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Information literacy action planning
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Strategies for implementing successful IL action plans
Barbie E. KeiserUNESCO IL TTT WorkshopWuhan UniversityOctober 2008
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What we’ll cover during this session
Strategic planning for IL Environmental scanning SWOT/TOWS analysis Critical Success Factors (CSFs) The team
Needs assessment Methods for conducting
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And what we won’t Organizational structure and programmes within
UNESCO Education Communication & information (IFAP) Bangkok (http://www.unescobkk.org/index.php?id=662)
Differentiating among education, training, and guidance
ACRL Information Literacy IQ (Institutional Quotient) Test (http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/professactivity/iil/immersion/infolitiqtest.cfm)
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What do we know about strategic planning?
Concerns the relationship of an organization to its environment
Involves wide-range scanning of external and environmental factors
Flexible, dynamic and continually reworked plans maximize results
Participative Shorter and longer-range
plans are interwoven into a continuous strategy
Forward-looking; future-oriented
Iterative, ongoing effort Proactive; seek
opportunities Bottom-up decision
process Environment considered
ever-changing and dynamic
Integrated focus Requires creativity to deal
with new opportunities and choices
Incentives given for overall performance of the organization
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Key planning issues
Review past performance Understand reasons for past failures
Identify opportunities Determine client/customer and learner
preferences Understand the impact of IL training on
existing operations and staff function Marketing
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Potential planning pitfalls Inability to get management and/or
staff involved Lack of clear objectives Not relating IL goals and objectives
directly to those of our organization/ institution
Other?
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What strategies can we use to assure that we do not fall into these traps?
Establish strong partnerships (Jamaica) Early, strong, consistent, and
growing Be careful in selecting your
champion (Quebec) Listen
Be responsive Learn how to say “no”
Appreciate the art of persuasion Tell stories (Quebec)
Storytelling trumps statistics Demonstrate value to all stakeholder
groups (WIIFM and ROI) Share the information expertise of
your staff with other knowledge workers Added benefits?
Employ the vocabularies of target stakeholder groups (i.e., no library jargon) Changing the message and the focus
Demonstrate the need Place IL skills in context Identify where IL skills are
already being taught/in use
An added bonus: A focus for our advocacy efforts “New” product(s) to “market” Reinvented service A case for proactivity in a
way we haven’t seen before Opportunity to market
Sources: Caroline Stern
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Where are we in the strategic planning process for IL?
Perform an environmental scan Conduct a SWOT/TOWS analysis Initial assumptions (and their bases in fact)
Never assume! Extant data (collected and reviewed)
Identify Critical Success Factors (CSFs) Indicators Measures
Develop vision, mission, and values statements Envisioning your IL programme
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Environmental scanning Detects trends and events important to the project
(IL training programmes) Provides early warning of changing external
conditions Defines potential threats, opportunities, changes
implied by trends and events Promotes a future orientation in the thinking of
stakeholders Enables decision-makers to understand current (and
potential) changes to determine organizational strategies
What are the triggers in your institutions/ organizations/communities (i.e., indicators that IL training is needed that will resonate with your community)?
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Performing a comprehensive environmental scan
IL models and standards (learning theories) Methods? (MyBookmarks)
Your institution/organization/community Methods?
Previous IL (and other training) efforts Understanding reasons for success/failure What kind of extant data do you collect (and
review)?
