). Retrieved December 12, 2011, from
http://crl.acrl.org/content/early/2011/08/26/crl-271.short
Samson, S. (2010). Information Literacy Learning Outcomes and Student Success. Journal of Academic
Librarianship, 36(3), 202-210.
TRAILS: Tool for Real-time Assessment of Information Literacy Skills. (n.d.). TRAILS: Tool for Real-time
Assessment of Information Literacy Skills. Retrieved December 11, 2011, from http://www.trails-9.org
Hinweis der Redaktion
Welcome to…
Let’s take a one minute poll…
Our face-to-face information literacy course is…
The course has not always been taught by librarians. Originally the course was taught…
Our goals are straightforward: To develop students’ information literacy skills. (Which we believe to be practical, transferrable, marketable.) We teach academic, online research concepts and strategies.Students use the Miami University Libraries system and OhioLINK, the statewide library consortium.They have opportunities to develop 21st century information literacy skills which align with ACRL standards.Hopefully they are better equipped to become lifelong learners in an information world that values knowledge workers.
During the 10 weeks, we introduce students to…
Each semester the course is tweaked. Each instructor modifies the experiential activities and course requirements somewhat, in an effort to improve student learning. The components of the courses, however, remain the same and include:
Our 2700 students commute to a regional university campus, which was established in 1966.It is an open access campus that offers associate and bachelor degrees.The student body is diverse, ranging from High School (in the post-secondary education opportunity program) through retirees. Classes are filled with traditional and non-traditional students.The average student age is 25. The majority work part-time. Many have family commitments.
Information Literacy is an essential skill, in our wired world that prizes knowledge workers. Not that administrators always support by funding school and public librarian positions…But I digress.We have each taught EDT 251. Each has encountered similar challenges.Many of our students are new to higher education. This means they are trying things out, learning as they go, and developing technology, research, and study skills. They are learning the ropes of life as a university student, including coming to class, staying for the entire period, learning when to add/drop a class, and understanding the significance of their GPA. Some fall behind and give up. Others have the resilience to persevere and complete the course.Technology Skills Vary!Among enrolled students we have lst semester freshmen through last semester seniors. Ability levels differ! There are no prereqs. Some are mastering keyboarding; others have never presented with PowerPoint.Another complicating factor involves Timing. The course is a Late Start course, starting week 5 of a 15 week semester. Some students use the course as backup but never showup. Because the class is held once a week for 2 hours 40 minutes—missing class leads to knowledge gaps which can spell disaster in completing required research projects—annotated bibliography, oral presentations, papers and posts. Some students arrive late and leave early due to family and job priorities and again miss out. On the MiamiHamilton campus, the course has also been taught for 7 weeks for 4 hours and for 7 weeks meeting twice weekly for 2 hour classes.Old Habits can pose problems:Older, returning PT students rely on research habits learned prior to the advent of online research using electronic resources. Freshmen may rely on HS research habits, according to PIL, which means using a few familiar sources and strategies. They tend to be risk-adverse--Nothing new. They attempt to get by with good-enough Google and Wikipedia, rather than experiment with subject-specific databases new to them. Enlightenment:Eventually, most EDT students realize what they are learning is New, Takes Time, More Complicated than Expected, and that everyone needs to learn this stuff.
Registration is usually Full and often instructors force Add students.Students completing the course range from 16 – 5Grades range from A to F with an Average of C. Those who do the work pass; those who opt out don’t.
Our course has always strived to include the ACRL standards and we wanted to ensue we still met those with an online and hybrid course.
Hrycaj presents a study of information literacy course syllabi that presents a list of the most common topics covered in the courses and how they correlate to the ACRL Information Literacy Competency Standards for Higher Education. This article allowed us to consider additional content areas chosen by other instructors and to consider ways to strengthen our exploration of the five standards. It has an excellent table (p. 528) of 28 topic areas ranked by their inclusion among the 100 examples of syllabi gathered by Hrycaj. The eight most common, found within 74-94% of courses, were:Of the 28 topics listed, EDT 251 consistently includes all but five of the topics (some of which, like “Periodical evaluation,” are covered in part but not at length – a separate topic of “Popular vs. Scholarly Sources” is covered in detail in the course).
Overview of the course. Introduction of what Sakai looks like for those who have never used it.
What is expected in the class
All readings for the week, videos and websites are linked.
