1 How to stimulate and guide young information users and professionals? [email protected] Vrije Universiteit Brussel, and Universiteit Antwerpen

1How to stimulate and guide How to stimulate and guide young information users and young information users and

professionals?professionals?Paul.Nieuwenhuysen@[email protected] Universiteit Brussel, Vrije Universiteit Brussel,

and Universiteit Antwerpenand Universiteit Antwerpen

BelgiumBelgium

Prepared to support a 90 minutes workshop at thePrepared to support a 90 minutes workshop at theannual BOBCATSSS conference, annual BOBCATSSS conference, in 2009 with the theme in 2009 with the theme Challenges for the New Information ProfessionalChallenges for the New Information Professional in Porto, Portugal, January 2009in Porto, Portugal, January 2009

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These slides should be available from the WWW siteThese slides should be available from the WWW site

http://www.vub.ac.be/BIBLIO/nieuwenhuysen/presentations/http://www.vub.ac.be/BIBLIO/nieuwenhuysen/presentations/

(note: BIBLIO (note: BIBLIO and notand not biblio) biblio)

http://www.vub.ac.be/BIBLIO/nieuwenhuysen/presentations/

3- - contents

- summary

- overview

of this workshop

1.1. Topic of this workshopTopic of this workshop

2.2. AudienceAudience

3.3. ExperienceExperience

4.4. Recommendations Recommendations Part 1 + Discussion !Part 1 + Discussion !

5.5. Recommendations Recommendations Part 2 + Discussion !Part 2 + Discussion !

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TOPICTOPICof this workshopof this workshop

Methods applied Methods applied in motivating and teaching in motivating and teaching young users and information professionals young users and information professionals to exploit and manage informationto exploit and manage information

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• This workshop fits well into the general theme of This workshop fits well into the general theme of this conference: this conference: “Challenges for the New Information Professional”“Challenges for the New Information Professional”

• One of these challenges isOne of these challenges is

How to spend less attention and effort to collecting and How to spend less attention and effort to collecting and preserving physical documents, so that more attention preserving physical documents, so that more attention can be spent on increasing the level of information can be spent on increasing the level of information literacy of information users in your environment? literacy of information users in your environment? = How to assist others in increasing their expertise in = How to assist others in increasing their expertise in the information landscape that is evolving quite fast?the information landscape that is evolving quite fast?

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• Then we face more specific questions like:Then we face more specific questions like:

»How to increase the knowledge and skills How to increase the knowledge and skills of various types of users of various types of users and perhaps even of colleagues information and perhaps even of colleagues information professionals, in the area of our expertise: professionals, in the area of our expertise: information sources, retrieval, management and information sources, retrieval, management and presentation presentation ==How to upgrade the level of information literacy?How to upgrade the level of information literacy?

»How to teach and train others?How to teach and train others?

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• Another formulation is preferable in my view: Another formulation is preferable in my view:

»How to communicate with a target audience and How to communicate with a target audience and how to stimulate the members of the target group, how to stimulate the members of the target group,

in an efficient way? in an efficient way?

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AUDIENCE AUDIENCE of this workshopof this workshop

• The audience of this conference consists The audience of this conference consists mainly of young people with their own study mainly of young people with their own study endeavours fresh in their mind.endeavours fresh in their mind.

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AIMAIMof this workshopof this workshop

The aim / hope is to create a lively, interactive The aim / hope is to create a lively, interactive workshop sessionworkshop session we all learn from each other’s experience, we all learn from each other’s experience, likes and dislikes, likes and dislikes, we can improve the methods we can improve the methods that we apply to stimulate others in their that we apply to stimulate others in their activities related to information management activities related to information management (at their appropriate level of information (at their appropriate level of information literacy or expertise)literacy or expertise)

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Experience Experience with various target groupswith various target groups

• University students at Master level in Belgium:University students at Master level in Belgium:

»Vrije Universiteit BrusselVrije Universiteit Brussel

—Master Communication Studies Master Communication Studies (in Dutch)(in Dutch)

—Master Literature Science Master Literature Science (in Dutch)(in Dutch)

