Guidelines for training of IL teacherspractitioners [303010]
Guidelines for training of IL teachers/practitioners
Methodology for teaching information literacy
Information Literacy Cranfield Modules
http://info-lit.shrivenham.cranfield.ac.uk/index.html
2013
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Information Literacy standard called SCONUL is presented and also teaching methods for deepening and creating the skills described by the standard.
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[anonimizat], tutorials, movies and software’s for checking and avoiding plagiarism.
An important chapter is dedicated to all forms of evaluation: [anonimizat], [anonimizat]’ knowledge.
[anonimizat]’s group: professors, librarians and other categories.
[anonimizat] 1 we presented standards to be achieved by Information literacy.
Fig. 1: SCONUL IL standards
The goal of embedding IL into taught programmes of study are:
Fig.2: Categories of provision helping teaching to achieve SCONUL standards
LESSON PLANNING
Writing learning outcomes
In table 1 we present structure of courses and the structure of applications.[2]
Table 1
Preparing instructor notes
Preparing good instructor notes is an important element of your planning. They should provide a practical framework for the session and will assist you during delivery. They can also enable a colleague to deliver a session in your absence.
Instructor notes should include two elements:
Information on the session content: i.e. the core points including examples to be used in demonstrations
Information on the process by which that content is to be delivered: [anonimizat] (instructor-led learning) or through the instructor asking the group questions and developing the content through the responses (student-focused learning). Will the questions be put to the whole group (global questioning) or to named individuals in turn (specific questioning)?
Fig.3: Model of instruction notes
Handouts
Handouts are useful:
as a [anonimizat]-[anonimizat] a presentation.
Preparing handouts
Consider identification and layout:
[anonimizat], [anonimizat] a teaching module the School may require the handout to follow its house style
Creating handouts
Also consider using the Export to Microsoft Word feature to give more general control over the look and content of your handouts e.g. by going to Office – Publish – Create Handouts in Microsoft Word ( fig.)
Fig 4. : Example how to create handouts
you can choose from several Page Layout options:
Notes next to slides
Blank lines next to slides ( Fig 5.)
Notes below slides
Blank lines below slides.
As the handouts are now in Word format, you have greater editorial control to make any other changes you wish.
Fig.5: Examples of handouts blank lines next to slides
LESSON FORMATS
Different lesson formats are planning depending on audience and the location.
Planning a lecture
When circumstances may require delivering a session to a large number of students in a lecture hall, there are choices of teaching method. The lecture format is popular and widely used but it can be a challenge to retain interest and enable learning.
It is important to sustain student interest. Power Point has to be used effectively. Move from talking to showing a video, or from demonstrating a database to playing an audio clip.
One technique include getting students to discuss something in pairs followed by feedback to the group or asking them individually to write down a question related to the content of the lecture.
It is one method to try to incorporate opportunities for questions throughout the lecture.
The closing activity could involve asking each student to write down the three most important points from the lecture and then share them with their neighbour. This helps students reflect on what they have learned.
Planning one-to-one teaching
These could be requested by:
Undergraduates who missed a group session
New researchers / lecturers
Lecturers wanting a refresher course or to learn a new resource
Clinicians needing information for patient care.
It is need to ensure that there are identify the needs of the learner and tailor the session accordingly.
TEACHING TECHNOLOGIES
Information Literacy MODULES
Information Literacy Cranfield Modules ( figure 6)
http://info-lit.shrivenham.cranfield.ac.uk/index.html
Fig. 6: Information Literacy Cranfield Modules
Information Literacy movies
University of Bergen, Norway Information Literacy plagiarism movie ( figure 7)
Fig.7: A plagiarism carol, YouTube movie
Short tutorials
University of Bergen tutorial: Search and write ( figure 8)
http://sokogskriv.no/english/
Fig.8: Search & Write tutorial
Activities and quizzes
PRESENTATION TECHNOLOGY
Prezi
Prezi is a piece of presentation software which provides an exciting alternative to PowerPoint. In contrast to PowerPoint, Prezi allows you to illustrate concepts in a highly visual, non-linear way. Text, images and videos can be added to a large canvas and the presentation can then zoom in and out and pan around the canvas.
You can sign up for a free account at http://prezi.com.
PowerPoint revisited
PowerPoint is suited to a wide range of teaching environments, but be sure to mix it up with other teaching techniques within your session to maximise variety and enhance student concentration. You could break up your presentation with buzz groups, question and answer slots or other activities.
