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Distributed Learning
Pedagogy and Technology in Online Information Literacy Instruction
1st Edition - October 10, 2016
Editors: Tasha Maddison, Maha Kumaran
Language: English
Paperback ISBN:9780081005989
9 7 8 - 0 - 0 8 - 1 0 0 5 9 8 - 9
eBook ISBN:9780081006092
9 7 8 - 0 - 0 8 - 1 0 0 6 0 9 - 2
The field of distributed learning is constantly evolving. Online technology provides instructors with the flexibility to offer meaningful instruction to students who are at a di…Read more
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The field of distributed learning is constantly evolving. Online technology provides instructors with the flexibility to offer meaningful instruction to students who are at a distance or in some cases right on campus, but still unable to be physically present in the classroom. This dynamic environment challenges librarians to monitor, learn, adapt, collaborate, and use new technological advances in order to make the best use of techniques to engage students and improve learning outcomes and success rates. Distributed Learning provides evidence based information on a variety of issues, surrounding online teaching and learning from the perspective of librarians.
Includes extensive literature search on distributed learning
Provides pedagogy, developing content, and technology by librarians
Shows the importance of collaboration and buy-in from all parties involved
Librarians in Academic Libraries who are responsible for delivering instruction in a distributed learning environment, and librarians in Public Libraries, School Libraries and possible Special Libraries who are responsible for delivering instruction and would like to explore alternative methods of delivery
List of Contributors
Biography
Foreword
Chapter 1. Introduction
References
Section I: Foundations of Distributed Learning
Chapter 2. Literature Review of Online Learning in Academic Libraries
Abstract
2.1 Introduction
2.2 Background
2.3 Methodology
2.4 Subject Distribution
2.5 Technology
2.6 Creation Technology
2.7 Access Technology
2.8 Learning Environments
2.9 Challenges With Online Instruction
2.10 Best Practices
2.11 Assessment
2.12 Methods of Delivery
2.13 Collaboration With Faculty and Other Stakeholders
2.14 Learning Outcomes
2.15 Limitations
2.16 Conclusion
References
Chapter 3. Using Theory and Practice to Build an Instructional Technology Tool Kit
Abstract
3.1 Introduction
3.2 Theory: A Review of the Literature
3.3 The Scholarship of Active Learning
3.4 The Scholarship of Effective Instructional Technology Use
3.5 Desired Learning Outcomes: An Important Consideration
3.6 Practice: Meaningfully Integrating Technology Tools in Information Literacy Instruction
3.7 Remembering Information
3.8 Understanding Information
3.9 Applying Information
3.10 Analyzing Information
3.11 Evaluating Information
3.12 Creating Information
3.13 Next Steps and Conclusions
Appendix Technology Resources, Organized as Referenced in the Chapter
References
Section II: Pedagogy
Chapter 4. Designing Online Asynchronous Information Literacy Instruction Using the ADDIE Model
Abstract
4.1 Background
4.2 Instructional Design Models
4.3 Dick and Carey
4.4 Recursive Reflective Design and Development Model
4.5 Four-Component Instructional Design
4.6 Kemp
4.7 Gagné
4.8 ADDIE
4.9 Implementation Using the ADDIE Model
4.10 Design
4.11 Development
4.12 Implementation
4.13 Evaluation
4.14 Conclusion
References
Appendix 1 FYC Rubric
Appendix 2 FYC Pretest Survey Summary
Chapter 5. Enhancing Kuhlthau’s Guided Inquiry Model Using Moodle and LibGuides to Strengthen Graduate Students’ Research Skills
Abstract
5.1 Introduction
5.2 Redesign Rationale
5.3 Curriculum Development for Distributed Learning Environment
5.4 Kuhlthau’s Guided Inquiry Program for Information Literacy
5.5 Online Zones of Intervention
5.6 Technology
5.7 LibGuides
5.8 Information Literacy Sessions Overview
5.9 Session One: Topic Selection
5.10 Session Two: Website Evaluation and Scholarly Sources
5.11 Session Three: Database Searching
5.12 Assessment Measures
5.13 Moodle and LibGuide Analytics
5.14 Conclusion
References
Chapter 6. A Model for Teaching Information Literacy in a Required Credit-Bearing Online Course
Abstract
6.1 Introduction
6.2 Measure of INL102’s Success
6.3 Integrating Technology
6.4 Library Staff and Collection as a Resource
6.5 Assessments
6.6 Schedule for Updates
6.7 Conclusion
References
Chapter 7. Engaging Learners Online: Using Instructional Design Practices to Create Interactive Tutorials
Abstract
7.1 Introduction
7.2 Design
7.3 Assessment and Evaluation
7.4 Selecting Technology
7.5 Conclusion
References
Appendix 1 Clark’s Content Performance Matrix for Microbiology Tutorial
Chapter 8. Developing Best Practices for Creating an Authentic Learning Experience in an Online Learning Environment: Lessons Learned
Abstract
8.1 Introduction
8.2 Sage, Guide, Meddler
8.3 Befriend the Gatekeepers
8.4 Possible Approaches
8.5 Teaching in the Trenches
8.6 One Goal, Many Tools
8.7 Maintain Authority
8.8 Assessment
8.9 Future Work: Online Information Literacy Lab
8.10 Conclusion
References
Section III: Technology
Chapter 9. Delivering Synchronous Online Library Instruction at a Large-Scale Academic Institution: Practical Tips and Lessons Learned