—Master Science … Master Science … (in English)(in English)

»University of AntwerpUniversity of Antwerp

—Master Library and Information Science (in Dutch)Master Library and Information Science (in Dutch)

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• University students at Doctoral = PhD level University students at Doctoral = PhD level in Vrije Universiteit Brussel, Belgiumin Vrije Universiteit Brussel, Belgium

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• Participants to International Training Participants to International Training Programs entitled:Programs entitled: Scientific and Technical Information Scientific and Technical Information Management in Universities and Libraries Management in Universities and Libraries – an Active Training Environment – an Active Training Environment = STIMULATE= STIMULATE

http://www.vub.ac.be/BIBLIO/itp/http://www.vub.ac.be/BIBLIO/itp/

http://www.vub.ac.be/BIBLIO/itp/

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• Participants to training workshops Participants to training workshops in the framework of UNESCO-IOC-IODE in the framework of UNESCO-IOC-IODE capacity building capacity building on information management on information management for marine science for marine science http://www.iode.org/http://www.iode.org/

http://www.iode.org/

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UNESCO > IOC > IODEUNESCO > IOC > IODE

UNESCO with headquarters in Paris, UNESCO with headquarters in Paris, the the United Nations organization United Nations organization for education, science and culturefor education, science and culture

> UNESCO-IOC > UNESCO-IOC The Intergovernmental Oceanographic The Intergovernmental Oceanographic CommissionCommission

> UNESCO-IOC-IODE > UNESCO-IOC-IODE = = programme for programme for International Oceanographic International Oceanographic Data and Information ExchangeData and Information Exchange

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The contents The contents of the coursesof the courses

Information literacyInformation literacy

Creating Creating a small and simple a small and simple

WWW siteWWW site

Exploiting Exploiting available available

digital sourcesdigital sources

Other topicOther topicOther topicOther topic

Other topicOther topic




Presentation Presentation of information of information

(slides, posters…)(slides, posters…)

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Methods for teaching & Methods for teaching & assessment: assessment: introductionintroduction

Besides the application of traditional, classical, Besides the application of traditional, classical, proven methods and approaches, proven methods and approaches, experiments are going on continuously experiments are going on continuously and more experience is acquired with less and more experience is acquired with less traditional methods.traditional methods.

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Methods for teaching & Methods for teaching & assessment:assessment:

““workingworking” in this ” in this workshopworkshopAfter a few statements and recommendations, After a few statements and recommendations,

all members of the audience will formulate on all members of the audience will formulate on paper paper 1 of the following:1 of the following:

»Question = request to clarify a statementQuestion = request to clarify a statement

»Strong agreement with one of the statementsStrong agreement with one of the statements

»Strong disagreement with one of the statementsStrong disagreement with one of the statements

»Additional interesting example = additional caseAdditional interesting example = additional case

»Additional recommendationAdditional recommendation

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Time

Presentation and slides and recommendations Presentation and slides and recommendations in chronological order.in chronological order.

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Methods for teaching & Methods for teaching & assessment: assessment: electronic electronic

learning site on the WWWlearning site on the WWW• http://www.vub.ac.be/BIBLIO/nieuwenhuysen/http://www.vub.ac.be/BIBLIO/nieuwenhuysen/

courses/ courses/ • This offers for each courseThis offers for each course

»an outline of the contents and aimsan outline of the contents and aims»a description of the evaluation procedurea description of the evaluation procedure»a link to the student discussion group that has been a link to the student discussion group that has been

created for each coursecreated for each course»slides used in classroom with explanations, slides used in classroom with explanations,

exercises, references for further readingexercises, references for further reading»a bibliography for each course chaptera bibliography for each course chapter

• Available for everyone through the Internet Available for everyone through the Internet = “open access”= “open access”

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learning site on the WWWlearning site on the WWW• http://www.vub.ac.be/BIBLIO/itp/http://www.vub.ac.be/BIBLIO/itp/• WWW site for VLIR international training WWW site for VLIR international training

programs on information management in programs on information management in science and technologyscience and technology

• Offers for each programOffers for each program»an outline of the contents and aimsan outline of the contents and aims»time schedule with locations and persons involvedtime schedule with locations and persons involved


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learning site on the WWWlearning site on the WWW• http://www.oceanteacher.org/http://www.oceanteacher.org/• Created in the framework of UNESCO-IOC-Created in the framework of UNESCO-IOC-

IODE.IODE.• This offers study materials related to This offers study materials related to

information management, including information management, including information about marine science.information about marine science.


