Learning the Library Instructional Dilemmas in Library Instruction

Learning the Library: Instructional Dilemmas in Library Instruction Angie Gerrard & Mary Dykes Rethinking Learning: Collaboration for Change 2005 Learning the Library

Getting to know our participants Instructors Instructional designers Librarians Others? Learning the Library 2

Introduction 1. 2. 3. 4. 5. Define information literacy Define library instruction Analyse instructional design Describe course examples Discuss of our approach Learning the Library 3

1. Information Literacy • “Information Literacy is the set of skills needed to find, retrieve, analyze, and use information. ” Learning the Library 4

1. Information Literacy • “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information. Ultimately, information literate people are those who have learned how to learn. “ (American Library Association Presidential Committee on Information Literacy (January 10, 1989, Washington, D. C. ) http: //www. ala. org/ala/acrlpubs/whitepapers/presidential. htm) Learning the Library 5

Highlights of Information Literacy Standards #1 KNOW - determine the extent of information needed #2 ACCESS / FIND - access the determined information effectively & efficiently #3 EVALUATE - evaluate information & its sources critically #4 USE - use information effectively to accomplish a specific purpose #5 UNDERSTAND - understand the economic, legal, & social issues surrounding the use of information & access & use information ethically & legally Learning the Library 6

1. Information Literacy Information literate people know: ü how knowledge is organized ü how to find information ü how to use information in such a way that others can learn from them Learning the Library 7

1. Information Literacy Information literate people are prepared for lifelong learning because they can always find the information needed for any task or decision at hand. Learning the Library 8

2. Library Instruction • • Task focused instruction based on information literacy Delivery in classroom or online: a) Generic b) Course c) Program Learning the Library 9

Why use different terminology? Similarities: Differences: Learning the Library 10

3. Analyse Instructional Design Students Instructors Librarians Learning the Library 11

3. Analyse Instructional Design Cognitive Learning Critical thinking Problem solving Procedural Factual Learning the Library 12

3. Analyse Instructional Design Attitudes Information Students Libraries Librarians & Faculty Collaboration Learning the Library 13

3. Analyse Instructional Design Effective Learning Environments Blended delivery - program, course instruction Classroom - one shot instruction Online - course environment Online - how to guides just in time Learning the Library 14

4. Courses - Blended & Online Delivery Course integration: – KIN 233. 3 Historical & Comparative Phys Ed & Sport http: //library. usask. ca/courses. php? term=200509&subject=KIN&course=233 – WGST 110. 6 (online delivery) Program integration: – Professional Skills 205. 6 Medical Informatics http: //library. usask. ca/hsl/informatics/ – Commerce 109 & 209 http: //library. usask. ca/subjects. php? subject=comm&tab=Courses Learning the Library 15

5. Our Approach Effective Delivery of Information Literacy/ Library Instruction • Requires ongoing collaboration with instructors at the course, program, and discipline levels • Online environment provides just-in-time access to factual & procedural learning • Formal/structured classroom delivery promotes changes in attitudes about information and the Library Learning the Library 16

Discussion Learning the Library 17

Contact Information Angie Gerrard Mary Dykes Off Campus Library Services Coordinator Instructional Design Group angie. gerrard@usask. ca mary. dykes@usask. ca (306) 966 -6004 Learning the Library 18