Location
CTICC- ROOM 2
Session Number
2B1
Keywords
Blended learning, Higher education, Information literacy, Information literacy education, Undergraduate students
Description
Many small university libraries struggle with lack of resources for teaching information literacy (IL) skills to the students. There is not enough time or personnel to reach all the students in need of IL education. On the other hand, the faculties expect students to use high quality academic information sources while writing their papers. However, the teachers have neither time nor knowledge to instruct their students in information retrieval.
The paper describes one solution model to the problem. In the Lappeenranta University of Technology the library personnel have created an IL education package which requires few resources but works well in teaching university students. It can be tailored easily to meet the needs of different faculties. The package consists of a short pre-assessment, a lecture, and a practice session in a computer classroom. The formative pre-assessment consists of four questions and it is done in small groups by using a social media tool. It gives the teacher information about the students’ existing skills and knowledge. Based on that, the teacher tailors the lecture material package by focusing on the issues which are the most unfamiliar to the students. During the practice session, the teacher instructs the students on searching information on their own subjects. The required resources per group are one teacher who reads the pre-assessment answers and gives the lecture and one or two instructors in the computer class.
IL education is integrated in the curriculum. The faculty and the library cooperate closely in planning the sessions. The pre-assessment is linked with the subject of the course which motivates the students to complete it. When the students produce collective answers using social media, they learn from each other and the teacher has fewer papers to read.
Included in
BLENDED LEARNING IN INFORMATION LITERACY EDUCATION. HOW TO MAKE THE RESOURCES STRETCH?
CTICC- ROOM 2
Many small university libraries struggle with lack of resources for teaching information literacy (IL) skills to the students. There is not enough time or personnel to reach all the students in need of IL education. On the other hand, the faculties expect students to use high quality academic information sources while writing their papers. However, the teachers have neither time nor knowledge to instruct their students in information retrieval.
The paper describes one solution model to the problem. In the Lappeenranta University of Technology the library personnel have created an IL education package which requires few resources but works well in teaching university students. It can be tailored easily to meet the needs of different faculties. The package consists of a short pre-assessment, a lecture, and a practice session in a computer classroom. The formative pre-assessment consists of four questions and it is done in small groups by using a social media tool. It gives the teacher information about the students’ existing skills and knowledge. Based on that, the teacher tailors the lecture material package by focusing on the issues which are the most unfamiliar to the students. During the practice session, the teacher instructs the students on searching information on their own subjects. The required resources per group are one teacher who reads the pre-assessment answers and gives the lecture and one or two instructors in the computer class.
IL education is integrated in the curriculum. The faculty and the library cooperate closely in planning the sessions. The pre-assessment is linked with the subject of the course which motivates the students to complete it. When the students produce collective answers using social media, they learn from each other and the teacher has fewer papers to read.