Standardised library instruction assessment: an institution-specific approach

Introduction We explore the use of a psychometric model for locally-relevant, information literacy assessment, using an online tool for standardised assessment of student learning during discipline-based library instruction sessions. Method A quantitative approach to data collection and analysis was used, employing standardised multiple-choice survey questions followed by individual, cognitive interviews with undergraduate students. The assessment tool was administered to five general education psychology classes during library instruction sessions. AnalysisDescriptive statistics were generated by the assessment tool. Results. The assessment tool proved a feasible means of measuring student learning. While student scores improved on every survey question, there was uneven improvement from pre-test to post-test for different questions. Conclusion Student scores showed more improvement for some learning outcomes over others, thus, spending time on fewer concepts during instruction sessions would enable more reliable evaluation of student learning. We recommend using digital learning objects that address basic research skills to enhance library instruction programmes. Future studies will explore different applications of the assessment tool, provide more detailed statistical analysis of the data and shed additional light on the significance of overall scores

Computational sense: the role of technology in the education of digital librarians

The rapid progress of digital library technology from research to implementation has created a force for change in the curricula of library schools. The education of future librarians has always had to adapt to new technologies but the pace, complexity and implications of digital libraries pose considerable challenges. In this article we explore how we might successfully blend elements of computer science and library science to produce effective educational experiences for the digital librarians of tomorrow. We first outline the background to current digital librarian education and then propose the concept of computational sense as an appropriate meeting point for these two disciplines

FLAX: Flexible and open corpus-based language collections development

In this case study we present innovative work in building open corpus-based language collections by focusing on a description of the opensource multilingual Flexible Language Acquisition (FLAX) language project, which is an ongoing example of open materials development practices for language teaching and learning. We present language-learning contexts from across formal and informal language learning in English for Academic Purposes (EAP). Our experience relates to Open Educational Resource (OER) options and Practices (OEP) which are available for developing and distributing online subject-specific language materials for uses in academic and professional settings. We are particularly concerned with closing the gap in language teacher training where competencies in materials development are still dominated by print-based proprietary course book publications. We are also concerned with the growing gap in language teaching practitioner competencies for understanding important issues of copyright and licencing that are changing rapidly in the context of digital and web literacy developments. These key issues are being largely ignored in the informal language teaching practitioner discussions and in the formal research into teaching and materials development practices

INSPIRAL: investigating portals for information resources and learning. Final project report

INSPIRAL's aims were to identify and analyse, from the perspective of the UK HE learner, the nontechnical, institutional and end-user issues with regard to linking VLEs and digital libraries, and to make recommendations for JISC strategic planning and investment. INSPIRAL's objectives -To identify key stakeholders with regard to the linkage of VLEs, MLEs and digital libraries -To identify key stakeholder forum points and dissemination routes -To identify the relevant issues, according to the stakeholders and to previous research, pertaining to the interaction (both possible and potential) between VLEs/MLEs and digital libraries -To critically analyse identified issues, based on stakeholder experience and practice; output of previous and current projects; and prior and current research -To report back to JISC and to the stakeholder communities, with results situated firmly within the context of JISC's strategic aims and objectives

Digital service analysis and design : the role of process modelling

Digital libraries are evolving from content-centric systems to person-centric systems. Emergent services are interactive and multidimensional, associated systems multi-tiered and distributed. A holistic perspective is essential to their effective analysis and design, for beyond technical considerations, there are complex social, economic, organisational, and ergonomic requirements and relationships to consider. Such a perspective cannot be gained without direct user involvement, yet evidence suggests that development teams may be failing to effectively engage with users, relying on requirements derived from anecdotal evidence or prior experience. In such instances, there is a risk that services might be well designed, but functionally useless. This paper highlights the role of process modelling in gaining such perspective. Process modelling challenges, approaches, and success factors are considered, discussed with reference to a recent evaluation of usability and usefulness of a UK National Health Service (NHS) digital library. Reflecting on lessons learnt, recommendations are made regarding appropriate process modelling approach and application