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learning site on the WWWlearning site on the WWW• Difficulties:Difficulties:

»Not all users have access to fast InternetNot all users have access to fast Internet»Various organisations offer different e-learning Various organisations offer different e-learning

platforms.platforms.»The e-learning platforms change over time.The e-learning platforms change over time.

Adaptation by students and teachers is time Adaptation by students and teachers is time consumingconsuming

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Methods for teaching & Methods for teaching & assessment: assessment: conclusion: conclusion:

recommendationrecommendation• Exploit the WWW Exploit the WWW

for delivery of for delivery of

»course schedules and course schedules and

»study materialsstudy materials

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Methods for teaching & Methods for teaching & assessment: assessment: communication communication

through the Internetthrough the Internet• For each course, we have created For each course, we have created

a discussion group based on e-mail and the a discussion group based on e-mail and the WWW.WWW.

• This is available through the electronic This is available through the electronic learning WWW site for the course.learning WWW site for the course.

• This supports communicationThis supports communication

»student student students !students !

»(professor (professor students)students)

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Methods for teaching & Methods for teaching & assessment: assessment: communication communication

through the Internetthrough the Internet• Difficulties: Difficulties:

»Not all users have access to fast InternetNot all users have access to fast Internet

»SPAM, noise messagesSPAM, noise messages

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recommendationrecommendation• Exploit the Internet for communicationExploit the Internet for communication

(or messages on mobile phones)(or messages on mobile phones)

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Methods for teaching & Methods for teaching & assessment: assessment: co-operative co-operative

learning (1)learning (1)• Each student works not only on small Each student works not only on small

individual assignments, individual assignments, but contributes also to a bigger assignment but contributes also to a bigger assignment that is carried out by a group of students.that is carried out by a group of students.

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learning (2)learning (2)• Some reasons why to organise group work:Some reasons why to organise group work:

»It can enhance the group spirit of the class.It can enhance the group spirit of the class.

»A larger work can be realised, which is more A larger work can be realised, which is more motivating, more realistic, more interesting…motivating, more realistic, more interesting…

»Students learn to cope with problems of working in Students learn to cope with problems of working in group, such asgroup, such as

—co-ordination and management; co-ordination and management;

—heterogeneity in language, motivation, heterogeneity in language, motivation, expertise, punctuality; expertise, punctuality;

—leaders versus followers…leaders versus followers…

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learning (3)learning (3)• The groups are formed in such a way that they are The groups are formed in such a way that they are

NOT composed NOT composed only of friends only of friends or of students from the same region or of students from the same region or who speak the same language or who speak the same language or who have the same level of expertise.or who have the same level of expertise.Instead they are created on the basis of Instead they are created on the basis of alphabetical order of the names of the students, alphabetical order of the names of the students, because this guarantees heterogeneity in the because this guarantees heterogeneity in the group.group.Heterogeneity is desirable as it enhances the Heterogeneity is desirable as it enhances the learning experience during the group work.learning experience during the group work.

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learning (4)learning (4)• The co-ordination of the group work is The co-ordination of the group work is

organised by the group members as an organised by the group members as an exercise in management and democracy.exercise in management and democracy.

• The groups compete to create the best report.The groups compete to create the best report.So working with at least 2 groups is desirable.So working with at least 2 groups is desirable.

• Each report includes of course the names of Each report includes of course the names of the contributing students, but also their the contributing students, but also their portraits and an outline of who contributed portraits and an outline of who contributed what.what.