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IL models and standards guidelines
Country models National Information Literacy
Framework (Scotland) Information Literacy
Framework for Schools (Hong Kong)
Australian and New Zealand IL Framework: Principles, Standards, and Practice (ANZIL)
US School Library Media Center Questionnaire (http://nces.ed.gov/surveys/sass/pdf/0304/sass_ls1a.pdf)
Big6 Information Problem-Solving Process (http://www.big6.com/what-is-the-big6) Task definition Information seeking strategies Location and access Use of information Synthesis Evaluation
AASL (http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf) and CASL (http://www.cla.ca/casl/literacyneeds.html)
ACRL (higher education) guidelines (competencies) - http://www.ala.org/ala/acrl/acrlstandards/standardsguidelines.cfm, toolkit http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/standardstoolkit.cfm and http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm Five standards Performance indicators (and outcomes for each)
Seven Pillars (http://www.sconul.ac.uk/groups/information_literacy/sp/sp/model.html)
Information Inquiry, Problem-Solving and Research Process
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Conducting a SWOT analysis Useful when you need to understand your own
competitive advantages Provides information helpful in matching your
organization’s resources and capabilities to the environment in which it operates
Scan of the internal and external environment, beginning externally
Environmental factors internal to the institution/organization/library/community = Strengths or Weaknesses
Environmental factors external to the institution/organization/library/community = Opportunities or Threats
Sometimes can be too inward
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SWOT AnalysisStrengths
Weaknesses
Opportunities
Threats
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TOWS
An extension of the SWOT analysis Analyze the external environment (threats and
opportunities) and your internal environment (weaknesses and strengths) to help you think about the strategy of your organization Useful for marketing campaigns
Threats and opportunities External environmental factors over which you do not
have control (changing demographics) Weaknesses and strengths
Internal factors (poor location; bad reputation)
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TOWS Strategic Alternatives Matrix
External Opportunities (O)
1.
2.
3.
4.
External Threats (T)
1.
2.
3.
4.
Internal Strengths (S)
1.
2.
3.
4.
SO “Maxi-Maxi” StrategyStrategies that use strengths to maximize opportunities
ST “Maxi-Mini” StrategyStrategies that use strengths to minimize threats
Internal Weaknesses (W)
1.
2.
3.
4.
WO “Mini-Maxi” StrategyStrategies that minimize weaknesses by taking advantage of opportunities
WT “Mini-Mini” StrategyStrategies that minimize weaknesses and avoid threats
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What are the CSFs for your IL training programme?
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Key questions
Is your community ready? What to do if it is not
Is your institution/ organization’s culture a barrier? How to deal with that
Where did the idea for IL training originate? You or others
ACRL What do you want learners
to be able to do? What do learners need to
know in order to do this well?
What type of instruction will best enable the learning?
How will the student demonstrate the learning?
How will you know that the learner has learned?
Source: Ruth Pagell, SMU
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Scope of your IL training
Comprehensive or narrow(er)? Pilot project approach
One subject, that can then be extended to others One tool, that can then be extended to similar tools
Our responsibility is to help learners make those connections!
Focus on what the learner needs to know, teaching them how to ask the right question (if they want to get the right answer)
Begin by asking what the learner already knows about the subject, and then….
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Questions for the learner (Framework for IL – Scotland) What’s the most likely place you will find the
answer?: Was this choice “the best”? What words can you use to search effectively to
improve on your existing knowledge?: Was the strategy “the best”?
How do you know when you’re finished?: Did learner assess correctly?
Have you learned something new? Who else should know this (and how should this be
shared - ethically)? How will you apply this now? What have you learned from this experience that
you can apply elsewhere?
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Overview of the process
Goals and objectives Strategies and tactics
Target population Type of training
Alternatives Project planning
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Team approach Who should be included on the team? Who is responsible? When is it due? Consider what’s needed to gain
institutional commitment and stakeholder “buy-in”
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Needs assessment: Knowing your “market”
Definition: a planned, systematic approach to determining the information needs of each distinct customer group
Purpose: Help you develop training targeted specifically to each group and need
Diverse set of learners, each with distinct set of needs (and learning styles)
Understand your targets Why they need to
improve their IL skills (direct impact)
What would persuade them that IL is important to their success
Identify groups with related needs
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Methods
At-the-elbow Usability-lite testing
Easter egg hunt Interviews Surveys Focus Groups
Questions Analysis
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Questions to pose concerning facts
Why should I believe it? Does the claim need evidence to
support it? If there is evidence provided, how
good is the evidence? Other plausible interpretations? What reasonable alternative
conclusions are possible?
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What we’ll cover during this session
Moving from goals and objectives to who will do what (and when)
Plus a bit on…. How the training should be delivered
Options available
Monitoring performance and measuring success Student assessments Overall programme, including cost/benefit (ROI)
and value analysis
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The overall goal is information fluency and developing the lifelong learner
1 Establish specific
objectives for your IL training program
2Develop IL training
strategies
3Implement IL training
programme(s)
4Evaluate IL training accomplishments
Grade level; undergrad/grad/ researcher/worker
Classroom/Online
BI, ICT, and more
General/Basic,stand-alone Integrated,
subject-specific
Required or optional?