Abstract
9.1 Introduction
9.2 Background
9.3 Literature Review
9.4 The Pilot
9.5 Evaluating the Pilot
9.6 Outcomes
9.7 Checklist for Delivering Synchronous ILI
9.8 Discussion
9.9 Were There Technological Barriers to Student Attendance?
9.10 Was the Timing Appropriate?
9.11 Is Synchronous Online Delivery Right for the Target Audience?
9.12 Conclusion
References
Chapter 10. Making Library Research Real in the Digital Classroom: A Professor–Librarian Partnership
Abstract
10.1 Introduction
10.2 Filling the Information Literacy Gap in Online Courses
10.3 English 201 Courses at the Borough of Manhattan Community College
10.4 Partnering to Design Online Research Instruction
10.5 Implementing a Scaffolded Model of Research Instruction
10.6 Start Small and Build Over Time
10.7 A Diverse Range of Activities
10.8 Revision
10.9 Accessibility
10.10 Assessment
10.11 Library Day Test
10.12 Workload and Sustainability
10.13 Reflections on the Method and the Partnership
References
Appendix A Librarian’s Activities in the Course Modules
Appendix B Survey Questions
Chapter 11. Forging Connections in Digital Spaces: Teaching Information Literacy Skills Through Engaging Online Activities
Abstract
11.1 Introduction and Literature Review
11.2 Assignments and Learning Activities
11.3 Discussion
11.4 Conclusion
References
Chapter 12. Innovation Through Collaboration: Using an Open-Source Learning Management System to Enhance Library Instruction and Student Learning
Abstract
12.1 Introduction
12.2 Customized User Roles in Moodle
12.3 Looking Ahead
References
Appendix 1 Senior Projects Information Literacy Skills Assessment Rubric-Purchase College Library
Chapter 13. From Technical Troubleshooting to Critical Inquiry: Fostering Inquiry-Based Learning Across Disciplines Through a Tutorial for Online Instructors
Abstract
13.1 Introduction
13.2 Institutional Context
13.3 Technology
13.4 Collaboration
13.5 The Pilot Series
13.6 Conclusion
References
Appendix A Online Course Development: Library Resources Checklist
Appendix B Teaching Online Series: Library Module Table of Contents
Appendix C Communicating Assessment Criteria to Students: Rubrics
Chapter 14. Embedding the Library in the LMS: Is It a Good Investment for Your Organization’s Information Literacy Program?
