665 Session1-intro-S13

Teaching Information Technology Literacy

LIS 665
Spring 2013
Dr. Diane Nahl
University of Hawaii, LIS Program

Instructional Role of Academic Librarians
Instruction Unit
Needs Assessment
Professional Collaboration

LIS 665 Teaching Information Technology Literacy

Information & Communication
Technology Skills

ICT literacy is defined as the skillful use of
information within digital environments.

Higher-order problem solving and critical
thinking skills are needed to use digital
technology to solve real-world information
problems. National ICT Literacy Policy Council

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Information Fluency
People Fluent in Information Technology ("FIT
persons") are able to express themselves
creatively, to reformulate knowledge, and to
synthesize new information.

Fluency with information technology entails …
lifelong learning in which individuals continually
apply what they know to adapt to change and
acquire more knowledge to be more effective at
applying information technology to their work and
personal lives. Computer Science and Telecommunication Board (CSTB)

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Digital Literacy
The ability to use digital technology, communication tools
or networks to locate, evaluate, use and create
information.

The ability to understand and use information in multiple
formats from a wide range of sources when it is
presented via computers.

A person’s ability to perform tasks effectively in a digital
environment... Literacy includes the ability to read and
interpret media, to reproduce data and images through
digital manipulation, and to evaluate and apply new
knowledge gained from digital environments.
LIS 665 Teaching Information Technology Literacy Nahl Spring 2013

Digital Literacy
Digital Literacy is the ability to use
information and communication
technologies to find, evaluate, create, and
communicate information, requiring both
cognitive and technical skills.
ALA Task Force, 2011.

Nahl Spring 2013

A Digitally Literate Person:
Possesses the variety of skills – technical and cognitive – required to
find, understand, evaluate, create, and communicate digital
information in a wide variety of formats;

Is able to use diverse technologies appropriately and effectively to
retrieve information, interpret results, and judge the quality of that
information;

Understands the relationship between technology, life-long learning,
personal privacy, and stewardship of information;

Uses these skills and the appropriate technology to communicate and
collaborate with peers, colleagues, family, and on occasion, the general
public; and

Uses these skills to actively participate in civic society and contribute
to a vibrant, informed, and engaged community. Nahl Spring 2013


Information Literacy is
Critical Thinking About Information
Ability to:
a. Recognize an Information Need
b. Access Information for an Information Need
c. Evaluate Information found for an Information
Need
d. Synthesize Information selected from searches
to address an Information Need
e. Use Information Ethically and Legally to address
an Information Need 7
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How Information Literate
are 21st Century College Students?
According to Stephen Denis, product manager at ETS, of
the more than 20,000 students who had taken the iSkills
test since 2006, only 39 percent of four-year college
freshmen achieved a score that represented “core
functional levels” in Internet literacy.
Rich, Motoko. Literacy Debate: Online, R U Really Reading? NYT, July 27, 2008.

ERIAL: Ethnographic Research in Illinois Academic Libraries. 2011.
http://www.erialproject.org/
http://www.erialproject.org/publications/presentations/
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Course Introduction

Advanced reference course in instructional
design (LIS 601 pre-requisite)
How best to instruct undergraduate students to
facilitate acquisition of IL and ICT skills
How to apply current learning theory in
designing effective instruction
How research on learners provides useful
feedback for designing services and instruction

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Course Introduction
Three integrated assignments within one instructional
project
1. Observing library instruction
2. Designing and teaching in a Team an ACRL standards-based
session online for 20 3rd and 4th year undergraduate
psychology majors
3. Conducting research to assess student learning

Class workshop environment
Working in instructional design teams to apply ideas,
concepts, theories, and methods from readings and Web
resources to all assignments
Using cloud computing technologies in collaborative work
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Observing Instruction

Begins next week

HL 113 Brier & Lebbin on teaching undergraduates
Due April 11, can submit sooner
Course-integrated instruction
YouTube IL Channel and other instructional videos

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Importance of IL in an Academic
Reference Librarian’s Work
Integral to academic reference work
Formal and informal instruction, online and FTF
Staff, student, and faculty instruction

Integral to campus IL assessment mandates
Provide leadership in General Education Reform
Engage teaching faculty in assessing IL student
learning outcomes (SLOs or ELOs expected learning
outcomes) as a requirement of WASC.
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Importance of IL in an Academic
Reference Librarian’s Job
Integral to innovation in services and instruction
Emerging technologies, distance learning, mobile
learning, collaborative learning, immersive learning

Listed in nearly every reference job description
as integral to the position
Wanted: applicants with experience in designing
lessons, instructing and assessing student learning,
and using the technologies used by students
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Typical Job Description
Title: Instructor, CC (Librarian)

Qualifications: Master's degree from an ALA-accredited library program

Duties & Responsibilities [Abridged] : Teach information literacy
for a variety of classes. Engage faculty to develop course specific
instruction and to promote library resources. Provide individual and
small information literacy classes for students, faculty and staff. Develop
and conduct ongoing assessment for information literacy. Create
instructional materials. Create online library guides. Investigate and
incorporate technologies (e.g., wikis, blogs, podcasts, online tutorials,
etc.) to serve library users. Responsibilities include development and
review of curriculum as well as assessment of learning, and may include
instructional assignments involving distance education. Collaborate with
the librarians and library staff. Work under the guidance of colleagues to
develop an understanding of student needs in discipline or area of
primary responsibility.
Honolulu Community College, March 2011 [Emphasis added]

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Typical Job Description
Title: User Services Librarian: Emerging Technologies

Duties: Under general direction of the Coordinator for User Services and the Team
Leader for Reference and Instructional Services, the successful candidate will
identify and promote the use of emerging and existing technologies, collaborating
with other librarians and the campus community to provide innovative library
services designed to enrich the university learning experience. He/she will take an
active role in defining, planning, and implementing new learning spaces and
services in support of student learning .