One-time or semester?
Credit/other reward/incentive?
IMPROVE!
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1a. Establish objectives
What (specific) competencies must your “audience” possess? Focus on the ends, not the
means From four perspectives
Audience(s)/learners Competence Condition under which
performance will be observed
Criteria for success
What gaps must be addressed? Identify required and desired
proficiencies Identify deficiencies (and their
causes) Identify non-training (e.g.,
availability equipment) and training (e.g., skills of trainers) issues What innovative approaches
can be used? Benefits of blended learning
Social networks for viral spreading knowledge gained
Web 2.0 to reinforce over time
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Worksheet 1
Competencies sought
Deficiencies identified
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The Plan
Positioning statement: How do you want the project to be perceived?
Key message(s): What is the most important message that you wish to deliver?
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Creating priorities within competencies sought (ISD)
Based on the importance of knowing what your target learners need to DO How frequently is the task performed? How critical is the task to performance? How difficult or complex is the task?
If a subset of collective tasks, what is the relationship among tasks?
To what extent will training for this task be encountered elsewhere? Ability to apply knowledge
What prerequisite skills, knowledge, and abilities are required to perform the task?
What is the current/desired criteria for acceptable performance?
What behaviors distinguish good performers from poor? What behaviors are critical to the performance of the task?
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Non-training and training issues
Types of causes Questions to ask
Environmental factors acknowledge that training alone is unlikely to resolve performance gaps
Will learners have adequate access to tools/technology, resources, or information to achieve these goals? What are the standards or expectations beyond the academic? Do “rules” facilitate or impede goal attainment?
Motivational factors align incentives/remove disincentives
Are there mechanisms in place to measure performance and provide feedback to performers? Trainers? How do achievers receive recognition? What are the consequences of not attaining IL goals? What resistance exists?
Knowledge/skills Have all library staff (faculty) been trained to facilitate IL learning?
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People learn differently!
Doers Thinkers Feelers
Seeing is believing vs. auditory (Wharton study)
Importance of reinforcement
Storyboarding, scenario building, case studies/examples
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1b. Establish objectives
How does each contribute to the overall strategic goal for information fluency?
What approach(es) will you take? What has been successful for you in the past (and
why)? What specific results (outcomes) must be
accomplished so that you can get closer to your goal of information fluency? How those results will be achieved is explained in
Step 2 How will you “market” this effort?
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Worksheet 2
Objective Rationale Result/
Outcome
Assess-ment
For each objective, there is an activity or task
For each activity or task there is a result
Expressed as a Verb
Expressed as a Noun
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2a. Develop IL training strategies
What training (content) could address IL competence gaps?
What format should that training take? Learning environment How do you make those decisions?
Staff competencies and time available Generate alternative training strategies for addressing
(specific) IL gaps List all trainings considered/selected (and rationale)
What innovative approaches can be used?
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Is “classroom” training appropriate?
Tool: MS Visio
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Training worksheet
Types of training considered
Why use/discarded
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2b. Develop IL training strategies
What are the projected (life-cycle) costs for (developing and implementing) each type of training to be offered? Specific benefits anticipated, both tangible
and non-tangible? What are the consequences to the
organization and library strategic goals of not offering IL training?
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3. Implement IL training programme(s) Write your IL training goals and make them
known Collaboration, teamwork, marketing/pr
Identify performance measures and indicators (outcomes and impact) How will you benchmark performance prior to
taking the training (e.g., pre-testing)? Mechanisms for assessing IL post-training
Immediate and longer-term Continuous improvement process Measuring self-sufficiency achievements Understanding Top Box scores
Develop an action plan
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Action plans
Strategy Tactics Evaluation and control Results
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Develop an action plan
What will be done? Key tactics to support the strategies Identify specific tasks to be completed
By whom? For whom?
By when? Timelines for each objective
What resources are required (including financial)? Who should know/be involved?
Collaborators and stakeholders How will you “market” the effort?
