C202: Change in Presenters

1. C202: Change in Presenters • Due to deaths in families, neither Missy Harvey nor Barbie Keiser is able to make their presentations today • D. Scott Brandt, who developed and taught an information literacy course at Purdue University, would like to facilitate a discussion on roles of librarians as teachers • Participants are invited to share their views

2. Teaching Roles of Librarians: New Variations… D. Scott Brandt Purdue University Libraries

3. True or False: Students are different “I had to walk two miles in the snow…” 1930’s 1970’s “I had to use acard catalog!” 2000’s “I had to convert e-books to mp3to listen to them.”

4. How are students different?

5. Today’s students have different information processing skills… • Quick content scanning • Multi-task and multi-prioritize • Non-linear thinking and learning • Click-to-click trial & error problem solving • Easily adapt to blended learning “The New Generation Working Force: The Homo Zappiens.” Wim Veen & Santema,Delft University. ELEARN Conference Proceedings, vol. 2002, no. 1, 2002. http://www.aace.org/dl/index.cfm/fuseaction/View/paperID/9490

6. True or False: Librarians are natural teachers…

7. Traditional stereotype…

8. Information Literacy Competency Standards for Higher Education

9. Instructional design skills… • Designing: matching instruction to needs • Developing: making it relevant • Teaching: incorporation various strategies • Assessing: how well were objectives met

10. True or False: The only way to teach is F2F…

11. Keeping online learners engaged • Entertainment: themes & progressive storylines, video, sound, graphics • Interaction: hot text, click zones, quizzes • Control: content selection, length of lesson • Usability: navigation, prompts, help • Customization: content, learning styles, environment “Terms of Engagement: Keeping Learners Online.” Jim Elsenheimer. Learning Circuits. http://www.learningcircuits.org/2003/feb2003/elearn.html

12. Problem Based Learning • Find out from student or instructor what problems they need to solve as part of the larger learning context • Develop rich problems that need information literacy skills to solve

13. What skills and knowledge are needed to teach virtually?

14. Librarian Teacher Extraordinaire • Analytical & functional design skills, and experience in learning methodologies and instructional design techniques • Experience with database administration, web server administration, computer security, Windows/Unix integration • Visual Basic, ASP, html, CGI, Perl, JavaScript, BS Script, Macromedia Dreamweaver/Flash/Fireworks or MS Front Page and PhotoShop, SQL, etc.

15. How does information literacy have an impact on jobs?

16. Learning & work • “A learning program incorporating a combination of e-learning, online instruction, simulations, texts, mentor/instructor support, and live classroom-based training has the power to significantly increase employee productivity.” NETg /Thomson Job Impact Study http://www.elearningmag.com/elearning/article/articleDetail.jsp?id=48123

17. Keeping up E-Learning and the science of instruction. Clark, R. Jossey-Bass/Pfeiffer, 2003. The e-learning revolution. Sloman, M. AMACOM, 2002. E-learning : strategies for delivering knowledge in the digital age. Marc J. Rosenberg. McGraw-Hill, 2001. "Riding the Active Learning Wave." Fosmire, M. and Macklin, A. ISTL, Spring 2002. e-learning. http://www.elearningmag.com/elearning/ Learning Circuits. http://www.learningcircuits.org/ Competencies and Skills for Instructional Designers http://www.coedu.usf.edu/inst_tech/resources/competen.html Using Technology in Learning & Teaching: Skills Requiredhttp://computing-services.cant.ac.uk/title/L&T/skills.htm

18. Learn new tricks…

19. End of slide show, click to exit