Directions in Information Literacy

Directions in Information LiteracyAlan Carbery

acarbery@champlain.edutwitter: @acarbery

Blog: http://edlibbs.wordpress.com

Information Literacy Through Inquiry:

Teaching IL using PBL & POGIL

Creativity in the Classroom

By using non-traditional teaching and learning methods, we can create a dynamic and engaging learning environment for our users - and us as

teachers

Students play a key role in the learning process

Students attend IL sessions with valid information-seeking experiences &

preconceived ideas about their information behaviors

By exposing students’ to their IL assumptions, we can create a

contextual & meaningful learning experience

Guided inquiry is planned, targeted, supervised intervention at critical points in the

inquiry process that fosters deep personal learning

(Kuhlthau, 2010, pp. 4)

We should teach IL as a

process, not as a

product

‘I wouldn’t have thought to brainstorm my topic before now, but I will try to from now

on’ Student Feedback

During the brainstorming, I noticed a shift from hazy, abstract and uncertainty, towards some clearer idea of the topic at hand.

A 2011 study by Holman states that IL teaching should not focus on teaching

students to conduct complex database searching

Instead, problem-solving methods should be used to highlight ineffective search

strategies and provide learning opportunities to tackle these problems.

Assessment & Information Literacy

“Perhaps if the trigger itself was linked to a project, & you were able to tie-in & actually demonstrably show, based on evidence, how it actually worked in practice”

Peer Observer Feedback

In the 2011 ANCIL report, Secker and Coonan recognized the difficulty in summatively assessing IL, but offer techniques such as peer assessment and reflection as key elements.

eLearning & Information Literacy

Online & hybrid Learning is listed as one of the ACRL’s top trends in academic libraries

for 2012ACRL Research Planning & Review Committee (2012)

Online tools and platforms, like MOOCs now, add to our skill set and extend how we

teach … But when deployed wisely and carefully, have the potential to enhance the

great things the academy offers

CHE (2012), What’s the matter with MOOCs?

Online IL elements offer useful reinforcement for students who need immediate help at a specific time (such as an approaching essay deadline)

Secker & Coonan, 2011, ANCIL

A Teaching (Librarian) Identity

I don’t recall ever having similar discussions with students in any previous IL session before this. Immediately I feel like

my teaching experience has been enriched and enhanced

“The most challenging aspect of incorporating PBL into one’s teaching

repertoire is taking on the role of guide, facilitator or tutor...

As the learning activity becomes user-centered, the librarian must step aside to

allow the students to take responsibility for their own learning”

Kenney, 2008

Let’s take a long, (sometimes hard) look in the mirror