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learning (5)learning (5)• Example 1 of group work by students:Example 1 of group work by students:

»Information retrieval about a particular subject Information retrieval about a particular subject (that is related to the main focus of the (that is related to the main focus of the curriculum, curriculum, as far as possible)as far as possible)

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»Building a small web site = creating a digital library, Building a small web site = creating a digital library, starting from a classical, hard-copy, printed document starting from a classical, hard-copy, printed document that includes structure, at least 1 picture and at least that includes structure, at least 1 picture and at least one computer-screen shot.one computer-screen shot.This confronts students with many aspects of digital This confronts students with many aspects of digital libraries, such as dealing with libraries, such as dealing with

—analog to digital conversion; OCRanalog to digital conversion; OCR

—pictures with various resolutions and file formatspictures with various resolutions and file formats

—structure and architecture of a web sitestructure and architecture of a web site

—HTML versus PDF versus Word-XMLHTML versus PDF versus Word-XML

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»Creation of a poster to support the live discussion Creation of a poster to support the live discussion of scientific research carried out in the department of scientific research carried out in the department

(digital version and a print-out)(digital version and a print-out)

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Methods for teaching & Methods for teaching & assessment: assessment: co-op. learning & co-op. learning &

communicationcommunication• Follow-up of progress made by each group is Follow-up of progress made by each group is

desirable.desirable.

• Co-operative learning is supported by efficient Co-operative learning is supported by efficient communication independent of place and time,communication independent of place and time,throughthrough

— the discussion group that has been created for the discussion group that has been created for each courseeach course

— electronic mailelectronic mail

— closed discussion groups that are created by the closed discussion groups that are created by the groups of competing studentsgroups of competing students

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recommendationrecommendation• Co-operative learning Co-operative learning

deserves a place besides personal learning.deserves a place besides personal learning.

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Methods for teaching & Methods for teaching & assessment: assessment: student portfolios student portfolios

(1)(1)• Besides a classical examination to assess the Besides a classical examination to assess the

level of knowledge of each student, level of knowledge of each student, each student creates also a “portfolio” each student creates also a “portfolio” = a collection of reports concerning small = a collection of reports concerning small assignments.assignments.

• That portfolio is also used in the assessment.That portfolio is also used in the assessment.

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(2)(2)• Some advantages of the portfolios are the Some advantages of the portfolios are the

following:following:

»The portfolio is a direct, physical reflection of skills and The portfolio is a direct, physical reflection of skills and knowledge, that is closer to reality and more satisfactory knowledge, that is closer to reality and more satisfactory than a mark on an exam than a mark on an exam and that can also be shown to other interested persons.and that can also be shown to other interested persons.

»The portfolio forces students to improve some important The portfolio forces students to improve some important skills (reporting, presentation of information)skills (reporting, presentation of information)

»Creating the portfolio enforces active learning Creating the portfolio enforces active learning = learning by doing = learning by doing (“constructivist approach” in education).(“constructivist approach” in education).

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(3)(3)• Some Some examplesexamples of the contents of such a portfolios: of the contents of such a portfolios:

»Written proposal of an approach to solve a specific Written proposal of an approach to solve a specific problem in an information-environmentproblem in an information-environment

»Personal WWW site created by the student Personal WWW site created by the student (digital version and print-outs with various font-sizes)(digital version and print-outs with various font-sizes)

»Series of slides to support a live presentation of personal Series of slides to support a live presentation of personal scientific work scientific work (digital version and a print-out of “hand-outs” for the (digital version and a print-out of “hand-outs” for the audience)audience)

»Poster created to support the live discussion of scientific Poster created to support the live discussion of scientific work work (digital version and a print-out)(digital version and a print-out)

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recommendationrecommendation• Students should create a portfolio for some Students should create a portfolio for some

courses.courses.

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Methods for teaching & Methods for teaching & assessmentassessment

11stst time for feedback and discussion! time for feedback and discussion!

