Helena Mc Keever ID. 3112874 User Education and Reference SkillsAssignment 1

Task 1 Information Literacy in an information societyEssay topic Why should a tertiary library offer user education?

This essay examines how the tertiary library has a special role to increase information literacy in the information society of the 21st century, using a variety of strategies of which user education is one. Information literacy is a common goal of all library types. Other information services for the community, for example, citizens advice, share this role.?

Academic or tertiary libraries have certain characteristics. They depend on the university budget and generally have a larger range of acquisitions including many journals and specialist databases than public libraries. They often buy copies of set texts for the graduates, undergraduates and academic staff taking university level courses at their institution. They source e-books and provide links within their catalogues and to websites. They use the Library of Congress Classification system (Not alwayss by any means). Increasingly, tertiary libraries cater for print based courses what is a print based course? Do you mean delivered in person? ; some blended learning courses and a growing number of fully online. (Fields, 2007). The tertiary library is also likely to offer user education, a practical way that librarians can help users develop their information literacy. (The Open Polytechnic, 2013, p1. (72271 Module 3)). The tertiary library has a captive audience in the students at the university and will most likely have a comprehensive user education programme.

In 1929 British author, Virginia Woolf, on being denied, on account of her sex, use of the library of a university she called Oxbridge, ie. either Oxford or Cambridge wrote:

That a famous library has been cursed by a woman is a matter of complete indifference to a famous library. Venerable and calm, with all its treasures safe locked within its breast, it sleeps complacently and will, so far as I am concerned, so sleep forever. Never will I wake these echoes, never will I ask for that hospitality again ... (That_a_famous_library_has_been_cursed_by, n.d.).

84 years ago the need for information literacy and user education still existed and years from now information literacy will still be important.

There are many definitions of information literacy. The most cited example given for Information literacy is given by the American Library Association, 1989,

To be information literate, a person must be able to recognise when information is needed and the ability to locate, evaluate, and use effectively the needed information. (The Open Polytechnic of New Zealand, 2013, p.8).

In the ULANZ website (University Libraries of Australia and New Zealand) there is a short clear and simple definition, it states:

In the education sector, information literacy has been generally defined as an understanding and set of abilities enabling individuals to recognise when information is needed and to have the capacity to locate, evaluate and use effectively the needed information. (CAUL, 2003).

In the 21st century, to be information literate in specific settings such as a health setting requires specific skill sets for different contexts. (The Open Polytechnic of New Zealand, 2013, p.8).Steps in the information seeking tasks have been documented in models to enhance information literacy such as the Big6 Model developed by Mike Eisenberg and Bob Berkowitz. (The Open Polytechnic of New Zealand, 2013, p.9) This six step model begins with task definition and concludes with evaluation of a products effectiveness and the efficiency of a process. In between these two parameters we examine and select sources, locate and find information within sources, engage, extract, organize and present information. (The Open Polytechnic of New Zealand, 2013, p.9).Wooliscroft (1997), has a useful link to the Big6 model and other models and good definitions of literacy types. (Wooliscroft, 1997, p.20, 23, 25).? Are you referring the reader elsewhere here?

Information literacy allows students to access and to gather the information they need, for example, to research for assignments and to develop the critical thinking and literacy skills including technical literacy, social literacy, functional literacy, computer literacy and digital literacy and to evaluate and apply the information to chosen tasks (The Open Polytechnic of New Zealand, 2013, p.6,7, (Module 2)) . An Information literate person has these skills to meet the requirements of the programme of study as well as skills for employment and engagement as an adult learner. An information literate person demonstrates and develops these skills in a variety of applicable settings be that at home, in employment, whilst entertaining, problem solving in real life situations such as planning a trip, offering a professional solution, or when purchasing a new product. User education in the 21st century can help improve the information literacy in the community as a whole at the library and when using other information services. User education gives a good impression of service and of the value of the library and other information services to the community in the 21st century (The Open Polytechnic, 2013, p.)

