1 LILAC 2008 The Role of Libraries in supporting the development of Information Literacy and...

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LILAC 2008 The Role of Libraries in supporting the development of Information Literacy and Collaborative Skills. Aspects, concepts and case study

March 18th 2008

Sonja HierlLydia Bauer, Nadja Böller, Prof. Dr. Josef HergetSwiss Institute for Information Research, HTW Chur

LILAC 07Role of Libraries in supporting the development of information literacy and collaborative skillsSonja Hierl, Swiss Institute for Information Research

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CO-AUTHORS

Prof. Dr. Josef HergetNadja BöllerLydia Bauer


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“I cannot teach anybody anything, I can only make them think”

Socrates (469 BC - 399 BC)


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AGENDA

1. Context: Our eLiterate Society

2. Concepts in higher education1. Comprehensive Blended-Learning Environment2. Knowledge-enhancing Helix

3. Libraries‘ Role supporting the development of Information Literacy

1. Libraries as Instructors for Key Qualifications2. Libraries‘ Role in the knowledge-enhancing Helix

4. Case Study & Conclusion


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Today‘s information society Teamwork and networking Knowledge exchange Technologies and media Collaboration (Web2.0)

Key competencies are crucial in our society Thus, they need to be actively taught and developed in

academic education


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ProfessionalCompetence

KEY QUALIFICATIONS

Information Competence

MediaCompetence

SocialSkills

PersonalEmpowerment

Methodological

Expertise



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ProfessionalCompetence

KEY QUALIFICATIONS

Information Competence

MediaCompetence

SocialSkills

PersonalEmpowerment

Methodological

Expertise

Challenges: Key qualifications need to be taught at an early point in

academic education Key qualifications need to be developed as basis for further

studies Traditonal forms like lectures, exams or writing papers don‘t

meet the requirements of an eLiterate society

Our approach towards resolution: Use of didactical approaches like

cognitive apprenticeship [Collins, Brown & Newman 1989] and situative learning [Wenger & Lave (1991)]

Blended Learning as framework for meeing these challenges Comprehensive learning environment



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Four generations Mature:

1900-1946

Baby Boomers1946-1964

Generation X1965-1982

Generation M1982-1991

But: do they think the same? value the same things? learn in the same ways? want or need the same

type of training?

[Hudson/Whisler 2007]



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Mature Baby Boomers Generation X Generation M Net Generation

Birth Dates 1900-1945 1946-1964 1965-1981 1982-1991

Description Greatest Generation

Me Generation Latchkey Generation

Millennials

Attributes Command & ControlSelf-Sacrifice

OptimisticWorkaholic

IndependentSkeptical

HopefulDetermined

Likes Respect for authorityFamilyCommunity involvement

ResponsibilityWork ethicCan-do attitude

FreedomMultitaskingWork-Life balance

Public activismLatest technologyParents

Dislikes WasteTechnology

LazinessTurning 50

Red tapeHype

Anything slowNegativity

[Hudson/Whisler 2007]1. Context: Our eLiterate Society


Computers and the I nternet: Change in percent of 8-18 year-olds who have:

73%

25%

47%

21%

10%

86%

39%

74%

31%

20%

0% 20% 40% 60% 80% 100%

A computer at home

Two or morecomputers at home

Internet access athome

A computer in theirbedroom

Internet access in theirbedroom

2004

1999



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Instructions: Match the left part with the activity on the right!

By age 21, the average person will have spent:

sent 200’000spent 20’000 hoursspent 10’000 hoursspent 10’000 hoursspent > 5’000 hours

ReadingWatching TVPlaying video gamesEmailsTalking on a cell phone

[Prensky 2004, Hudson/Whisler 2007]



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What is the consequence?

Because our students read less … …should we force them to read more? …or should we incorporate the technology and lead them

to resources using “their” media?