Qualifications: ALA accredited Master’s degree. Ability to work creatively and
effectively in a team environment to enhance library programs and services.
Knowledge of current and emerging technologies such as Web 2.0 tools, instant
messaging, blogs, social networking, online communities and other information and
instructional technologies along with a demonstrated ability to teach . Ability to
create web pages, online tutorials, and guides using relevant applications (e.g. CSS,
PHP, DHTML, Dreamweaver, Word). Demonstrated commitment to reference and
user-centered services. Must meet promotion and tenure requirements which
require scholarly activity and service. Must also possess excellent problem solving,
communication, and organizational skills.
Middle Tennessee State University (7/09) [Italics added above ] 15
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Details of Duties
Title: User Services Librarian: Emerging Technologies
Work with library colleagues to assess services and technologies and
recommend, design, and implement new services.
Create library research and technology guides to enhance access to
services and collections.
Promote reference, research, and learning support services and resources.
Provide leadership with library services related to technological applications
including multimedia technologies.
Participate in other Reference and Instructional Services programs
and projects, such as Research Coach (individual reference appointments).
Serve as a member of the Reference and Instructional Services Team.
Teach general library research classes to undergraduate and graduate students
using two electronic classrooms.
Participate in library technology committees and work groups.

Middle Tennessee State University (7/09) [Abridged, emphasis added ] 16
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New Job Titles
Instructional Design & Technology Librarian

Instructional Design Librarian – Libraries Instructional
Services

Online Instruction/Instructional Design Librarian

Instructional Design Librarian (Assistant Professor)

Instructional Design and Integration Librarian

Instructional Technology/Information Literacy Librarian



Instructional Design Librarian (Rutgers University Libraries)
Responsibilities: The Rutgers University Libraries (RUL) seek a creative and dynamic, service-
oriented librarian to provide leadership in the development of a comprehensive, scalable and
sustainable library instruction program. The instructional designer will

Lead the Libraries’ efforts to develop pedagogically sound learning experiences in collaboration
with librarians, teaching faculty, and relevant campus partners; focus on designing curriculum-
based instruction, enhancing critical thinking skills, and building information literacy
competencies, focusing on a diverse undergraduate population.

Employ relevant technologies to enhance online and face-to-face instruction, including developing
learning objects and other instructional tools.

Coordinate with library faculty to integrate measureable learning objectives, appropriate
educational activities, and methods of assessment into all library instructional activities.

Serve as liaison to students, faculty and staff of the Rutgers Graduate School of Education
providing instruction and research consultations, and participating in collection development
activities.

Participate in general library instruction and provide in-person and virtual reference service.
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Qualifications
A Master’s degree in Library or Information Sciences from an ALA-accredited
institution is required; a second Master’s degree in Instructional Design,
Instruction Technology or Education is strongly preferred. The successful
candidate should have several years’ experience designing learning-theory-
based library instruction, have knowledge of information literacy pedagogy,
demonstrate proficiency with instructional technologies, exhibit excellent
communication skills, and possess the ability to work both independently and
in a collegial environment and work effectively with a diverse student body.
Demonstrated commitment in fostering diversity as an organizational priority
is required. Candidates who have had successful experience in the design and
delivery of services for diverse populations will be given preference. The
successful candidate must be eligible to work in the U.S.

Sept. 2012



Information Literacy at UH
1. Instructional Services
1. http://library.manoa.hawaii.edu/services/instruction/instruction.html

2. Guides & Handbooks
3. Online Tutorials
4. Class Sessions for the Disciplines

2. LILO Learning Information Literacy Online
1. http://www.hawaii.edu/lilo

2. Online Research Journal
3. Assignment Calculator
4. Citation Machines
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UH LIS IL Courses

1. LIS 686 Information Literacy and Learning
Resources

2. LIS 665 Teaching Information Technology
Literacy

3. LIS 690 Teaching Internships with librarians at
Community Colleges, or teaching IL in other
Hawaii colleges
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Questions Answered via
Systematic Instructional Design
How do you know that what you are teaching is what
the students need to know? Do a thorough analysis
(needs assessment) of learners before instructing.

When would it be appropriate to use formative or
summative assessment in instruction?

What do you know about pedagogy models? Which
models will enhance learning?

Which instructional technologies increase learner
comprehension and learner performance?


Four Phases of the
Instructional Design Cycle
1: IDENTIFY PROBLEM – Needs Assessment
– What do students need to feel, know/think/understand
and do?

2: DESIGN SOLUTION – Teaching Goals
– What should I teach?

3: IMPLEMENT SOLUTION – Teaching Methods
– How should I teach?

4: EVALUATE SOLUTION – Assessment of SLOs
Was my teaching successful?
Was student learning successful? 23


Next Session
• 1:00 pm Brier & Lebbin session in HL 113
• Text Ch 1 & 2
• ACRL competencies site links
• Grassian & Kaplowitz ch 7
• Pemberton
• Handouts pp. 2-5
• Assignment Instructions pp. 8-13
• Teams bring draft Needs Assessment questions and
draft Teaching Goal
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665 Session1-intro-S13

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