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The role of libraries in supporting the development of information literacy and collaborative skills. Aspects, concepts and case study. Bauer
1. 1
LILAC 2008
The Role of Libraries in supporting the
development of Information Literacy and
Collaborative Skills.
Aspects, concepts and case study
March 18th 2008
Sonja Hierl
Lydia Bauer, Nadja Böller, Prof. Dr. Josef Herget
Swiss Institute for Information Research, HTW Chur
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Role of Libraries in supporting the development of information literacy and collaborative skills
Sonja Hierl, Swiss Institute for Information Research 2
CO-AUTHORS
Prof. Dr. Josef HergetNadja BöllerLydia Bauer
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Role of Libraries in supporting the development of information literacy and collaborative skills
Sonja Hierl, Swiss Institute for Information Research 3
“I cannot teach anybody anything,
I can only make them think”
Socrates (469 BC - 399 BC)
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Role of Libraries in supporting the development of information literacy and collaborative skills
Sonja Hierl, Swiss Institute for Information Research 4
AGENDA
1. Context: Our eLiterate Society
2. Concepts in higher education
1. Comprehensive Blended-Learning Environment
2. Knowledge-enhancing Helix
3. Libraries‘ Role supporting the development of
Information Literacy
1. Libraries as Instructors for Key Qualifications
2. Libraries‘ Role in the knowledge-enhancing Helix
4. Case Study & Conclusion
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Role of Libraries in supporting the development of information literacy and collaborative skills
Sonja Hierl, Swiss Institute for Information Research 5
1. Context: Our eLiterate Society
Today‘s information society
Teamwork and networking
Knowledge exchange
Technologies and media
Collaboration (Web2.0)
→Key competencies are crucial in our society
→Thus, they need to be actively taught and developed in
academic education
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Professional
Competence
KEY QUALIFICATIONS
Information
Competence
Media
Competence
Social
Skills
Personal
Empowerment
Methodologica
l
Expertise
1. Context: Our eLiterate Society
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Professional
Competence
KEY QUALIFICATIONS
Information
Competence
Media
Competence
Social
Skills
Personal
Empowerment
Methodologica
l
Expertise
Challenges:
Key qualifications need to be taught at an early point in
academic education
Key qualifications need to be developed as basis for further
studies
Traditonal forms like lectures, exams or writing papers don‘t
meet the requirements of an eLiterate society
Our approach towards resolution:
Use of didactical approaches like
cognitive apprenticeship [Collins, Brown & Newman 1989] and
situative learning [Wenger & Lave (1991)]
Blended Learning as framework for meeing these challenges
Comprehensive learning environment
1. Context: Our eLiterate Society
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Role of Libraries in supporting the development of information literacy and collaborative skills
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Four generations
Mature:
1900-1946
Baby Boomers
1946-1964
Generation X
1965-1982
Generation M
1982-1991
But: do they
think the same?
value the same things?
learn in the same ways?
want or need the same
type of training?
[Hudson/Whisler 2007]
1. Context: Our eLiterate Society
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Role of Libraries in supporting the development of information literacy and collaborative skills
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Mature Baby Boomers Generation X Generation M
Net Generation
Birth Dates 1900-1945 1946-1964 1965-1981 1982-1991
Description Greatest
Generation
Me Generation Latchkey
Generation
Millennials
Attributes Command &
Control
Self-Sacrifice
Optimistic
Workaholic
Independent
Skeptical
Hopeful
Determined
Likes Respect for
authority
Family
Community
involvement
Responsibility
Work ethic
Can-do attitude
Freedom
Multitasking
Work-Life
balance
Public activism
Latest
technology
Parents
Dislikes Waste
Technology
Laziness
Turning 50
Red tape
Hype
Anything slow
Negativity
[Hudson/Whisler 2007]
1. Context: Our eLiterate Society
10. [Hudson/Whisler 2007]
Computers and the Internet:
Change in percent of 8-18 year-olds who have:
73%
25%
47%
21%
10%
86%
39%
74%
31%
20%
0% 20% 40% 60% 80% 100%
A computer at home
Two or more
computers at home
Internet access at
home
A computer in their
bedroom
Internet access in their
bedroom
2004
1999
1. Context: Our eLiterate Society
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Role of Libraries in supporting the development of information literacy and collaborative skills
Sonja Hierl, Swiss Institute for Information Research 11
Instructions:
Match the left part with the activity on the right!