The evolving landscape of learning technology

This paper provides an overview of the current and emerging issues in learning technology research, concentrating on structural issues such as infrastructure, policy and organizational context. It updates the vision of technology outlined by Squires’ (1999) concept of peripatetic electronic teachers (PETs) where Information and Communication Technologies (ICT) provide an enabling medium to allow teachers to act as freelance agents in a virtual world and reflects to what extent this vision has been realized The paper begins with a survey of some of the key areas of ICT development and provides a contextualizing framework for the area in terms of external agendas and policy drivers. It then focuses upon learning technology developments which have occurred in the last five years in the UK and offers a number of alternative taxonomies to describe this. The paper concludes with a discussion of the issues which arise from this work

Teaching programming with computational and informational thinking

Computers are the dominant technology of the early 21st century: pretty well all aspects of economic, social and personal life are now unthinkable without them. In turn, computer hardware is controlled by software, that is, codes written in programming languages. Programming, the construction of software, is thus a fundamental activity, in which millions of people are engaged worldwide, and the teaching of programming is long established in international secondary and higher education. Yet, going on 70 years after the first computers were built, there is no well-established pedagogy for teaching programming. There has certainly been no shortage of approaches. However, these have often been driven by fashion, an enthusiastic amateurism or a wish to follow best industrial practice, which, while appropriate for mature professionals, is poorly suited to novice programmers. Much of the difficulty lies in the very close relationship between problem solving and programming. Once a problem is well characterised it is relatively straightforward to realise a solution in software. However, teaching problem solving is, if anything, less well understood than teaching programming. Problem solving seems to be a creative, holistic, dialectical, multi-dimensional, iterative process. While there are well established techniques for analysing problems, arbitrary problems cannot be solved by rote, by mechanically applying techniques in some prescribed linear order. Furthermore, historically, approaches to teaching programming have failed to account for this complexity in problem solving, focusing strongly on programming itself and, if at all, only partially and superficially exploring problem solving. Recently, an integrated approach to problem solving and programming called Computational Thinking (CT) (Wing, 2006) has gained considerable currency. CT has the enormous advantage over prior approaches of strongly emphasising problem solving and of making explicit core techniques. Nonetheless, there is still a tendency to view CT as prescriptive rather than creative, engendering scholastic arguments about the nature and status of CT techniques. Programming at heart is concerned with processing information but many accounts of CT emphasise processing over information rather than seeing then as intimately related. In this paper, while acknowledging and building on the strengths of CT, I argue that understanding the form and structure of information should be primary in any pedagogy of programming

Information Outlook, September 2005

Volume 9, Issue 9https://scholarworks.sjsu.edu/sla_io_2005/1008/thumbnail.jp

A Novel Application: Using Mobile Technology to Connect Physical and Virtual Reference Collections

This chapter describes an innovative implementation of the use of iPad kiosks to blur the lines between physical and virtual library collections. Providence College’s Phillips Memorial Library + Commons began lending iPads to students, faculty, and staff in 2012. In addition to lending the devices, library staff dedicated time to learning about both task-based and subject-based mobile applications that would be of use to our community. A small group of library staff tested, discussed, and vetted a variety of apps that would be deployed on the iPads to be lent out. Efforts were made to promote the use and discovery of various apps on the devices through thoughtful organization of the apps on the devices themselves, programming around applications, and the creation of an online research guide designed to teach more about the apps. Despite these initiatives, assessment data from the iPad lending program collected over the course of five semesters suggests that patrons borrowing the iPads are using them primarily for accessing the Internet (Safari, Chrome, etc.), social media (Facebook, Twitter, etc.), and consuming media (YouTube, Netflix, Pandora, Spotify, etc.). With this data in mind, library staff began to think of alternative ways to connect our patrons with useful, content-based, mobile applications. Drawing on research around the Internet of Things and the integration of digital technologies with our physical lives, the Digital Publishing Services Coordinator suggested positioning iPad kiosks strategically within the library’s physical book collection as a means to connect patrons browsing a given area of the stacks with the library’s online resources related to that subject area. The library’s Commons Technology Specialist had experience with iPad kiosks and programming the iPads as he had managed the logistics of the iPad lending program since its inception. Working collaboratively, these colleagues devised a way to image the iPads for public use and load them with subject-specific apps as well as links to library databases and open web resources. The team chose to use Scalar as the primary content management tool for kiosk content. This chapter provides details about the selection and deployment of content for the Theology Kiosk, signage and communications created to attract patrons to the kiosk, and initial data about kiosk use. The piece concludes with a review of the kiosk project and an outline of future planning related to the project (staff time, hardware and software requirements, usability testing, scaling the project, etc.)