All members of the audience are expected to All members of the audience are expected to formulate on paper 1 of the following:formulate on paper 1 of the following:





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Methods for teaching & Methods for teaching & assessment:assessment:

study close to reality (1)(1)• Library and information scienceLibrary and information science

is NOT the main point of interest for most is NOT the main point of interest for most students. students. Therefore, the Therefore, the illustrations/contents/subjects/examples used illustrations/contents/subjects/examples used in teaching and for the assignments are in teaching and for the assignments are chosen as close as possible chosen as close as possible

»to the main focus, the core of the curriculum, andto the main focus, the core of the curriculum, and

»to the personal interests of the studentto the personal interests of the student

»to the “reality” of the studentto the “reality” of the student

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Methods for teaching & Methods for teaching & assessment: assessment: study close to

reality (2)(2)• Examples of choosing illustrations:Examples of choosing illustrations:

»The subjects of assignments in scholarly The subjects of assignments in scholarly information retrieval are chosen so that they are information retrieval are chosen so that they are close to the core of the curriculum.close to the core of the curriculum.

»Students learn how to present information by Students learn how to present information by presenting their own scientific research to the presenting their own scientific research to the whole group of students.whole group of students.

»Students are guided to create their personal site Students are guided to create their personal site on the WWW and to explain their scientific on the WWW and to explain their scientific interests there.interests there.

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recommendationrecommendation• The core interests of the students The core interests of the students

should determine should determine

»the illustrations, examples andthe illustrations, examples and

»subjects of assignments.subjects of assignments.

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Methods for teaching & Methods for teaching & assessment: assessment: learning for credit learning for credit

(1)(1)• Assessment of learners / students is Assessment of learners / students is

important! :important! :

»Increases the perceived “importance” of what is Increases the perceived “importance” of what is learned learned for students and for professors of other courses.for students and for professors of other courses.

»Allows adjustment of the effort spent to what Allows adjustment of the effort spent to what should be learned.should be learned.

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(2)(2)• Methods of assessment:Methods of assessment:

»Self assessment based on questions and small Self assessment based on questions and small assignments provided in the study materials.assignments provided in the study materials.

»Formal assessment by the supervisor/teacher.Formal assessment by the supervisor/teacher.

»Assessment in the framework of other study Assessment in the framework of other study modules:modules:

—Modules should be suitable/acceptable for Modules should be suitable/acceptable for learning / applying information literacy.learning / applying information literacy.

—Co-operation with teachers/professors is Co-operation with teachers/professors is desirable.desirable.

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(3)(3)• Ideally, learning and assessment should lead Ideally, learning and assessment should lead

to a credit for the student!to a credit for the student!

Reference: Reference: Badke, WilliamBadke, WilliamTen reasons to teach information literacy for Ten reasons to teach information literacy for credit.credit.Online 2008 Nov/Dec, pp. 47-49.Online 2008 Nov/Dec, pp. 47-49.

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recommendationrecommendation• In exchange for the efforts made by students, In exchange for the efforts made by students,

deliver credits.deliver credits.

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Methods for teaching & Methods for teaching & assessment: assessment: peer assessment peer assessment

(1)(1)• The report by each student is not only The report by each student is not only

assessed / questioned by the responsible assessed / questioned by the responsible teacher / professor, teacher / professor, but also by peer students who are member of but also by peer students who are member of a competing group.a competing group.

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Methods for teaching & Methods for teaching & assessment: assessment: peer assessment peer assessment

(2)(2)• Some advantages of peer assessment by Some advantages of peer assessment by

students are the following:students are the following:»All students together can spend more time than the All students together can spend more time than the

busy professor, busy professor, to discover errors or weak points in the work of to discover errors or weak points in the work of others, and more importantly: others, and more importantly: to suggest improvements.to suggest improvements.

»The student who evaluates can learn from the The student who evaluates can learn from the different approach by another student to the same different approach by another student to the same problem.problem.

»The students learn to have scientific and The students learn to have scientific and constructive discussions.constructive discussions.

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recommendationrecommendation• To assess the achievements of students,To assess the achievements of students,

peer assessment peer assessment should be included whenever possible.should be included whenever possible.

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Methods for teaching & Methods for teaching & assessment: assessment: active learningactive learning

• Less: Less:

»classical professor classical professor student teaching student teaching

• More: More:

»question & answer sessionsquestion & answer sessions

»practical workpractical work

»presentations by studentspresentations by students

»co-operative learningco-operative learning

»creation of a portfolio by each studentcreation of a portfolio by each student

»peer assessmentpeer assessment

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recommendationrecommendation• Facilitate more active learning.Facilitate more active learning.