By age 21, the average person will have spent:
sent 200’000
spent 20’000 hours
spent 10’000 hours
spent 10’000 hours
spent > 5’000 hours
Reading
Watching TV
Playing video games
Emails
Talking on a cell phone
[Prensky 2004, Hudson/Whisler 2007]
1. Context: Our eLiterate Society
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What is the consequence?
Because our students read less …
…should we force them to read more?
…or should we incorporate the technology and lead them
to resources using “their” media?
1. Context: Our eLiterate Society
[Hudson/Whisler 2007]
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People engaged in Social Computing
are young (16-24 Years)
[Forrester: Social Computing Comes of Age, S. 1-4, September 2007]
1. Context: Our eLiterate Society
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People engaged in Social Computing
are young (16-24 years)
have been online for (at least) 7 years
[Forrester: Social Computing Comes of Age, S. 1-4, September 2007]
1. Context: Our eLiterate Society
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What does that say for the future:
→ 2012 a total of 80% of the European adult internet users will
have been online for 7 years (+)
What does that say for teaching
Our students are young and probably have been online for at
least 7 years
Our students probably are actively involved in social computing
and collaboration
They probably are used to producing their own content online
→Thus, the challenge to teach them in IL/ML tasks is even more
important
→Thus, the students‘ expectations differ from yesterdays students‘
expectations
1. Context: Our eLiterate Society
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DIAMOND =
Didactical Approach for Media Competence Development
2. Concepts in higher education
Design
Framework
Integrated
Didactical and
Methodological
Approach
Architecture
and
Technology
Multiple
Key
Qualifications
Oscillating
Dynamic
Pedagogical
Concept
Sustainable
Curricular
Integration
DIAMOND
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2. Concepts in higher education
2.2 Knowledge-enhancing Helix
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wiki
ipkt
2. Concepts in higher education
2.2 Knowledge-enhancing Helix
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3. Libraries‘ Role for supporting the development of IL
Libraries
have the mission of instructing IL or at least supporting
the development of IL
have the competence to do so
But…
are not always perceived as competent partner in IL issues
[http://acrlog.org/2007/08/06/library-resources-must-not-be-e-learning-tools/]
are often seen as sole gateways to information resources
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Problems in the instruction of IL by libraries
Cooperation between different departements/faculties?
Obligatory integration of IL-courses in curricula?
Combination with media competence?
Combination with Web2.0 concepts?
→ No durable, successful learning process ensured for students
(and scientists)
3. Libraries‘ Role for supporting the development of IL
3.1 Libraries as Instructors for Key Qualifications
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Competence centers in the learning network
Active support of the learning process of both students
and researchers
Assuring high quality information of secure and relevant
sources
→ The library supports the development of key qualifications
by offering services that are tailored to customers‘ needs.
The libraries‘ visitors are actively and situatively instructed
in IL issues in their usage context
3. Libraries‘ Role for supporting the development of IL
3.1 Libraries as Instructors for Key Qualifications
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Library Services
3. Libraries‘ Role for supporting the development of IL
3.1 Libraries as Instructors for Key Qualifications
Traditional New Services
Library Catalogue Professional Portals
Bibliography Search Engines
Encyclopaedias / Reference books Mailinglists
Statistics Newsletter
Biography Alerting Services
Teaching Material Newsfeeds
Thesauruses / Classifications Social Networks (Chat, Forums, Weblogs)
Print Journals Electronic Journals
Document Delivery Services Electronic Document Delivery Services
Databases (Literature, Reference, Full texts) FAQs
Special Collections Wikis
Interlending, Lending Social Tagging
Book Exhibitions Reference Services
User Trainings Virtual Agents
Buchaufstellung
Virtual Communities (eg Second Life)
24. Catalogues, Thesauruses,
Document Delicery, Data bases, Encyclopaedias,
Statistics, Bibliographys, E-Journals,
Print Journals, User Trainings
User Trainings
User Trainings
Catalogues, Thesauruses,
Document Delicery, Data bases, Encyclopaedias,
Statistics, Bibliographys, E-Journals,
Print Journals, User Trainings
Weblogs,
Chat, Wikis,
User Trainings
Weblogs, Chat, Wikis,
Literature Management
Software, User Trainings
3. Libraries‘ Role for supporting the development of IL
3.2 Libraries’ Role in the Knowledge-enhancing Helix
