39. Děkuji za pozornost! E-mail: hanalandova @ centrum.cz Odborn á komise IVIG AKVŠ: www.ivig.cz
Notas del editor
Poděkování organizátorům – za konferenci, za pozvání, za vytvoření prostoru pro setkání, diskusi … a procházky přírodou či plavání ;-) Představení přednášející Dotazy, prosím, klaďte kdykoliv během mého povídání – a nebo samozřejmě po skončení přednášky – ale uvítám okamžité reakce, prosby o zpřesnění, vysvětlení apod. … Dnešní téma – název možná trochu odvážný, jelikož je těžké odhadnout, jak vše bude za pár let vypadat – ale cílem tohoto povídání je upozornit na zajímavé trendy, možnosti, inspirace v úspěšných projektech …
Pár míst, která pro mě byla v uplynulých cca 7 letech inspirací … UNC –CH Toronto Quebec City Chicago
Inspirací pro mou práci a zkoumání problematiky informačního vzdělávání a vůbec vzdělávací funkce knihoven obecně jsou mi … Práce na ČZU působení v odborné komisi IVIG magisterské a doktorské studium
Dnes se zaměřím na:
Jednotlivé důležité prvky v informačním vzdělávání – v kontextu, propojené, vzájemně se ovlivňující Kvalitní systém informačního vzdělávání má všechny prvky vyvážené, propracované … Jednotlivé prvky si blíže představíme, odkryjeme, co se za nimi skrývá a představíme si některé vybrané nové pohledy na danou oblast
I když jsem řekla, že všechny prvky systému IG jsou vyvážené, stejně osobně cítím, že lidé jsou vždy nejdůležitější … Bez nich to nejde u nich vše začíná i končí
Studenti: Generace X vx. Generace Y vs. Generace Z („net generartion“ „digital natives“) : A marked difference between Generation Y and Generation Z, is that older members of the former remember life before the takeoff of mass technology, while the latter have been born completely within it. Some can be described as impatient and instant minded, and tending to lack the ambition of previous generations. Psychologists are claiming an "acquired Attention Deficit Disorder" since their dependency on technology is high and attention span is much lower, as opposed to previous generations who read books and other printed material, along with watching live television. [16] They are also more consumer-oriented than the previous generation, which was focused on technology, retro, and indie culture. [17] Another difference between Generation Y and Generation Z, even though considered as "Millennials" by Howard and Strauss, that Generation Y, especially the oldest members of Generation Y, has significant memory of the Cold War in their childhood and remember its existence. Generation Z, on the other hand was not even born during the time of the Soviet Union . Generation Z are also more individualistic. [18] While members of Generation Y are group and team oriented, members of Generation Z are more self directed. Parents of Generation Z are working part time or are becoming stay-at-home parents so that children are raised by them and other family members instead of a day care facility, which forces children to be in groups. [ citation needed ] However, Soccer moms and helicopter parents are just as common with these members as with children of the previous generation. [19] Despite being in a day care facilities, many children have structured extracurricular activities, reducing free playtime. Parents are becoming more like advisers to this generation Příklad popisu pracovní pozice: Information Literacy Program Librarian JOB DESCRIPTION The librarian, in collaboration with library and departmental faculty, is responsible for designing, teaching and promoting the information literacy curriculum within an outcomes assessment and skills-based model. The librarian works in a team with other instruction librarians implementing a multi-faceted instruction program. Specific responsibilities include: Plan, implement, market, and evaluate the Library's instructional program; Coordinate and schedule all library instruction activities; Serve as the contact person and faculty liaison for all general inquiries for library instruction Collaborate with others and work individually to produce a variety of informational and instructional materials; Develop new instruction applications of technology; Maintain a file of all instructional materials developed by the team; Work collegially with classroom faculty to integrate information competencies into the curriculum by integrating resource-based learning experiences; Review curriculum and reach out to teaching faculty to expand the instruction program; Develop, coordinate and implement workshops and instructional opportunities for the University community; Develop and maintain collection of professional readings, suggested activities and other training materials for use by the team.
Information Literacy Program Librarian JOB DESCRIPTION - The librarian, in collaboration with library and departmental faculty, is responsible for designing, teaching and promoting the information literacy curriculum within an outcomes assessment and skills-based model. The librarian works in a team with other instruction librarians implementing a multi-faceted instruction program. - Specific responsibilities include: - Plan, implement, market, and evaluate the Library's instructional program; - Coordinate and schedule all library instruction activities; - Serve as the contact person and faculty liaison for all general inquiries for library instruction - Collaborate with others and work individually to produce a variety of informational and instructional materials; - Develop new instruction applications of technology; - Maintain a file of all instructional materials developed by the team; - Work collegially with classroom faculty to integrate information competencies into the curriculum by integrating resource-based learning experiences; - Review curriculum and reach out to teaching faculty to expand the instruction program; - Develop, coordinate and implement workshops and instructional opportunities for the University community; - Develop and maintain collection of professional readings, suggested activities and other training materials for use by the team.