Abstract
14.1 Introduction
14.2 Literature Review
14.3 History and Development of the Library Tools Tab at UAL
14.4 Analysis: How Is the Value of the Embedded System Measured?
14.5 How Does UAL Course Guide Use Compare with LTT Use?
14.6 Conclusion
14.7 Future Development
References
Chapter 15. A Decade of Distributed Library Learning: The NOSM Health Sciences Library Experience
Abstract
15.1 The NOSM Context
15.2 The Health Sciences Library
15.3 Videoconferencing
15.4 Videoconferencing and Participant Engagement
15.5 Technological Challenges of Videoconferencing
15.6 LibGuides, Padlet, and Powtoon
15.7 Conclusion
References
Chapter 16. Parallel Lines: A Look at Some Common Issues in the Development, Repurposing, and Use of Online Information Literacy Training Resources at Glasgow Caledonian University
Abstract
16.1 Introduction
16.2 Market Scan
16.3 Planning: Storyboarding, Design, and Project Management
16.4 Pedagogical Issues, IL Frameworks
16.5 Development Software (HTML, Flash, and Gamification)
16.6 Compatibility with Mobile Devices
16.7 Hardware and Methods of Delivery
16.8 Testing and Pilot Phases
16.9 Teaching: The Best Way to Use Online Resources
16.10 Futureproofing
16.11 Areas for Further Research
References
Appendix
Section IV: Case Studies
Chapter 17. Concept to Reality: Integrating Online Library Instruction Into a University English Curriculum
Abstract
17.1 Introduction and Background
17.2 Partnering to Enable Library Literacy for First-Year English Literature Students
17.3 The Initial Development of Program Content, Technology, and Evaluative Formula
17.4 The Pilot of the Program and the Evolution of Content, Style, and Delivery
17.5 The Route to Success: Collaboration, Evaluation, and the Importance of Partnership
17.6 Considering the Future While Remaining Connected to the Wider Educational Community
References
Chapter 18. A Successful Reboot: Reimagining an Online Information Literacy Tutorial for a First-Year Experience Program
Abstract
18.1 Introduction
18.2 Setting the Scene: Literature Review
18.3 The Pitch: Establishing the Goals of the Project
18.4 Casting Call: The Pilot Participants
18.5 Action!: The Video Production
18.6 On Set: The Flipped (Library) Classroom
18.7 Test Screening: Focus Groups
18.8 Project Distribution: Making the Most of the LMS
18.9 The Reviews Are In: Assessing the Student Quiz Results and Instructor Feedback
18.10 Director Commentary: Discussion
18.11 That’s a Wrap! Conclusion
References
Chapter 19. Rethinking Plagiarism in Information Literacy Instruction: A Case Study on Cross-Campus Collaboration in the Creation of an Online Academic Honesty Video Tutorial
Abstract
19.1 Introduction
19.2 Background: Discovering the Need for a Plagiarism Tutorial
19.3 Literature Review: Who’s Creating Library Videos?
19.4 Method: Producing a Useful and Informative Video
19.5 Lessons Learned: Looking Back and Moving Forward
19.6 Assessment: Measuring Improvements
19.7 Conclusion: All Good Things…
References
Chapter 20. Adapting to the Evolving Information Landscape: A Case Study
Abstract
20.1 The Evolution of an Information Literacy Course: A Case Study
20.2 Information Literacy Course History
20.3 A Question of Format
20.4 Perception Becomes Reality
20.5 A Question of Content
20.6 The Evolving Landscape
20.7 New Ways of Thinking
20.8 Information Literacy and Visual Thinking Strategies
20.9 Assessment
20.10 Assessment Analysis
20.11 The Evolution Continues
20.12 Conclusion
Appendix A
Appendix B
Scoring Guide
References
Section V: Innovations
Chapter 21. Gaming Library Instruction: Using Interactive Play to Promote Research as a Process
Abstract
21.1 Introduction
21.2 Gamification and Interactivity
21.3 Creation of the Tutorial at GHL
21.4 Text-Based
21.5 Video Based
21.6 Feedback and Continued Game Development
21.7 Conclusion
References
Chapter 22. Implementing Flipped Classroom Model Utilizing Online Learning Guides in an Academic Hospital Library Setting
Abstract
22.1 Introduction
22.2 History of the Flipped Classroom
22.3 Background
22.4 Methodology
22.5 Evaluation
22.6 Conclusion
References
Appendix A Instructor Reflections
Appendix B Learner Evaluation Form
Index
No. of pages: 472
Language: English
Edition: 1
Published: October 10, 2016
Imprint: Chandos Publishing
Paperback ISBN: 9780081005989
eBook ISBN: 9780081006092
TM
Tasha Maddison
Tasha Maddison is a Librarian with Saskatchewan Polytechnic. Previously she worked as a Librarian at the University of Saskatchewan. She has been active on many committees involving online library instruction, including a team that looked at integrating library learning objects into Desire2Learn, and a task force studying the first year experience and how best to meet students needs. She spent several years researching and implementing flipped classrooms into undergraduate engineering courses, and has also explored teaching effectiveness of online tutorials when compared to in-person instruction. She completed a B.A. in English and Drama at the University of Saskatchewan, and the M.L.I.S. program at Wayne State University in Detroit, MI in 2012, where she specialized in academic libraries, reference and instruction.
Affiliations and expertise
Librarian,Saskatchewan Polytechnic, Canada
MK
Maha Kumaran
Maha Kumaran is currently the Liaison Librarian for the Colleges of Nursing and Nutrition at the University of Saskatchewan, Saskatoon, Canada. As the liaison librarian she collaborates with faculty to teach undergraduate and graduate students. Students from the College of Nursing are located all over the province, the country and beyond. Depending on the locality of the students, she either teaches in-person or via Web-Ex, Skype, Blackboard Collaborate or by using the Remote Desktop Connection. She has recorded videos using Camtasia and has made it available for students through her nursing research guide. She would like to continue to explore how best to teach nursing students in a distributed learning environment. Her academic interests are in the area of multiculturalism, minorities and currently distributed learning environment.
Affiliations and expertise
Liaison Librarian for the Colleges of Nursing and Nutrition at the University of Saskatchewan, Saskatoon, Canada