The Design of Reusable Multimedia Resources to Deepen Information Literacy
Lesya Hassall – session chair
Kim Duckett and Hyun-Duck Chung – North Carolina State University
- Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” -ACRL
- What are libraries doing: collaborating with faculty, course integrated and curriculum integrated instruction, credit courses, tutorials
- Library instruction tends towards training, how-to, and tools. We often drop the “why.”
- NCSU wanted to talk about the context, a different dimension of library instruction.
- Information is more and more disembodied from the container it originated from.
- Ex. how information is socially constructed in wikipedia rather than why not to use it or how to use it.
- “Before we train students to use search tools, before we send them to books, periodicals, or websites, we need to teach them about information. What is it? How is it created? Where is it stored?” -Troy Swanson in A Radical Step: Implementing A Critical Information Literacy Model, Portal, 4(2).
- Want to explore context as a dimension in library instruction, find gaps in instruction needs, spark conversation, experiment with new packages, test ID models, strive for scalability and reusability
- “I need a peer reviewed article?” leads the reference librarian to need to know if the student knows what a “peer reviewed” article is, if they understand why they are asked to find them, etc.
- Opportunity to create modules as part of e-learning resource initiative: instructional aid, promote the library and services, demonstrate a practical model of module development.
- Reminded us of the ADDIE model (Analyze, Design, Develop, Impliment, Evaluate)
- Analyze: found that there weren’t too many peer review tutorials, most were static, saw that as a gap. Overall trend of CMS, thought module would fit well. Talked with faculty from previous instruction areas to verify they’d use it.
- Design: talk with faculty about how they saw peer review. Got a lot of ideas, but knew they didn’t want to pass 5 minutes. Developed learning objectives for the module. Created it so that it could be embedded, but also reside on it’s own page for use.
- Develop: script -> brainstorm graphical concepts -> collect images and create graphics -> create audio clips -> integrate AV components -> prototype (rough one to show faculty for feedback) -> feedback/revise -> cycle. Eventually: caption, write metadata and release
- Implement: ask faculty to incorporate, use in library instruction, link to course pages and guides, deposit in learning object repositories
- Evaluate: assess impact on student learning, calculate costs involved. Was it worth it? Are there better ways? Who is the best person to do this: librarians? instructional designers?
- Q&A: they have a graphic design intern, there is an upcoming NC Learning Object Repository so these will go there, the UNC system is moving towards serving the state rather than individual institutions so it makes sense to share
- Audience member pointed out that in creative projects you can’t get tied down in process and too much analysis… need rapid prototyping.
This project has some similarities and differences from the Toolkit project. Very interesting to see solutions from people dealing with similar issues, but serving a different community. I am looking forward to seeing this project as it evolves.
I had worked with Kim before, as she was our amazing keynote speaker for the Distance Learning Interest Group program at ALA in Anaheim. I really enjoyed the theoretical underpinning she brings to her work. Great session!
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