katep: March 2012 Archives

Below is a recap and link to recording of the Instructional Design Show & Tell held March 2, 2012. 

Instructional Design Show & Tell
March 2, 2012
Description: View some of the current projects being worked on by the Libraries Instruction Design Team - Paul Zenke, Andrew Palahniuk, and intern Ian O'Neill.  From an infographic on poster design to a Research introduction to a virtual world game prototype based on the history of the Bohemian Flats, this informal show-and-tell will have time for questions and will inspire you to consider new ideas for elearning and sharing your content and expertise with users.

View recording: https://umconnect.umn.edu/p30842250/ (Note: Audio starts at 2 minutes)

  • All projects are a combination of with learning objectives, instructional activities and assessments.
1. Poster Design Poster/Simulationposterjudging.jpg

2. Face-to-Face Workshop (What the World Knows About You: Online Identity and Privacy with Social Media)
  • Worked on needs assessment and learner assessment 
  • Used pre-survey
  • Authentic activity was to look up partner in the workshop to see how much information you can find
  • Practiced for staff and changed tailored it more to students based on feedback
3. Medium as Message 
  • Updated technology and add new features 
  • Originally created in Pachyderm/flash, but need to change delivery as Pachyderm no longer supported. Original tool limited text and was hard for users to get additional content.  Created in HTML5 (not in Flash so it could be viewed on mobile device)
  • Also hope to add quizzes and additional interactivity in the future
  • Beta:  http://vader.lib.umn.edu/ampala/ASCMaM/ASCMaM.html
4. Demo iphone game based on the Bohemian Flats 
  • Created using ARIS during design jamARIS_quests.jpg
  • Choose your own adventure/quest 
  • Augmented reality--so if you have your mobile device and are standing on Washington Ave Bridge you will see an overlay of historic photos.

To work with Paul and the Instructional Design team, simply send an email to pfzenke@umn.edu.
Thanks to all who joined up for It Takes Librarians AND Faculty: Project Information Literacy to Improve Student Research Skills Webinar (in 2 sessions). Below is information including session recordings, a recap of both sessions and an opportunity for a similar webinar in April.

Session 2 focused on practice--how are librarians using Project Information Literacy (PIL) at their intuitions.

Panel with Librarians:
1.) Krystal Lewis from Temple University Libraries, Coordinator of info lit, and Thomas Heverin-Science librarian and coordinator of info lit for Science and Engineering
  • Created LibGuide (http://guides.temple.edu/improving_research) on improving student research guide including 10 ways to improve student research tab in which they culled through PIL reports and highlighted most important finding and brainstormed recommendations to highlight services and resources, focused on using hard data for each recommendation with finding from PIL reports (not anecdotal). With an "evaluating research" tab which includes rubric that faculty can use to evaluate. Rubric is used to evaluate prize for Info Lit student research prize and PIL Publications/Reports tab 
  • Temple has "Information Literacy Cross Teams" Made up of faculty, students, technology consultants and library specialists with GenEd curriculum team (both chip in money) so incentive for faculty to work with librarians.  Build info lit skills into assignments for gen ed with team.
  • Held PIL Workshop for Faculty with campus Teaching Learning group--workshop called "improving student research" with 18 attendees from a wide variety of disciplines.
2.) Ann Roselle from Phoenix Community College Library
  • Created a Faculty workshop designed by district librarian group from Maricopa Community College District
  • Focused on PIL research assignment report for 3 hour workshop
  • Outline: Went over findings, Small groups for being PIL researchers and checklist to evaluate "sample" research assignment handouts--had 7 sample assignments (some from other instructors and some from other colleges from Google), then discussed and explored resources in their discipline , took out their own handouts and got another checklist and critique their own assignments and then share how they would change with partner 
  • Since it was based on hard data from PIL it was an eye opener for faculty. 
  • Created libguide:  http://libguides.maricopa.edu/research_assignment_handouts_workshop
Additional examples of how librarians are using PIL results are at: http://projectinfolit.org/practical/

If you missed it here is a free opportunity to participate in a similar webinar:
Wednesday, April 4, 2012 @ 4 pm EST 
Steven Bell and John Shank, co-founders of the Blended Librarians Online Learning Community and their guest, Dr. Michael Eisenberg, invite you to join them for a live webcast event that will explore Project Information Literacy (PIL), a multi-year investigation of what it's like to be a student in the digital age. Findings from the various studies confirm that students now face problems--and opportunities--due to abundance of information rather than scarcity. In this webcast presentation, Dr. Eisenberg, co-Principal Investigator on PIL, delves into the implications of PIL findings for learning, teaching, and library services, resources, and facilities. Join us for this unique opportunity to learn much more about PIL from Dr. Eisenberg. Learn how you can use the research findings to further your own information literacy initiative, and hear what's in store for PIL.