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Methods for teaching & Methods for teaching & assessment: assessment: inviting feedback inviting feedback

(1)(1)• Each student is formally invited to provide Each student is formally invited to provide

some critical but constructive feedback on any some critical but constructive feedback on any aspect of the course, aspect of the course, such as:such as:

»contents, coverage, illustrations, subjectscontents, coverage, illustrations, subjects

»assignments, tasks, exercisesassignments, tasks, exercises

»bibliography, recommended readingbibliography, recommended reading

»the WWW site for the coursethe WWW site for the course

»the educational methods appliedthe educational methods applied

»……

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(2)(2)• Why inviting the students to provide Why inviting the students to provide

feedback?feedback?

»Constructive remarks can lead to improvements of Constructive remarks can lead to improvements of the course in future years.the course in future years.

»Stimulates critical thinking by the students.Stimulates critical thinking by the students.

»Students learn that constructive criticism is more Students learn that constructive criticism is more difficult but more rewarding than simple negative difficult but more rewarding than simple negative criticism.criticism.

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(3)(3)• Take into account the different aspects of Take into account the different aspects of

teaching / learning:teaching / learning:

»Contents: level, relevance, quantity, up-to-date? …Contents: level, relevance, quantity, up-to-date? …

»Format: teaching methods, study materials, Format: teaching methods, study materials, expertise of teacher…expertise of teacher…

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recommendationrecommendation• Invite students / trainees Invite students / trainees

to provide to provide constructive, critical feedback.constructive, critical feedback.

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Methods for teaching & Methods for teaching & assessmentassessment

22ndnd and last time for feedback and discussion! and last time for feedback and discussion!

All members of the audience are expected to All members of the audience are expected to formulate on paper 1 of the following:formulate on paper 1 of the following:





»Additional recommendation ?!Additional recommendation ?!

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Active learning Active learning

Co-operative learning Co-operative learning

Study close to reality Study close to reality

Communication through InternetCommunication through Internet

Each student creates a course-portfolioEach student creates a course-portfolio

Peer assessment of studentsPeer assessment of students

Students offer feedback on the courseStudents offer feedback on the course

Electronic learning environment Electronic learning environment

Learning for creditLearning for credit

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Recommended readingRecommended readingHorton, Forest Woody Jr. and Keiser, Barbie E.Horton, Forest Woody Jr. and Keiser, Barbie E.

Encouraging global information literacy.Encouraging global information literacy.

Computers in Libraries, Nov. / Dec. 2008, pp. 6-32.Computers in Libraries, Nov. / Dec. 2008, pp. 6-32.

Nieuwenhuysen, PaulNieuwenhuysen, Paul

Information literacy: a bibliography. [online]Information literacy: a bibliography. [online]

http://www.vub.ac.be/BIBLIO/nieuwenhuysen/courses/bibliograhttp://www.vub.ac.be/BIBLIO/nieuwenhuysen/courses/bibliography/educat.htmphy/educat.htm

Nieuwenhuysen, PaulNieuwenhuysen, Paul

Information literacy courses at university level: Information literacy courses at university level: some experiments and some experience.some experiments and some experience.

In: Campus-wide information systems, Vol. 17, No. 5, 2000, In: Campus-wide information systems, Vol. 17, No. 5, 2000, printed pp. 167-173. Also available online through the printed pp. 167-173. Also available online through the Internet and WWW, for instance at Internet and WWW, for instance at http://http://www.emerald-library.comwww.emerald-library.com//

http://www.vub.ac.be/BIBLIO/nieuwenhuysen/courses/bibliography/educat.htm

http://www.vub.ac.be/BIBLIO/nieuwenhuysen/courses/bibliography/educat.htm

http://www.emerald-library.com/



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We all walk in the dark,supported by a few lights

Documents

1 How to stimulate and guide young information users and professionals? [email protected] Vrije Universiteit Brussel, and Universiteit Antwerpen