Collaboration between teaching faculty and librarians is fundamental to information literacy. Collaboration is based on shared goals, a shared vision, and a climate of trust and respect. Each partner brings different strengths and perspectives to the relationship. The teacher brings an understanding of the strengths, weaknesses, attitudes and interests of the students, and of the content to be taught. The librarian adds a thorough knowledge of information skills and methods to integrate them into the course, pedagogical knowledge for teaching these skills and an understanding of student’s frustration with the research process. Successful collaboration requires carefully defined roles, comprehensive planning and shared leadership.
oSelected examples: Portland State University Creating Faculty/Librarian Connections: Collaborating for Information Literacy Collaborating for Student Success A project of the Office of Academic Affairs and the Branford P. Millar Library. Funded through the "Enhancing Faculty Vitality while Increasing Student Learning" campus-wide initiative. California State University, Fullerton The faculty in numerous departments and librarians at this campus are collaborating to integrate IL into specific core courses in their majors. Florida International University The information literacy program is very developed. It includes mission statement, goals, outcomes and includes seven sequenced library class sessions linked to courses in the core curriculum. More Resources Bibliography on Collaboration Advocating for Information Literacy K-16 Collaboration K16 collaboration is an initiative that has been growing throughout all levels of education since the 1990s . Various educational sectors, including libraries, are creating partnerships to ensure that students have the preparation they need to succeed in college. Examples of K-16 Collaboration: The AASL/ACRL Joint Committee on Information Literacy nationally fosters discussion on shared information literacy issues and initiatives for K-12 and academic librarians. The Rochester Regional Library Consortium (RRLC) has developed K-16 programmatic materials, including the Core Library Skills, 9-14+ outline--the sequential information literacy skills to be used as a guideline for library instruction. ILILE, the Institute for Library and Information Literacy Education is an IMLS-funded project focusing on local, state and national advocacy for fostering K-16 partnerships between school, academic and public librarians. ILILE provides grant funding for K-16 projects, academic content standards checklists, a toolkit to assist parents in advocating for information literacy and school libraries, and TRAILS, an information literacy assessment tool, based on sixth and ninth grade information literacy standards. LILi: LifeLong Information Literacy is a California collaborative (initiated by UCLA) focused on investigating state-wide information literacy standards and practices throughout public, school, academic and special libraries. CLOC , an Athens, Georgia-based collective of school, academic and public librarians provides periodic workshops and resources to area librarians. Founded in 2004, the Central Pennsylvania K-16 Information Literacy Network connects area librarians in support of information literacy collaboration and discussion. In addition to yearly workshops, the Network features a comprehensive web site and email discussion list, which serves as a forum for
UŽ NELZE UČIT FAKTA, STUDENTI MUSEJÍ ODCHÁZET ZE ŠKOLY S KOMPETENCEMI, KTERÉ ODPOVÍDAJÍ NAŠEMU CHÁPÁNÍ INFORMAČNÍ GRAMOTNOSTI Reform of undergraduate education has included discussion of inquiry-based learning, research-based learning, problem-based learning, evidence-based learning, service learning, or undergraduate research on campus. As Patricia Breivik notes, "they all rest on the foundation of resource-based learning, which is the basis for student achievement of information literacy." (Breivik, P.S. Student Learning in the Information Age (Phoenix, AZ: American Council on Education and Oryx Press, 1998), p.25. Even a cursory review of the Information Literacy Competency Standards will show that there is much more to information literacy competence than library-related research. Students must demonstrate competencies in formulating research questions and in their ability to use information as well as an understanding of ethical and legal issues surrounding information. In fact, it may be difficult to separate information literacy from the goals of a good undergraduate education.
Různé skupiny studentů: prváci, distanční studenti, zahraniční studenti, studenti přicházející z jiných univerzit ( transferring students)
Případová studie: University of South Carolina – iPod (MP3) prohlídka knihovny s detektivním úkolem
„ ideální je knihovna bez zvětšujícího se fondu“ ;-)
On any campus there are numerous individuals involved in assessment including classroom faculty, administrators, program directors, librarians, student services offices and institutional research staff. The results of assessment are also of interest to a broad audience including those who participated in the assessment as well as accreditation agencies and the broader community. Assessment is essential for the following reasons: Monitor effectiveness for accountability Better identify instructional practices Evaluate the effectiveness of instructional practices Measure student achievement: how much they know Evaluate students' mastery of skills: What they can do. Assessment is an ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance. When it is embedded effectively within larger institutional systems, assessment can help us focus our collective attention, examine our assumptions, and create a shared academic culture dedicated to assuring and improving the quality of higher education (Thomas A. Angelo, AAHE Bulletin, November 1995, p.7). Assessment can be on four different yet interrelated levels. Within the library Librarians are involved not just in teaching but also in assessment of student learning and evaluation of program effectiveness. Generally librarians have very little background in assessment and therefore are interested in forming partnerships with others on campus to learn about various aspects that are not specific to the job as librarians. Assessments can include in-class assignments or activities, print or web-based tutorials , and competency tests or self-assessments administered as pre- or post tests . In the classroom Assessment in the classroom focuses on the course syllabus, course assignments and activities, and the process by which students create those products. Assessment includes evaluation of bibliographies, reviews of assignments that underscore the research process, and the use of portfolios or journals. Campuswide Assessment at the campus level includes a review of academic programs for integration of information literacy components and evaluation of syllabi for core courses for incorporation of assignments that promote information literacy. Beyond the campus Assessment can extend beyond the campus by looking at our graduates as they join the workforce. Are students prepared to function as professionals in their chosen careers? Have they “learned how to learn” and can they remain informed within the constantly changing information venues of their chosen profession? (from article: Bosseau, Don L.; Martin, Susan K. (1999). We are Teaching, but are They Learning: Accountability, Productivity, and Assessment. Journal of the Academic Librarianship 25, July: pp. 304-305.)
Jednotlivé důležité prvky v informačním vzdělávání – v kontextu, propojené, vzájemně se ovlivňující Kvalitní systém informačního vzdělávání má všechny prvky vyvážené, propracované … Jednotlivé prvky si blíže představíme, odkryjeme, co se za nimi skrývá a představíme si některé vybrané nové pohledy na danou oblast