1. Char Booth, instruction services manager and e-learning librarian at Claremont Colleges, has been chosen as the winner of the Association of College and Research Libraries (ACRL) Instruction Section (IS) Ilene F. Rockman Publication of the Year Award for her book "Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators," published in 2011 by ALA Editions. The award recognizes an outstanding publication related to library instruction published in the past two years.

2. Joshua Vossler, information literacy and reference librarian at Coastal Carolina University, and John Watts, instruction and liaison services librarian at Webster University, have been selected to receive the 2012 Association of College and Research Libraries (ACRL) Instruction Section (IS) Innovation Award for their work on a series of five videos, which were created in cooperation with Coastal Carolina University's First Year Experience Program and were designed to introduce first-year students to fundamental information literacy concepts.  

like this one:

Scholarly Sources vs Popular Sources from Kimbel Library on Vimeo.

On the Media: Too Big to Know

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As knowledge moves onto the internet, the nature and shape of knowledge is changing to reflect the new medium.  Brooke speaks to David Weinberger, author of Too Big to Know: Rethinking Knowledge Now That the Facts Aren't the Facts, Experts Are Everywhere, and the Smartest Person in the Room Is the Room.  He says knowledge used to be limited by capacity and filters, but not anymore.
  • Recording of session 1: http://connectpro86502729.adobeconnect.com/p95ccb9100k/
  • Project Information Literacy (PIL) started in 2009. Findings included: Research seems for more difficult to conduct in a digital age than in previous times, Research is "painful process" for students, Help to remember how intimidating a research assignment can be and think of how can we help students be more confident in their capabilities
  • Library lingo like "info lit" doesn't create dialogue with faculty instead "ask faculty about their hopes for their students" (David Watt at Temple from RGL)
  • Need to work with faculty to build solutions, connecting with faculty in an emotional way--A lot in PIL to help us to that
  • We have a common goal with faculty--better researcher, critical thinker, better writers
  • Presentation by Mike Eisenberg: Dean of University of Washington Information school (big6 creator, co-leader of PIL)
  • Shared a composite results of a students today (based on all their reports)
  • Students deal with many constraint (time, grade, expectations, etc.), Always connected (it is expected by friends, coworkers, faculty, etc.), Staggering amounts of information (major change from scarcity to abundance), Students don't need more on "finding," Think the "perfect" source exists -just have to find it [need to tell them it doesn't exist--need a range], Use a variety of criteria to evaluate : Currency, authority, design, familiarity (blend of formal and self-0taught criteria), Used to going to librarians when they need to "find" but that isn't the problem--don't need more sources instead dealing with overload problems not used to going to librarians on task definition, evaluation, using information
Gave overview of 5 reports from Project Information Literacy
  1. Focus Groups, need "big perspective," strong negative reactions to getting assigned a research paper -how do boost student confidence, procrastination is a problem [roller coaster of emotions during research process-Carole K.at Rutgers], useful to build in milestones
  2. Survey, don't ask for help, more familiar with content than library staff, stick with a few familiar resources [where are students going for help? Digital reference as solution? Can that box be in other sites like course, university? Increase visibility]
  3. Handout analysis, lot of work to do in improving handouts, collaborating with faculty/teaching and learning centers.
  4. Large survey, are critical thinkers, not using librarians, move from self-taught eval to critical
  5. Interviews--library as place during crunch times
What is coming next from PIL?
Workforce needs, alumni, places students go after college, interviews with firms with how students are doing, patterns of info behavior, strengths, weaknesses

REMINDER: Please join us:
Tuesday, March 20  1:00 - 2:30pm   (1 hour webinar; 30 minute discussion)
Location: Wilson S30B
Webinar Leader: Steven Bell, Temple University

This session will include a panel of librarians who have used Project Information Literacy results and reports in their work with faculty.

Improve the search tools!

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Google-Trained Minds Can't Deal with Terrible Research Database UI from the Atlantic by Alan Jacobs is the Clyde S. Kilby Professor of English at Wheaton College


"Not long ago I was using a research database to try to get a PDF of an article published in a journal to which my college's library has a digital subscription. I knew the title of the article, the author's name, the title of the journal, and the issue date. I plugged all those in to the appropriate text boxes, clicked "search" . . . and got hundreds of results. But the one that I wanted wasn't on the first several pages.

I sent an email to a reference librarian describing this event, and he wrote back saying, "Oh, see, you should have entered the journal's ISSN." Really? Exact title of article and journal, exact name of author, exact date of publication -- that's not enough?"

"There's no question that students' search skills are generally quite poor, and need to get better, but to some extent we've all had our search habits trained by Google's algorithms, which in most cases -- though by no means all -- are quite effective."

"So maybe our greater emphasis shouldn't be on training users to work with bad search tools, but to improve the search tools. Especially since serious research questions aren't as afflicted by spammy
SEO as many other queries, by this point in the development of online life we ought to be doing a lot better than we are."

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