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Worksheet 3
Action step (initiative/task)
Requirements (Resources/$)
Training Opportunity
Personnel (Lead) Timetable
What Who When
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Sample Gantt chart presentationTask Description Months 1 2 3 4 5 6 7 8 9 10 11 12 13 14
1 Development of Methodology
1.1 Workshop on user needs
1.2 Draft of methodology
1.3 Evaluation of methodology
2 Specification of Integrated System
2.1 Inventory of resources in selected regions
2.2 Review of existing facilities
2.3 Specify technical developments required
2.4 Impact analysis of different scenarios
2.5 Prepare detailed business plans
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4. Evaluate IL training goal accomplishments (ISD)
Did you achieve the training goal? How much did it cost? Did accomplishing your IL training goal
help the organization/institution achieve larger goals?
What modifications should be made to the plan, based on the evaluation findings?
52
Training costs
Development costs (personnel and equipment) Direct implementation costs (e.g., training materials,
instructor travel/per diem, facilities) Indirect implementation costs (overhead, G&A) Compensation for participants Lost productivity or costs of “backfilling” positions
during training Developer Instructor Faculty
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Training benefits
Time/resource savings Improved quality Error reduction Allow the learner to do something not
possible before
54
Your business case
Are the projected benefits (to the individual, library, faculty, school, organization, community) consistent with strategic performance goals?
What are the consequences if IL training did not occur (or did not occur here)?
Do the potential benefits outweigh the costs?
What is the value added from closing IL competency gaps?
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Best practices for implementing training programmes
Demonstrate results: Performance measures should tell each target group how well it’s achieved its goals (individual, faculty, library, school)
Limited to the vital few: Measures should cover key performance dimensions – Too much data may obscure rather than clarify (expensive)
Link to departments: Performance measures should be linked directly to offices responsible for making training work (library and faculty)
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How can we assess learning and training goal achievement?
Pre- and post-testing Delayed post-tests Anonymity
Interviews (in-person, phone) Survey Work samples/co-grading reports Existing monitoring and reporting
mechanisms (extant data) Each data collecting method has
advantages and disadvantages
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Moving from teacher-centered to learning and learner-centered training
Learning
Goal
Learning Objective(s)
Learning Outcome(s)
Source: Cox and Lindsay
58
Measuring targeted learning behaviors
Targeted behaviors
Not proficient
Low proficiency
Proficient
Source: Cox and Lindsay
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Worksheet 4
Objective Rationale Result/
Outcome
Assessment (method and
impact)
Verb Noun
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Types and quality of assessments (ACRL)/Examples
Types Formal Informal Traditional (test) Authentic (real life task) Integrated Knowledge/Content-based Formative Summative Self-Assessment (pre-and
post) Peer Portfolio
Quality Collaborative Multi-dimensional Holistic Assess the thinking
process Include critical thinking
elements Managed
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Creating your assessments
Create a list of KSAs: What should learners know and be able to do?
Identify standards that the learners need to meet
Design some tasks that will illustrate whether learners have grasped concepts
Determine what signifies “good” performance
Develop rubrics to be used in grading and course redesign
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Assessment models and samples
TRAILS: Tool for Real-time Assessment of Information Literacy Skills (http://www.trails-9.org/)
http://www.paccd.cc.ca.us/library/ilhandbook/il_assessform.htm
http://jonathan.mueller.faculty.noctrl.edu/toolbox/ http://school.discoveryeducation.com/schrockguide/a
ssess.html
iSkills from ETS Additional assessment resources (
http://www2.acs.ncsu.edu/UPA/assmt/resource.htm)
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Monitoring your performance as well
Establish a tracking system to monitor both plan execution and impact
For each scheduled milestone, compare the actual performance with the anticipated, and report results
For all variances in scheduled performance…
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Ask the following:1. How does the reported performance compare with
the previous performance? Benchmark the starting line
2. Is the performance/schedule variance likely to prevent goal achievement?
Particularly when the “stepped approach” has been used
3. Are external factors affecting performance? Which?4. Is the variance due to unrealistic expectations (from
planning stage)? What adjustments should be made?
5. What modifications should be made to the action plan?
6. What performance information should be collected now?
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Establishing the worth
Of training Subjective method for establishing the
worth of improved performance (as a result of IL training)
Comparing costs and benefits by calculating total Return on Investment (ROI)
Assessing results
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A more detailed illustration of the process
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What you should have at the end of this session
Model worksheets for creating action plans
Ideas to use as the starting points for your IL training efforts
Resources to consult My bookmarks How you can share yours
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Comments? Questions? Suggestions?
Thank you!
Barbie E. Keiser