25. Need for action
Obligatory training courses for students
Applying and practising information retrieval strategies
Cooperation between faculties: trainings tailored to the
faculty when required by students and researchers in their
research provess
Involvement of teachers and teaching assistants in order
to identify students‘ requirements
Library Marketing: professional performance and
appearance (Website, Promotion)
Continual adaption of library services‘ contents to the
continually developing media and information systems
Online-tutorials and elearning-modules
Motivated and committed library staff
Advanced training of library staff in the instruction of
IL/ML and didactical abilities
[Brändli 2006]
3. Libraries‘ Role for supporting the development of IL
3.2 Libraries’ Role in the Knowledge-enhancing Helix
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4. Case Study and Conclusions
Our Experience
The DIAMOND concept has been successfully applied to
first semester teaching (in information science) during 4,
the knowledge-enhancing helix during 5 years
Continually further improvement and development of
DIAMOND
Students asked for the implementation of the approach in
higher semesters
At the moment:
Comprehensive evaluation of the concept
Cooperation with our university library planned for this
fall: 1 staff member who‘ll be in charge of
implementing the instruction of IL/ML competencies
embedded in the curricula of all faculties
Transfer of the concept to other classes
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4. Case Study and Conclusions
Transferability
Generally possible
The concept has already sucessfully been implemented in
other classes (in parts)
Transfer to other faculties will happen in cooperation with
our university library
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4. Case Study and Conclusions
Conclusion
Embedding the development and instruction of IL and ML
into curricula by the cooperation of libraries and different
faculties
No „stand-alone“ introductions to IL / ML
Meeting the students‘ actual needs for IL competencies
when they are right into the process of working with
information an new media
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“I never teach my pupils;
I only attempt to provide the conditions
in which they can learn.“
Albert Einstein (1879 - 1955)
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Bibliography
Literature
Abfalterer, E. (2007): Foren, Wikis, Weblogs und Chat im
Unterricht, Werner Hülsbusch, Innsbruck.
Alley, L.; Jansak, K. E. (2001): Ten keys to quality and
assessment in online learning. In: Journal of Interactive
Instruction Development, 13(3), 3-18.
Brändli, L. (2007): Gesucht - gefunden? Optimierung der
Informationssuche von Studierenden in wissenschaftlichen
Bibliotheken, in: Herget, J.; Hierl, S.; Boeller, N. (Hrsg.)
Churer Schriften zur Informationswissenschaft, Schrift 21
Chau, T.; Maurer, F. (2005): A case study of wiki-based
experience repository at a medium-sized software
company. In: International Conference on Knowledge
Capture, Canada, S. 185-186.
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Bibliography
Literature
Fresen, J.W. & Boyd, L.G. (2005) “Caught in the web of
quality” International Journal of Educational Development,
25, pp. 317-331.
Forrester Research (2007): Social Computing Comes of
Age
Friedlander, A. (2002): Dimensions and Use of the
Scholarly Informaion Environment. Introduction to a Data
Set Assembled by the Digital Library Federation and
Outsell, Inc. Digital Library Federation and Council on
Library and Information Resources, Washington, D.C.
Hapke, Thomas (2005): ‘In-formation’ of Better Learning
Environments - the Educational Role of the University
Library
32. Bibliography
Literature
Hudson, C. C.; Whisler, V. R. (2007): Contextual Teaching
and Learning for Practitioners. In: Proceedings of EISTA
2007, Orlando, USA, 12.-15.07.2007
Mönnich, M. (2006): Soziale Kompetenz in der
postindustriellen Gesellschaft. Einschätzung ihrer
praktischen Relevanz und gesellschaftlichen Funktion,
Nordersted, Books on Demand GmbH.
Prensky, M. (2004): Digital game-based learning, St. Paul,
MN Paragon House.
Wagner F.; Kleinberger Günther. U. (2004): Was ist neu
an den Kompetenzen für neue Medien? In: Wagner F.;
Kleinberger Günther U. (Hrsg.): Neue Medien - Neue
Kompetenzen? Texte produzieren und rezipieren im
Zeitalter digitaler Medien. Bonner Beiträge zur
Medienwissenschaft, Band 3, Lang, Frankfurt.
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Bibliography
Graphics
http://www.elearning-timesacademy.com/pic/icon_BA.jpg
http://www.wsiconsultants.com/dynamic/upload/elearning
-icon.gif
http://theappleblog.com/wp-
content/uploads/2007/08/numbers-icon.png
http://grafikdesign.files.wordpress.com/2007/10/desktop-
20pc-20icon.jpg
http://www.hamminger.net/Portals/0/icons/forum-
icon.png
http://www.ssvrotation-badminton.de/images/wiki_icon.jpg
34. 34
Thank you very much for
your attention!
