LaDell-Thomas, Julie

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Georgia Southern University: Digital Commons@Georgia Southern

Georgia Southern UniversityDigital Commons@Georgia SouthernGeorgia International Conference on InformationLiteracySep 23rd, 10:15 AM - 10:45 AMDo-It-Yourself Information Literacy: UsingLibGuides to Foster Self-Directed Learning at aDistanceJulie LaDell-ThomasCentral Michigan UniversityFollow this and additional works at: https://digitalcommons.georgiasouthern.edu/gaintlitPart of the Curriculum and Instruction Commons, and the Information Literacy CommonsThis presentation (open access) is brought to you for free and open access by the Conferences & Events at Digital Commons@Georgia Southern. It hasbeen accepted for inclusion in Georgia International Conference on Information Literacy by an authorized administrator of DigitalCommons@Georgia Southern. For more information, please contact digitalcommons@georgiasouthern.edu.Recommended CitationLaDell-Thomas, Julie, "Do-It-Yourself Information Literacy: Using LibGuides to Foster Self-Directed Learning at a Distance" (2011).Georgia International Conference on Information Literacy. 21.https://digitalcommons.georgiasouthern.edu/gaintlit/2011/2011/21Georgia Southern UniversityDigital Commons@Georgia SouthernGeorgia International Conference on InformationLiteracy Division of Continuing Education9-23-2011Do-it-yourself information literacy: usingLibGuides to foster self-directed learning at adistanceJulie LaDell-ThomasFollow this and additional works at: http://digitalcommons.georgiasouthern.edu/cilThis Presentation is brought to you for free and open access by the Division of Continuing Education at Digital Commons@Georgia Southern. It hasbeen accepted for inclusion in Georgia International Conference on Information Literacy by an authorized administrator of DigitalCommons@Georgia Southern. For more information, please contact dskinner@georgiasouthern.edu.Recommended CitationLaDell-Thomas, Julie, "Do-it-yourself information literacy: using LibGuides to foster self-directed learning at a distance" (2011).Georgia International Conference on Information Literacy. Paper 103.http://digitalcommons.georgiasouthern.edu/cil/103D o - i t - y o u r s e l f   I n f o r m a t i o n  L i t e r a c y   Using LibGuides to Foster Self-Directed Learning at a Distance Julie LaDell-Thomas Central Michigan University  Georgia International Conference on Information Literacy September 23, 2011 INTRODUCTION Demand for distance education Increase in nontraditional students Need for improved information literacy      in a digital learning environment INTRODUCTION Allen, I. E. (2010). Learning on demand: Online education in the United States, 2009. • 28,389 students enrolled 2010-2011 • Off-campus programs since1971 • 7,099 students enrolled online and at  60+ off-campus locations • 25% are graduate students  ENVIRONMENT CENTRAL MICHIGAN UNIVERSITY • Life responsibilities • Highly motivated • Task-oriented • Varied experiences • Prior knowledge • Decreasing memory    ADULT LEARNERS CHARACTERISTICS Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159. • Clear objectives • Structured content • Authentic tasks • Problem-based learning • Social interaction • Self-reflection    ADULT LEARNERS STRATEGIES Recommendations for online course development based on characteristics • Self-management – what learners do • Self-monitoring – constructing meaning • Motivation – beginning and persisting SELF-DIRECTED LEARNING DIMENSIONS Self-Directed Learning Self-Monitoring (Responsibility) Motivation (Entering/Task) Self-Management (Control) Garrison, D R. (1997). Self-directed learning: Toward a comprehensive model. Adult education quarterly, 48(1), 18. SELF-DIRECTED LEARNING • Relevant and engaging tasks • Multimedia tools • Appropriate level of difficulty • Social interaction • Support for using technologies • Ongoing feedback    STRATEGIES Providing support, direction and standards for self-directed learning • Revision of MSA curriculum with expanded focus on academic writing • Final independent research project (capstone) • Literature review requirement • Increasing online enrollments • Continuing student attrition   PROBLEM MASTER OF SCIENCE IN ADMINISTRATION • Literature review guide – Research – Writing • Independent learning module – Resources – Tools – Activities • Meeting the needs of adult learners     SOLUTION SELF-DIRECTED INFORMATION LITERACY  • Analyze •Design •Develop •Implement •Evaluate  PROCESS  ADDIE MODEL            • Increasing online enrollments • MSA program completion – 46% avg. incomplete* • Capstone research requirement – Literature review • Ongoing information literacy efforts    ANALYZE CMU ProfEd Annual Report 2008-2009, retrieved from http://www.cel.cmich.edu/faculty/2008-2009-Annual-Report.pdf * Course data for MSA 685/699 for one instructor, 2004-2010  Information literacy standards – Identify – Select – Evaluate – Synthesize – Cite  DESIGN Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf DESIGN Bloom’s revised taxonomy Anderson, L.W., & Krathwohl (Eds.). (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. NY: Longman Higher order thinking skills • Define a research question and concepts that describe the information need. • Identify and select resources appropriate to the research topic. • Construct and implement an effective online search strategy. • Evaluate information quality based on specific criteria. • Synthesize and apply key ideas gathered from the literature. • Properly document and cite sources.   LEARNING OBJECTIVES The student will be able to… • Content – CMU-created content from web site – Creative Commons licensed when possible – Link rather than embed if not CC – Resource credits listed as part of guide • Student assessments – Formative and summative  DEVELOP • LibGuides – Tab/box navigation – Embedded media, widgets, links – Integrated with existing web content • Project evaluation – Polls for ongoing learner feedback – Peer evaluation survey – LibGuides usage statistics DEVELOP DEVELOP Resources for introduction and overview Self-assessment DEVELOP NAVIGATION DEVELOP Tools and worksheets Authentic task Multimedia Instruction Support for technology DEVELOP Guidance for completing an authentic task Ongoing project feedback via learner poll DEVELOP Rubric for self-assessment  Social interaction  • Pre-publication • Peer survey • Faculty feedback • Published and linked Sept. 2010 • Research and Writing guide • Blackboard course pages • Promotion • Web site announcement • Faculty newsletter • Facebook post • Library instruction sessions • Virtual reference responses   IMPLEMENT • Formative – Quizzes – Tasks – Quibblo and Jotform • Summative – Self-assessment using rubric – CMU Writing Center feedback – Assignment grade for course  EVALUATE STUDENT ASSESSMENTS EVALUATE Peer survey embedded in guide page, hidden before publication Usage Statistics October 2010 – September 2011 OCT  2010 NOV 2010 DEC  2010 JAN  2011 FEB 2011 MAR 2011 APR 2011 MAY  2011 JUNE 2011 JULY 2011 AUG 2011 SEPT 2011 TOTAL HOME 22 9 4 123 72 57 37 121 85 32 42 51 655 RESEARCH QUESTION 22 7 0 65 44 43 19 31 37 16 23 18 325 SELECT RESOURCES 15 2 0 50 25 16 10 15 24 7 12 11 187 SEARCH STRATEGY 16 2 1 38 24 22 14 16 25 15 10 17 200 EVALUATE 28 2 0 33 19 22 23 21 26 21 16 24 235 SYNTHESIZE 11 7 0 40 40 84 33 102 77 59 58 73 584 CITE RESOURCES 9 3 1 37 37 59 26 46 28 34 54 26 360 ASSESS 7 5 0 23 24 34 19 31 25 35 21 15 239 RESOURCE LIST 5 11 14 49 44 55 33 46 41 30 29 21 378 • Literature Reviews: An Overview for Graduate Students (video) • Synthesis Matrix (worksheet) • Sample Literature Review (example) • Researching a Topic Worksheet (worksheet) • Create a Concept Map for your Topic (worksheet) • Evaluate Full Text Scholarly Content Online (video) Usage Statistics RESOURCES WITH HIGHEST USE • Clear objectives • Structured content • Relevant and engaging • Support and resources for learning • Opportunities for ongoing feedback  CONCLUSIONS WORKS WELL • True social interaction • Ongoing coaching (audio?) • Opportunities for self-reflection • Post-completion learner feedback • Google analytics to determine true usage (time on task, etc.)   CONCLUSIONS IDEAS FOR IMPROVEMENT • Ideas for additional learning modules – Business research assignments – Using RefWorks – Faculty guidance/research assignments – Staff training      NEXT STEPS http://libguides.ocls.cmich.edu/lit_review RESOURCES Allen, I. E. (2010). Learning on demand: Online education in the United States, 2009. Retrieved from http://sloanconsortium.org/publications/survey/pdf/learningondemand.pdf  Anderson, L.W., & Krathwohl (Eds.). (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. NY: Longman  Association of College and Research Libraries. (2000). Information Literacy Competency Standards for Higher Education. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf  Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159.  CMU ProfEd Annual Report 2008-2009. Retrieved from http://www.cel.cmich.edu/faculty/2008-2009-Annual-Report.pdf  Garrison, D R. (1997). Self-directed learning: Toward a comprehensive model. Adult  Education Quarterly, 48(1), 18.  Kim, K.J. & Frick, T.W. (2011). Changes in student motivation during online learning. Journal of Educational Computing Research, 44(1) 1-23. 

Do-It-Yourself Information Literacy: Using LibGuides to Foster Self-Directed Learning at a Distance

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Do-It-Yourself Information Literacy: Using LibGuides to Foster Self-Directed Learning at a Distance

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