Top 10 PowerPoint tips: [1]
Limit the information on your slides to key points only. Steer clear of dense text and allow adequate spacing between points.
Limit the number of slides, e.g. to no more than eight or nine for a ten minute presentation, giving students time to absorb information on each slide.
Use clip art, pictures, charts, tables, diagrams, sound and video to enhance content. Ensure that you are complying with copyright law and generally limit to no more than two graphics per slide.
Avoid ‘noisy’ distracting backgrounds, and make sure your text is legible. If possible, try out the presentation in the room you are going to be using.
Use animation sparingly and go for variety – setting all your text to ‘fly’ in bullet by bullet can get tiresomely predictable. Consider whether you actually need every individual bullet point to be introduced separately.
Create a numerical key for your slides. If you are pressed for time, jump non-sequentially to a slide by typing the number of that slide and pressing Enter.
Check that text is not likely to be cut-off at the edge of the projection screen – this means you need to make sure your margins are big enough.
Do not apologies for any slide. If the content is hard to read, redo it. Charts or tables should not be too dense or detailed.
To store a large file with lots of images, ‘compress’ pictures by choosing the Picture tab and then clicking on the Compress Pictures button. Tick the box to ‘Apply to selected pictures only’, or leave the box unticked to compress all pictures in the entire presentation. Further compression settings are available by clicking the Options button.
Finally, when you are giving your presentation, talk to the audience, not to the slides on the screen behind you! Position your computer so you can see both the monitor and the audience. You may also want to keep a printout of your slides in your hand for easy reference.
Slideshare
Why not delve into http://www.slideshare.net for some inspiration? You can upload your own presentations or download and view presentations created by other individuals and organisations. It is a valuable source of information and is also a useful place to pick up tips on presentation techniques and design. You can create a Slideshare account and sign up for the regular newsletter which highlights top presentations and other news.
Take a look at the education category at http://www.slideshare.net/category/education or try searching for presentations relating to keywords of your interest.
ASSESSMENT AND FEEDBACK TOOLS
E-assessment allows students to get feedback on their skills and progress at a time and place that suits them, without additional burden on staff time. While not replacing face-to-face contact, it helps to put the student in control of their own learning and develops their autonomy in this area.
Turnitin is an online service which analyses written text for matches with other sources ( figure 9)
Fig.9: Turitin Online service
Assessment
Purpose and forms of assessment
any one assessment task may fulfil more than one function:
Diagnostic assessment is used to show a learner's preparedness for a unit or programme of study and identifies any potential gaps in knowledge, skills and understanding expected at the start of study, or any other problems.
Formative assessment is designed to help learners learn more effectively through giving them feedback on their performance indicating how it can be improved.
Summative assessment is used to indicate the extent of a learner’s success in meeting the intended learning outcomes of a unit of study or programme.[1]
Principles of assessment
Effective assessment depends on three principles: validity, reliability and explicitness.
Validity refers to whether the assessment measures what it is supposed to, is aligned with learning outcomes and proportionate in volume.
Reliability refers to the accuracy, consistency and repeatability of the assessment, and whether it discourages opportunity for plagiarism.
Explicitness refers to the clarity of assessment to all involved in the process. It is associated with the quality, quantity and timeliness of information given to staff and students regarding the assessment.[1]
Evaluating your Teaching
Feedback from students
This can be obtained by direct and indirect means. Direct means include:
Feedback questionnaires
Group discussions at the end of sessions
Comments boards
Focus groups
Questionnaires
Questionnaires are widely used for collecting feedback and can cover all aspects of the design, delivery and assessment of the course of instruction.
Example of checklist is in figure 10.
Fig.10: Example of checklist
Example of worksheet is in figure 11.
Fig.11: Example of worksheet
CONCLUSIONS
The authors’ intention was to present only some guidelines regarding the Information Literacy teaching methods.
All these recommendations will be put into practice by each partner after adapting the material to the local specificity.
Information Literacy is a subject depending on the audience to be taught, their educational level, technological conditions, access to information and databases, field of interest.
By Information Literacy we are able to contribute to strengthening knowledge, creating new skills, adapting to new technologies but also to the progress in scientific research and higher education of the next generation.
REFERENCES
Handbook for Information Literacy Teaching , available online at: http://www.cardiff.ac.uk/insrv/educationandtraining/infolit/hilt/, [cited in February 17, 2013]
TEMPUS project, DWG group, Information literacy Syllabus
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