Sonja Hierl
Lydia Bauer, Nadja Böller, Prof. Dr. Josef Herget
Swiss Institute for Information Research, HTW Chur
Notas del editor
<number>
Learning and teaching concepts have changed in the last decades. From a teaching centered approach we now develop our learning theories towards a more learning centered view.
Our contribution, that I now want to present to you, deals with a novel comprehensive teaching concept for a blended eLearning environment that has been designed and implemented in the faculty of Information Science at the University of Applied Sciences in Chur.
Our concept has been developed regarding the background of new requirements academic education is confronted with in the context of teaching students graduating into an e-literate society.
<number>
After a short introduction showing the context of our developed concept, I’d like to introduce the theory for “good learning” and factors that provide a good learning environment. Afterwards both the theoretical framework and the implementation of the DIAMOND concept, based on those insights, are presented and discussed in detail.
Today’s information society is increasingly influenced by media and new technologies, now more than ever. Teamwork, networking and knowledge exchange have gained a decisive role in professional life, and collaborative working patterns are becoming the norm. In an increasingly e-literate society information and media competencies are emerging skills that need to be achieved in higher education.
Traditional teaching methods alone, such as lectures and writing assignments can no longer meet the requirements of a successful vocational qualification. Universities have to meet these new challenges - key competencies need to be developed at an early stage in academic education in order to provide successful conditions for learning and to set the base for future careers (Wagner & Kleinberger Günther 2004).
New technologies, as well as current phenomena like Web2.0, offer new methods in the designing of novel learning concepts. Learning 2.0 in this case is considered as a concept that actively integrates students in their learning process. New forms of social interactions are developed by using all possibilities of technical support and the diversity of these resources has to be utilized by developing new teaching and learning methods.
Kurz halten!
Information competencies, media competencies and social competencies are emerging skills that need to be both taught in higher education and to be learned by students graduating into an increasingly e-literate society.
Traditional teaching forms as lecture, exams, writing papers can no longer meet these requirements.
Information competencies, media competencies and social competencies need to be developed at an early point in academic education.
Therefore we follow the theory of blended learning and didactical approaches as situative learning and cognitive apprenticeship can help to meet these demands.
unterschiedliche lernstile und vorausssetzungen
<number>
The DIAMOND-Concept is our framework to place all the key competencies in the curriculum and combines multiple teaching methods with technical components and shows the padagogical, didactical and contextual relations. The concept follows the approach of blended learning and offers students different learning methods.
The approach also sets a process in motion by using social teaching methods as well as self-directed and supervised learning.
Each facet will now be described.
<number>
DIDAKTIK:
Combination of multiple teaching- and learning approaches
Situated Learning[Wenger & Lave (1991)]
Cognitive Apprenticeship [Collins, Brown & Newman 1989]
-> Successful learning through multiple contexts and perspectives
Weekly lecture
Tutorial accompanied by an assistant lecturer
The content of the lessions is provided on a Website with a consistent design. A Topic Map shows all the coherences between the different subject areas.
In their private study students deepen their knowledge by reading furthermore literature. Furthermore they get to know how to use digital libraries.
The process of collaborative writing takes place in a wiki software (MediaWIKI). Students read and comment the papers of there fellow students. Through this collaborative approach students extend their knowledge and learn to form their own opinion.
Students can exchange views and discuss questions on a Learning Platform by using blogs or a forum.
The class is managed on a eLearning platform called Claroline. The assistant lecturer can send announcements and post specific documents for the class.
<number>
combining different teaching and learning methods lead students into the process of the DIAMOND concept
the concept leads naturally to active participation of the students > learning occurs to be a natural acitivity
students are required to use the learning environment independently as well as they are coached as needed
students increase their knowledge through multiple opinion and perspectives
students learn to articulate their reasoning to solve a problem
students learn to reflect on other approaches
their understanding of a concept or an issue is strengthened
Evt. könnte man hier auch ein Zitat noch einbauen aus Collin, Brown, Newman:
„Even today, many complex and important skills, such as those required for language use and social interaction, are learned informally through apprenticeship-like methods – that is methods not involving didactic teaching, but observation, coaching and successice approximation“ (p. 453)
<number>
<number>
<number>
Informationskompetenz: beschreibt die Fähigkeiten, wie mit Informationen umzugehen ist, wie diese evaluiert werden, wie diese beurteilt werden und in das eigene Wissen und Wertesystem integriert werden können (Brändli 2006).