Nowadays, tertiary libraries are increasingly partnering with learning advisory support staff to deliver user education in a multidisciplinary setting such as the Academic Learning Services Workshops offered at the Eastern Institute of Technology in Hawkes Bay to develop the information literacy of the community. These tutorials include tutorials in specific information literacy skills such as APA referencing, learning styles, assignment writing, Endnote, oral presentations or writing essentials (Eastern Institute of Technology, 2013). It can encompass library orientation including catalogue search strategies, assistance to access databases or assistance with face-to-face tasks such as scanning, photocopying, and ordering books from special collections or using email or phone communication. Good,

There is a good discussion about information literacy and user education on the LIANZA website in the academic journal article by Cherie Tautolo about the Tai Tokerau Campus in Whangarei. Here, Mori and mature aged students are recognised as vulnerable to successful academic outcomes. The library has implemented information literacy workshops and has focused on having a relevant collection. A new user friendly library layout has increased accessibility for Maori language users to assist them in their academic goals (Tautolo, 2012). Most group sizes for user education are for 20 people but there is also one-on-one face-to-face follow up.

Students from these equity groups now leave feeling ready to work in their communities as qualified teachers (Tautolo, 2012).

Tautolo (2012) states that first semester can be harrowing for students who encounter multi-faceted library and other systems with enrolment, student services and academic support. Instructional settings with joint initiatives with teaching staff are favoured for IT support and academic support. Information literacy workshops give librarians the opportunity to show the scope and usefulness of library resources in a contextually relevant and practical application. The optimal approach is when an information literacy workshop is shortly followed by a tailored academic skills workshop (or vice versa) so that students are equipped with the required academic expertise to effectively research and write their assignments. Success for information literacy initiatives lies with librarians, especially in building effective relationships with teaching faculty (Tautolo, 2012).

In a proquest article, Mababu (2009) states that literacy courses should be alongside instructional classes and that the growth in user education in the last three decades had been remarkably high. In this article information literacy and user education are used interchangeably for courses on instruction.

USs scholar, Robertson (2012) concludes that there is an enthusiasm for the 3D immersive graphics, a 2D webpage approach and a lack of preference for audio only communication in academic library instruction. The information literature person could develop abilities to locate physical and digital formats (Robertson, 2009, p.261). These skills are also taught by other information services.

Tertiary libraries that offer user education help vulnerable students cope with the array of challenges of a tertiary education and improve positive outcomes. Information literacy and user education are important for the future of information literacy services at the academic library. A tertiary library should offer user education to address student learning needs and offer an interdisciplinary approach to support use of the library and other information services particularly at a university level.

Reference List

CAUL, (2003). Information Literacy. Retrieved from http: www.caul.edu.au/caul-programs/information-literacy

Eastern Institute of Technology, (2013). Academic Learning Services Workshops Semester Two 2013 [Brochure]. Taradale, NZ: Eastern Institute of Technology

Fields, A. (2007). Informing New Zealand: libraries, archives and records = Hei pun whakamohio mo Aotearoa: whare pukapuka, puranga korero, whare taonga (5th ed) Lower Hutt/New Zealand: The Open Polytechnic of New Zealand.

Mbabu, L.G. (2009). LIS curricula information literacy courses alongside instructional classes, Journal of Education for Library and Information Science, 50(3), 205-210. Retrieved from http://search.proquest.com/docuview/203237097?accountid=39646

Robertson, M.J., & Jones, J.G. (2009). Exploring academic library users preferences of delivery methods for library instruction: Webpage, digital game and other modalities. Reference and User Services Quarterly, 48(3), 259-269. Doi:10.5860/rusq.48n3

Tautolo, Cherie R. (2012). Empowering students to achieve: Improving equity of access in the Tai Tokerau Library. NZLIMJ, 52(4). Retrieved from http://www.lianza.org.nz/resources/lianza-publications/nzlimj/empowering-students-achieve

That_a_famous_library_has_been_cursed_by. (n.d.). Columbia World of Quotations. Retrieved August 10, 2013, from Dictionary.com website: http://quotes.dictionary.com/That_a_famous_library_has_been_cursed_by hmmmm.

The Open Polytechnic of New Zealand. (2002). Module 1: Information Literacy. In 72271 User Education and Reference Skills. Lower Hutt , New Zealand: Author.