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People engaged in Social Computing are young (16-24 Years)

[Forrester: Social Computing Comes of Age, S. 1-4, September 2007]



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People engaged in Social Computing are young (16-24 years) have been online for (at least) 7 years

[Forrester: Social Computing Comes of Age, S. 1-4, September 2007]



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What does that say for the future: 2012 a total of 80% of the European adult internet users will

have been online for 7 years (+)

What does that say for teaching Our students are young and probably have been online for at

least 7 years Our students probably are actively involved in social computing

and collaboration They probably are used to producing their own content online

Thus, the challenge to teach them in IL/ML tasks is even more important

Thus, the students‘ expectations differ from yesterdays students‘ expectations



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DIAMOND = Didactical Approach for Media Competence Development

2. Concepts in higher education

Design Framework

Integrated Didactical and Methodological

Approach

Architecture and

Technology

Multiple Key

Qualifications

Oscillating Dynamic

Pedagogical Concept

Sustainable Curricular Integration

DIAMOND

2. Concepts in higher education 2.1 Comprehensive Blended-Learning Environment

Traditional Lecture

Accompanying Tutorial

eLearning Website, Topic Maps Literature Assignments

Collaborative Writing

Peer2Peer Learning & Communication

eLearning Platform


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2. Concepts in higher education 2.2 Knowledge-enhancing Helix


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wikiipkt

2. Concepts in higher education

2.2 Knowledge-enhancing Helix


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3. Libraries‘ Role for supporting the development of IL

Libraries have the mission of instructing IL or at least supporting the

development of IL have the competence to do so

But… are not always perceived as competent partner in IL issues

[http://acrlog.org/2007/08/06/library-resources-must-not-be-e-learning-tools/]

are often seen as sole gateways to information resources


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Problems in the instruction of IL by libraries

Cooperation between different departements/faculties? Obligatory integration of IL-courses in curricula? Combination with media competence? Combination with Web2.0 concepts?

No durable, successful learning process ensured for students (and scientists)


3.1 Libraries as Instructors for Key Qualifications


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Competence centers in the learning network Active support of the learning process of both students

and researchers Assuring high quality information of secure and relevant

sources

The library supports the development of key qualifications by offering services that are tailored to customers‘ needs. The libraries‘ visitors are actively and situatively instructed in IL issues in their usage context




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Library Services



Traditional New Services

Library Catalogue Professional Portals

Bibliography Search Engines

Encyclopaedias / Reference books Mailinglists

Statistics Newsletter

Biography Alerting Services

Teaching Material Newsfeeds

Thesauruses / Classifications Social Networks (Chat, Forums, Weblogs)

Print Journals Electronic Journals

Document Delivery Services Electronic Document Delivery Services

Databases (Literature, Reference, Full texts) FAQs

Special Collections Wikis

Interlending, Lending Social Tagging

Book Exhibitions Reference Services

User Trainings Virtual Agents

BuchaufstellungVirtual Communities (eg Second Life)

Catalogues, Thesauruses, Document Delicery, Data bases, Encyclopaedias, Statistics, Bibliographys, E-Journals, Print Journals, User Trainings

User Trainings

User Trainings

Catalogues, Thesauruses, Document Delicery, Data bases, Encyclopaedias, Statistics, Bibliographys, E-Journals, Print Journals, User Trainings

Weblogs,Chat, Wikis, User Trainings

Weblogs, Chat, Wikis, Literature Management Software, User Trainings


3.2 Libraries’ Role in the Knowledge-enhancing Helix

Need for action Obligatory training courses for students Applying and practising information retrieval strategies Cooperation between faculties: trainings tailored to the

faculty when required by students and researchers in their research provess

Involvement of teachers and teaching assistants in order to identify students‘ requirements

Library Marketing: professional performance and appearance (Website, Promotion)

Continual adaption of library services‘ contents to the continually developing media and information systems

Online-tutorials and elearning-modules Motivated and committed library staff Advanced training of library staff in the instruction of IL/ML

and didactical abilities[Brändli 2006]


3.2 Libraries’ Role in the Knowledge-enhancing Helix


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4. Case Study and Conclusions