Medienkompetenz: beschreibt die Fähigkeit, kompetent die neuen Medien nutzen, deren Zusammenwirken begreifen, übergreifende und spezifische Strukturen wahrnehmen sowie Medieninhalte analysieren, bewerten und evaluieren zu können (Brändli 2006).
<number>
Diesen Überlegungen folgend lässt sich die Bibliothek als einer der wichtigsten Player im wissenschaftlichen Kommunikationsprozess identifizieren. Sie fungiert als Kompetenzzentrum im Netzwerk des Lernens (Lux & Sühl-Strohmenger 2004). Unter dem Stichwort der Informationsversorgung besteht die Aufgabe einer Bibliothek dabei nicht nur in der Bereitstellung digitaler Ressourcen sondern vielmehr auch in der aktiven Unterstützung im Lernprozess von Studierenden und Forschenden. Einerseits werden Informationen anhand zielgerichteter und adäquater Vorgehensweisen gewonnen, andererseits müssen diese aber auch bewertet, verstanden und verarbeitet werden (Lux & Sühl-Stromberger 2004). Ein weiterer entscheidender Schritt liegt in der Sicherstellung von qualitativ hochwertiger Information aus gesicherten und relevanten Quellen. An dieser Stelle lässt sich ein unmittelbarer Berührungspunkt zum Konzept der Knowledge-enhancing Helix erkennen
<number>
Die Bibliothek in ihrer bestehenden und neuausgerichteten Dienstleistungslandschaft wird geprägt durch eine Vielfalt von Anforderungen und neuen Technologien, die zu einem Wandlungsprozess der Angebote führt, um die sich ändernden Benutzerbedürfnisse laufend zu erfüllen. Folgende Tabelle beschreibt und klassifiziert bibliothekarische Serviceleistungen:
<number>
Unterstützung und Ermöglichung des Lernprozesses innerhalb der Knwoledge-enhancing Helix
Das pädagogische Konzept der Knowledge-enhancing Helix greift auf vielen Ebenen ineinander. Der leicht verständliche und plausible Ansatz garantiert bei allen Beteiligten eine nachhaltige Entwicklung der Schlüsselkompetenzen und trägt zu erfolgreichem Lernen auf individueller sowie organisatorischer Ebene bei. Das Aneignen von Schlüsselkompetenzen fokussiert sich schliesslich in der persönlichen Entwicklung eines jeden einzelnen und stellt somit einen wichtigen Impuls zum lebenslangen Lernen dar.
All die beschriebenen Punkte zeigen deutlich auf, dass die Bibliotheken im Lernprozess eine bedeutende Rolle spielen und die angebotenen Dienstleistungen, wie in folgender Abbildung dargestellt, den Prozess massgeblich unterstützen können.
Der Stellenwert der Bibliothek im Prozess der Knowledge-enhancing Helix wird somit durch die obigen Ausführungen charakterisiert und definiert. Es handelt sich dabei um einen idealtypischen Prozess, der aufzeigt, wie sich Dienstleistungen und Instrumente wissenschaftlicher Bibliotheken als fester Bestandteil in Lehre und Forschung integrieren lassen. Eine enge Zusammenarbeit der Bibliothek mit Lehre und Forschung ist deshalb unbestritten. Hier gilt es zusätzlich zu beachten, dass Studierende je nach Studiengang aber auch Wissenschaftler selbst über unterschiedliche Kompetenzen verfügen und Benutzerschulungen entsprechend angepasst werden müssen (Brändli 2007). Schliesslich bleibt die bedarfsgerechte Nutzung für die Qualität und Entwicklung der Schlüsselkompetenzen entscheidend (Brändli 2007).
<number>
Informationskompetenz: beschreibt die Fähigkeiten, wie mit Informationen umzugehen ist, wie diese evaluiert werden, wie diese beurteilt werden und in das eigene Wissen und Wertesystem integriert werden können (Brändli 2006).
Medienkompetenz: beschreibt die Fähigkeit, kompetent die neuen Medien nutzen, deren Zusammenwirken begreifen, übergreifende und spezifische Strukturen wahrnehmen sowie Medieninhalte analysieren, bewerten und evaluieren zu können (Brändli 2006).