The Open Polytechnic of New Zealand. (2002). Module 3: User Education. In 72271 User Education and Reference Skills. (p. 8, 23) Lower Hutt , New Zealand: Author.

Wooliscroft, M. (1997). From Library User Education to Information Literacy: some issues arising in this evolutionary process. Retrieved from http://www.otago.ac.nz/library/pdf/tandlepapers_MJW.pdf

Task 2 Use of learning theories to enhance information literacyEssay topic School library essay for school librarians Using library theories learning theory in a school library.

This essay will discuss why knowledge of learning theory is useful for librarians who interact with library users in a school library and in particular a high school library.

It will provide a number of definitions of learning theories including the classic theories of behaviourism and cognitivism. Practical examples of the use of these theories will also be provided. These theories do overlap and none of them completely explain how humans learn ( The Open Polytechnic, 2013, p.19). An understanding of learning theories can help to design effective education that works on a range of levels. Good

Behaviourism views learning in simple terms of stimulus and response. It is about reinforcing desired behaviour through praise and reward with bad behaviour discouraged by failure. How the learner thinks about the experience is less important that their reaction to stimulus and after repetition their reaction will become ingrained (the Open Polytechnic, 2013, p.18). Librarians may use behaviourism when they use cues in the library for certain parts of library operations, when they use prompts and reinforcements such as ?. This may be particularly applicable with operations such as getting the overdue books returned or with applied behavioural management techniques. It would also apply to providing a safe and orderly environment so that the library will elicit positive emotions. When questioning students if the librarian puts them in safe situations and take steps to ensure a positive outcome. A librarian might also call on all students on a library class visit so that being in this library becomes associated with responding and making an effort. (Eggen & Kauchak, p.199) ok getting it now

Cognitivism deals with how people think about the situation they are in and how they fit that to their existing mental models. If the learning is new the adolescents have to expand or alter their understanding in response and so have and evolving understanding of why a result occurs (The Open Polytechnic, 2013, p.19) Examples of how to deal with this?

Two other theories covered in Module one are Experientialism and Constructivist leaning theory.Experimentalist Experientialism theory states that people actively learn by actively doing something. Real life learning experiences are designed by instructors and students are encouraged to explore the situation presentedand to get better at a task with practice over time (The Open Polytechnic, 2013, p.20). Constructivist theory is reflecting on learning to think about what is experienced and by reflecting to help construct new understanding (The Open Polytechnic, 2013, p.20).

The National Library of New Zealand Services to Schools blog has a range of tools to support learners with their inquiry and resources, including information about effective practises and partnerships between library staff and schools. Constructive theory is about children constructing their own knowledge which is what inquiry is about (National Library of New Zealand, 2013).

When students come into a school library they often have an interest in a content area, and need to search for some material and the librarian has a role to guide them through a process of inquiry. For example when a student comes to the library they often have a question from the teacher and the librarian can help to unpack the question. The student needs to think about what they already know, what they need to know and this is part of constructivist theory, part of reflecting on learning. The librarian then had to show the student some strategies.

R Findlay, programme adviser for schools with the National Llibrary of New Zealand, states that school librarians often model the process of finding a book and finding information in a book (personal communication, August 20, 2013). They help with the process of narrowing down; finding a resource, opening the resource, find information in the resource and then there will be some way to record the information, be that notes, or photocopying or highlighting or summarising. So there is active modelling and then the librarian also wants the student to have a go themselves so here is an example of experientialism: learning by doing (The Open Polytechnic, p.20). Conversation with the student is also very important, here some reflection on the effectiveness of the solutions found can create new learning from the experience, this is part of Action Learning and is practical application of these conceptual learning theories (The Open Polytechnic of New Zealand, 2013, p.20).The school librarian is involved in modelling, instruction, revising, repetition (Behaviourism) and encouraging practice over time (R. Findlay, personal communication, August 20, 2013).