Our Experience The DIAMOND concept has been successfully applied to

first semester teaching (in information science) during 4, the knowledge-enhancing helix during 5 years

Continually further improvement and development of DIAMOND

Students asked for the implementation of the approach in higher semesters

At the moment: Comprehensive evaluation of the concept Cooperation with our university library planned for this

fall: 1 staff member who‘ll be in charge of implementing the instruction of IL/ML competencies embedded in the curricula of all faculties

Transfer of the concept to other classes


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Transferability Generally possible The concept has already sucessfully been implemented in

other classes (in parts) Transfer to other faculties will happen in cooperation with

our university library


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Conclusion Embedding the development and instruction of IL and ML

into curricula by the cooperation of libraries and different faculties

No „stand-alone“ introductions to IL / ML Meeting the students‘ actual needs for IL competencies

when they are right into the process of working with information an new media


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“I never teach my pupils; I only attempt to provide the conditions

in which they can learn.“

Albert Einstein (1879 - 1955)


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Bibliography

Literature Abfalterer, E. (2007): Foren, Wikis, Weblogs und Chat im

Unterricht, Werner Hülsbusch, Innsbruck. Alley, L.; Jansak, K. E. (2001): Ten keys to quality and

assessment in online learning. In: Journal of Interactive Instruction Development, 13(3), 3-18.

Brändli, L. (2007): Gesucht - gefunden? Optimierung der Informationssuche von Studierenden in wissenschaftlichen Bibliotheken, in: Herget, J.; Hierl, S.; Boeller, N. (Hrsg.) Churer Schriften zur Informationswissenschaft, Schrift 21

Chau, T.; Maurer, F. (2005): A case study of wiki-based experience repository at a medium-sized software company. In: International Conference on Knowledge Capture, Canada, S. 185-186.


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Bibliography

Literature Fresen, J.W. & Boyd, L.G. (2005) “Caught in the web of

quality” International Journal of Educational Development, 25, pp. 317-331.

Forrester Research (2007): Social Computing Comes of Age

Friedlander, A. (2002): Dimensions and Use of the Scholarly Informaion Environment. Introduction to a Data Set Assembled by the Digital Library Federation and Outsell, Inc. Digital Library Federation and Council on Library and Information Resources, Washington, D.C.

Hapke, Thomas (2005): ‘In-formation’ of Better Learning Environments - the Educational Role of the University Library

Bibliography

Literature Hudson, C. C.; Whisler, V. R. (2007): Contextual Teaching

and Learning for Practitioners. In: Proceedings of EISTA 2007, Orlando, USA, 12.-15.07.2007

Mönnich, M. (2006): Soziale Kompetenz in der postindustriellen Gesellschaft. Einschätzung ihrer praktischen Relevanz und gesellschaftlichen Funktion, Nordersted, Books on Demand GmbH.

Prensky, M. (2004): Digital game-based learning, St. Paul, MN Paragon House.

Wagner F.; Kleinberger Günther. U. (2004): Was ist neu an den Kompetenzen für neue Medien? In: Wagner F.; Kleinberger Günther U. (Hrsg.): Neue Medien - Neue Kompetenzen? Texte produzieren und rezipieren im Zeitalter digitaler Medien. Bonner Beiträge zur Medienwissenschaft, Band 3, Lang, Frankfurt.


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Bibliography

Graphics http://www.elearning-timesacademy.com/pic/icon_BA.jpg http://www.wsiconsultants.com/dynamic/upload/elearning-

icon.gif http://theappleblog.com/wp-content/uploads/2007/08/

numbers-icon.png http://grafikdesign.files.wordpress.com/2007/10/desktop-

20pc-20icon.jpg http://www.hamminger.net/Portals/0/icons/forum-icon.png http://www.ssvrotation-badminton.de/images/wiki_icon.jpg

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Thank you very much for your attention!

Sonja HierlLydia Bauer, Nadja Böller, Prof. Dr. Josef HergetSwiss Institute for Information Research, HTW Chur

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