Curriculum mapping to adult learning theory: Is information literacy still relevant in a web 2.0 world?

“Curriculum mapping to adult learning theory: Is information literacy still relevant

in a web 2.0 world?”

Jo-Anne Naslund, UBC Education LibrarianDean Giustini, UBC Biomedical Branch Librarian

Presented to the 2008 WILU Conference Kelowna, B.C.May 15th, 2008

Interrogating our relevance

• Agenda

o Day-to-day narratives: o who needs libraries or librarians anyways?

o Using ‘curriculum mapping’ for greater relevanceo Contextualizing adult learning theories & web 2.0o Building faculty & student liaison relationshipso Personal narrative(s)

• Conclusion

Naslund – Giustini, WILU Conference, May 2008


Narrative I - Hannah

Practica

Information Literacy

Integrated Unit Planning

Collaboration with Teacher-Librarian


Her Big Picture – Teaching Success

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Narrative II - Donna ADHE Community Practice of Adult Education

Web Vista Online Course


Narrative III - Dr. Gerard SLOBOGEAN

• Known Gerard since he was in 1st year Medicine at UBC• Medical programme emphasizes acquiring lifelong learning skills

• locating & critically appraising best evidence• what search skills did Gerard need?

• Gerard is PGY-11 • Post graduate year II• Doing his orthopaedics residency• Researches info retrieval issues

Dr. Gerard Slobogean


Narrative IV - Dr. Anita PALEPU

• Collaborate with Anita • Especially as editor @ Open medicine• Open-access (OA) advocacy• Web 2.0 & multimedia social tools

Dr. Anita Palepu

• Anita is well-known general internist• Clinical Professor, UBC Medicine• Resident Coordinator - St. Paul’s Hospital • Michael Smith Foundation for Health Research (MSFHR) Senior Scholar

Our stories . . .

“Tell a story ‘in three sentences’ about

your users and their information needs . . .“


Day-to-day relevance

• Encourage contact between students & librarian• Develop reciprocity & cooperation

among students• Encourage active learning• Give prompt feedback • Emphasize time on task • Communicate expectations • Respect diverse ways of learning


Laverty ‘Principles of Good Library Instruction’

… is an overview that clearly identifies :

What is taught:

Essential understandings & skills covered in a course & how students will achieve these outcomes

How and when and by whom will it be taught:

‘A visual organizer’ that makes explicit connections between what is to be mastered & when,

where & who will undertake teaching of content


Curriculum mapping

A tool for communicating about curriculum (library’s program) - fosters opportunities to enhance both teaching & learning

experiences within required courses

Aids in implementation of curriculum - shows faculty their role in big picture promotes collaboration

Provides snapshots of curriculum - from postgraduate & undergraduate perspective

Raises the level of discussion & reflection - about curriculum & resource allocation


Why curriculum mapping?

1. Students (faculty, course, program)

2. Learning opportunities (assignments, presentations, events)

3. Expected learning outcomes (library program/course)

4. Curriculum content / areas of expertise covered (course)

5. Student assessment (course & library)

6. Learning location (lab, WebCT, classroom)

7. Learning resources (electronic, print, human)

8. Timetable (time of year, time of month, date)

9. Staff (librarian, graduate student, volunteers)


Elements of Curriculum mapping


Two key learning perspectives for librarians

Constructivism• Learners bring their own knowledge to new contexts• ‘They’ construct their own knowledge

i.e. Problem-based learning• Major thinkers – Bandura, Vygotsky

Socio-cultural learning• Learning is situated socially • Emphasizes culture & context

may be formal or informali.e. ‘on the job’, online• Major thinkers – Brown, Collins & Duguid

Lave & Wenger

Engineering educators - issues


Are we properly training students to function in the workplace?

Are our graduates meeting the expectations of employers?

University of Regina, Engineering Library, ‘Forging Critical Link’

– Presentation by Ed Perry

Ten Outcomes Identified for Engineers


1. Role of the university in education system

2. Learn university rules & regulations

3. How do you survive in a university ?

4. Learn the different branches of engineering

5. Discern role of engineer in society

6. Examine role of technology

7. Good/bad impacts of technology

8. Develop oral & written communication skills

9. Develop skills in locating/evaluating information, with emphasis on resources of university library

10. Carry out group engineering project (study) and present results verbally & in writing (50% of grade)

ACRL Information literacy standards

• Identify three (3) core information literacy outcomes

• Map these to specific course requirements at your institution


Curriculum mapping – UBC Teacher Ed

EDUC 310 & EDUC 311 General library orientation • meet and greet staff visit our physical and online presence

LLED 310 Introduction to reading resources• understand the LC Classification for Children’s literature

EPSE 317 Learning disabilities (Education databases)• select current scholarly journal literature

SSED 314 Electronic resources for secondary social studies• use Statistics Canada & other electronic learning resources

LLED 320 Unit planning information literacy project

LLED 301 Research across the curriculum



INFORMATION LITERACY PROGRAMSEPTEMBER TO MARCH 2008

TEACHER EDUCATION ELEMENTARY/SECONDARY

Familiarity with the services, materials and

online UBC catalogue &

physical space of the Educaton

Library

How to locate evaluate and utilize current literature to inform

practice professional and research

How to evaluate and select teaching resources and

research available in a side variety of

formats and especially digital

formats

SSED 320StationsOCTOBER/NOVEMBER

EPSE 3171 hour

Databases

OCTOBER

EDUC 310Tour/Lab Welcome SEPTEMBE

R

Use of the resources &

services of the school library in

planning resource based

units of instruction

LLED 320Integrated Unit

PlanningFEBRUARY/

MARCH

Find kid’s book on a theme and add

entry to Kidbook Wiki—Tech Coach

3 current journal articles (annotated as part of resource presentation)

Social Studies Resource Fair

Information literacy lesson and unit for

practicum—evaluate 5 learning resources

LLED 301—Research Across the Curriculum

MAY

SSED 314Electronic Resources (Statscan/E-Resources)NOVEMBER

EPSE 3131 hour

Databases

OCTOBER

EDUC 311Tour/Lab Welcome

SEPTEMBER

Experiences

selecting, evaluating

& designing instruction

using a wide array of learning resources

ICT Skills web navigation,

powerpoint, email, wiki, blog, etc.

Curriculum mapping – group exercise

• Identify three (3) core information literacy outcomes

• Map these to specific course requirements at your institution


Learning in the web space 2.0

• Liaison - building faculty & student relationships • when we can, where we can

• Traditional face-to-face (F2F) liaison• conversations & meetings

• ‘Going digital’ - embedded liaison• embedding ourselves in the digital context• Social software tools?

• Simulated, virtual environments • Second Life? Librarian avatars?



What are some of the issues?

• Building faculty & student liaison relationships• Face to face (F2F)• Digitally• Avatars?

Naslund-Giustini, WILU Conference, May 2008


What are some of the issues?

• Building faculty & student liaison relationships• Face to face (F2F)• Digitally• Avatars?

Naslund-Giustini, WILU Conference, May 2008

Conclusion

• What will the future hold?• Finding our relevance• Adult learning in the information age

• Curriculum mapping – being where we are needed• F2F & online• Finding ‘hot spots’ for information literacy

• Interviewing faculty


Technology

Curriculum mapping to adult learning theory: Is information literacy still relevant in a web 2.0 world?