Tagged: higher education

How can we make information literacy really matter to learners?

Facet Publishing have announced the release of Learner-centred Pedagogy: Principles and practice by Kevin Michael Klipfel and Dani Brecher Cook

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More than ever, librarians are required to possess pedagogical expertise and are being called upon to design, implement, and assess robust evidence-based reference and instructional practices that contribute to student success. In order to achieve this, librarians must know how to teach information literacy skills that go far beyond one particular library context to facilitate lifelong learning. In addition to the traditional information expertise of the library professional, today’s librarian must also master evidence-based pedagogical practices that can help make learning stick.

Learner-centred Pedagogy offers librarians concrete strategies to connect with learners at all levels. The book covers cognitive principles for organizing information literacy instruction, how to establish rapport and build learners’ motivation, questions to keep in mind for inspiring autonomous learning, the science behind information overload, and a balanced framework for evaluating specific educational technology tools.

Klipfel and Cook said, “Our goal in this book is to introduce readers to a practical, evidence-based vision of learner-centred pedagogy that helps learners develop the skills required to use information to think well about what matters to them. We hope that librarians, after reading Learner-centred Pedagogy, will feel more prepared for the changing job market’s increased focus on evidence-based instruction, have more confidence in adapting their skills to the robust teaching and learning environments of today’s libraries, and be well-prepared to facilitate learning environments that result in lifelong learning.”

Kevin Michael Klipfel received his master’s degree in philosophy from Virginia Tech. He received his M.S.L.S. from the University of North Carolina at Chapel Hill, where his master’s research on authenticity, motivation, and information literacy learning won the Dean’s Achievement Award for the Best Master’s paper of 2013 in the School of Information in Library Science. He has presented nationally on student motivation and learning both in and outside the library profession, and has published articles on the application of humanistic and existential psychology to learner-centred information literacy learning in journals such as College &Research Libraries and Reference Services Review. He lives and works in Los Angeles.

Dani Brecher Cook is Director of Teaching and Learning at University of California, Riverside. She holds an MSLS from the University of North Carolina at Chapel Hill and an A.B. in English Literature from the University of Chicago. She has published on information literacy pedagogy and learning technologies in College & Research Libraries News, Reference & User Services Quarterly, and Communications in Information Literacy. Dani has presented on the intersection of these two topics nationally at conferences such as ACRL, LITA, LOEX, and the Library Technology Conference.

More information: http://www.facetpublishing.co.uk/title.php?id=301553

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The Professional Imperative for Learner-Centred Teaching

By Kevin Michael Klipfel and Dani Brecher Cook co-authors of Learner-centred Pedagogy: Principles and practice

Four years ago last month, we walked across the stage in the Great Hall of the Carolina Union at UNC-Chapel Hill, freshly minted librarians, both about to move to California to start our first professional jobs, ready to lay some information literacy knowledge down on our future undergraduates. Those two years in library school were incredibly formative for us, as we tried to absorb everything we could about teaching, reference librarianship, and the profession as a whole. We became friends working together at UNC’s Undergraduate Library reference desk, chatting about how we could get students engaged in our instruction sessions and make sure they actually, like, you know, learned things.

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The more we talked and read and taught, the more it felt like there was something missing from the information literacy literature we were reading: A focus on the individual learner, as a unique person with individual experiences, interests, and needs. While there are certainly exceptions to this statement, so much of what we read was about specific strategies for teaching specific content, while what we felt we needed was a step before that: What are the underlying principles that can make people invested in learning and able to learn, whether at the reference desk, in a one-on-one consultation, or an instruction classroom? Our experience as readers largely echoed that of librarian David Maxfield, who wrote in an article in College & Research Libraries in 1954 (!) that claimed that “conventional reference work does not always place so much emphasis upon the library patron as an individual person as it does upon library materials and bibliographic techniques.”

A year after graduation, we attended a LOEX conference in Grand Rapids, Michigan, where Terry Doyle began his keynote presentation with the assertion that, as educators, it is our professional responsibility to understand how students learn and then apply this understanding to our work. This idea of focusing on the learner, and not the content, is known as “learner-centredness.” Doyle’s position that being learner-centred was not optional, but instead a kind of professional obligation, struck us as exactly right (see “Education Training for Librarians”). And we wanted to read something that was framed this way for librarians, focused on the individual learner, so badly that we…wrote a book like that.

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Our central question in writing a book on learner-centred pedagogy for librarians was: How can we teach information literacy to real learners – embodied existential beings with passions, loves, hates, and sources of life meaning that extend beyond understanding Boolean operators – so that they are engaged with information literacy outcomes in an authentic way? How can we make information literacy really matter to learners?

We turned to literature in education, counseling, psychology, and (yes) library science where others grappled with similar questions, and ultimately concluded that the core aspect of learner-centredness is a practice of empathy: the question what is it like to be a person learning something? is central to our learner-centered approach. That also led us to redefine information literacy in a learner-centred way as involving learners using information to think well about questions that matter to them.