So guiding students through some process of inquiry is an important role for the school librarian. It is no longer about having the best collection. Hughes-Hassel , Sandra (2005) states that to meet student needs in a holistic context whilst operating say a media center a special plan that must address the dynamic interplay between all stakeholders in the wider school community is important, especially as education shifts to a learner centered environment. It is not just the everyday skills such as how to use the scanner or how to use the photocopier with various degrees of difficulty that occupy staff. Librarians reflect on learning theories to find ways to engage students and enhance instruction in their use of the library

Eggan & Kauchak (.) provide many definitions of the theories in their index. With practical examples for high school, middle school and other levels. Learning theories in education and psychology are attempts to describe how people and animals learn and to understand the complex process of learning (Walker , S, 2008 p. ?) High School students with medical conditions such as aspergers, autism or teen depression are also affected in learning situations and learning theories about conditioning and responses to stimuli ,and ways to create safe learning environments for people with learning disabilities are evident in Haselgrove , M. and Hogarth, Ls (2013) e-resource. What is important is to create a place to teach well. This can involve a range of strategies such as reading tables, study carrels, cluster seating etc (Cochran, 1997).

Practical tasks such as hands on experience can be provided in self guided worksheets, evaluation can be done through asking questions and re-teaching in a library setting can be accomplished through take home handouts and telling students where further help is available, for example the reference desk or your phone number.

Reference List

Cochran, S., & Gisolfi, P. (1997). Renovate it and they will come. School Library Journal, 43 (2), 25

Eggan, P., & Kauchak, D. (2009). Educational psychology: Windows on classrooms. Upper Saddle River, New Jersey: Pearson/Merrill/Prentice Hall.

Haselgrove, Mark; Hogarth, Lee (2013). Clinical Applications of Learning Theory. Retrieved fromhttp://www.opt.eblib.com.au.libraryproxy.openpolytechnic.ac.nz/patron/FullRecord.aspx?p=956955&tstamp=1377084825&userid=3112874&id=BDDEC769051125A2F2CCFDF195B8FB00 DOI not full link or quote the database and journal.

Hughes-Hassel, Sandra (2005). Collection management for youth [electronic resource]: responding to the needs of learners. Chicago: American Library Association

National Library of New Zealand (2013). Supporting Learners. Retrieved August 8, 2013, from http:// http://schools.natlib.govt.nz/supporting-learners

The Open Polytechnic of New Zealand. (2002). Module 1: Information Literacy. In 72271 User Education and Reference Skills. Lower Hutt , New Zealand: Author.

Walker, Shelly. (2008) Learning Theories. Retrieved from http://www.selfgrowth.com/articles/definition_learning_theories.html (this is a bit od an average website)

Task 3 Reflection

a) How easy or difficult was it to find appropriate resources? Is there much available in your chosen topic

It have improved my search strategies ast I have progressed through the tasks. I found learning about information literacy models such as the Big6 model helpful as I found myself at various stages of the process of finding and using relevant information.

Keyword and subject searches using Boolean strategies such as tertiary AND polytechnic AND academic with user education came back with some good results on the Open Polytechnic catalogue. There was enough material on my topic and I was interested to focus on two different library types for my two essays. I used the modify tool search with school library* and learning theories to get good results on the catalogue. The information on the various literacy styles was huge so I tried to focus on the big picture and then to find examples of some specific theories as I progressed sequentially though module one and readings. Looking ahead I could see that module three was relevant to my first essay!

b) Were some types of resource more useful than others? Why do you think this?

E-books were particularly useful and access was easy from at late notice and from home. My discussion with an Oopen Ppolytechnic librarian, Rosemary Rishwarth was encouraging as she suggested those very ebooks were often the best and most up to date resources. I could search within these e- books effectively using a search box. The professional library organisation websites such as LIANZA, SLANZA, Te Ropu Whakahau and ULANZ were very useful for focussing on different library types and it was interesting to see the resources available through these such as journal articles.

I enjoyed using new source types, such as a phone conversation in essay two.

Alternatives to some books reading lists book marked by our Open Polytechnic course librarian could also be found on line if unavailable. c) How do you feel about your own information literacy skills, based on your experience of researching for and writing this assignment?

My search skills using the Open Polytechnic library have improved based on previous papers taken. My APA skills have also improved through attending a tertiary library user education course offered at a local Polytechnic.