So, practically, how do we go about this? In our book, we point to five main aspects:

  • Engaging people’s curiosity, interests, and personal experiences in an autonomy supportive rather than controlling learning environment
  • Applying ideas about how people learn from evidence-based literature in learning science
  • Developing meaningful relationships with our users (even in the briefest of interactions!)
  • Providing learning experiences that help to develop a growth mindset about the research process
  • Using technology wisely as a potentially useful tool to help learners use information think well about things that matter to them

…with empathy as the overarching framework that connects them all. This central idea, that who we are as people matters as both learners and educators, is both based in the current scientific literature, but also has a timeless quality that we believe will make it relevant for library practitioners for years to come.

Indeed, we believe that this view of learner-centredness is not a trend, but a way of approaching librarianship that can change over time, as our scientific and psychological understanding of what it means to be a person learning something evolves. While the specific answers to the central question of this book may not always be the same, as long as librarians continue to monitor and engage with the current literature on motivation and the science of learning and follow where the evidence takes us, the basic framework that we present here will continue to apply. As we strive toward a fully learner-centered practice of librarianship, we would consider a practical success to be expressing these interests and views to others, both within and without the library. Building community around this approach is a powerful way to transform our work and to practice an existential form of librarianship: we are learner-centred educators because we decide that is what we are. As you go forward and adapt these ideas for your own contexts, we hope that you will share your ideas and continue to enrich and expand the profession’s understanding that who we are as people matters for how we teach, how we learn, and how we engage with information and each other.

Kevin Michael Klipfel received his master’s degree in philosophy from Virginia Tech. He received his M.S.L.S. from the University of North Carolina at Chapel Hill, where his master’s research on authenticity, motivation, and information literacy learning won the Dean’s Achievement Award for the Best Master’s paper of 2013 in the School of Information in Library Science. He has presented nationally on student motivation and learning both in and outside the library profession, and has published articles on the application of humanistic and existential psychology to learner-centred information literacy learning in journals such as College and Research Libraries and Reference Services Review. He lives and works in Los Angeles.

Dani Brecher Cook is Director of Teaching and Learning at University of California, Riverside. She holds an MSLS from the University of North Carolina at Chapel Hill and an A.B. in English Literature from the University of Chicago. She has published on information literacy pedagogy and learning technologies in College & Research Libraries News, Reference & User Services Quarterly, and Communications in Information Literacy. Dani has presented on the intersection of these two topics nationally at conferences such as ACRL, LITA, LOEX, and the Library Technology Conference.
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Interpret, understand and teach the ACRL’s new Framework for Information Literacy for Higher Education

Facet Publishing have announced the publication of Teaching Information Literacy Reframed: 50+ framework-based exercises for creating information-literate learners by Joanna M BurkBurkhardt_FACET COVER_01.jpghardt.

This book offers a starting point to understanding and applying teaching practices to the six threshold concepts listed in the Association for College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education, an altogether new way of looking at information literacy.

Bestselling author and expert instructional librarian Burkhardt decodes the Framework, putting its conceptual approach into straightforward language and offering more than 50 classroom-ready Framework-based exercises.

Each chapter focuses on one of the six concepts and offers sample exercises that can be applied in single lecture periods or over semester-long courses. The book offers best practices in creating learning outcomes, assessments, and teaching tricks and tips. Finally, it offers perspectives on how learning, memory, and transfer of learning applies to the teaching of information literacy.

This book will assist librarians in teaching information literacy and enable their students to cross the threshold and become information literacy experts.

New edition of the seminal guide to copyright issues in online learning

Facet Publishing have announced the publication of Copyright and E-learning: A guide for practitioners, 2nd edition

Fully up-to-date with recent changes to copyright law throughout the world, C
opyright and E-learning
has been completely revised by co-authors
Jane Secker and Chris Morrison.

The book provides practical advice about a variety of copyright issues for those working in the broad field of online learning. It seeks to challenge the notion that copyright is always an obstacle to teaching with digital technology, or that copyright laws are out of step with the ways in which modern teachers and students wish to work.Copyright and E-Learning

Jane Secker said, “As with any book about technology, five years is a long time, and technological developments made much of the contents of the first edition in need of real updating. The book is designed to be read by practitioners and so it offers pragmatic advice on a range of issues from digitising orphan works, to lecture recordings, the use of social media and MOOCs. We wrote the book in a jargon-free easily digestible way, to make it a practical guide for learning technologists, but also teachers, lecturers and other learning support staff in higher education, schools, further education and even in a workplace learning setting, where online learning is used extensively”.

The book is based on best practice developed by leading institutions that are supporting students in a blended learning environment and contains seven case studies illustrating copyright and e-learning in practice throughout the world.

Copyright and E-learning will enable readers to be more confident that they are using technologies legally and they are not exposing their institution to the risk of legal challenges from publishers and other rights holders. It will also help readers to understand how copyright exceptions and licences can help to provide access to resources for their students and provide a framework for dealing with copyright queries and for offering training and support in their institutions.