Overview of Online Information Literacy Modules Project

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Overview of Online Information Literacy Modules
Project

• Elizabeth Killingsworth, UCF Library
• Kelvin Thompson, UCF CDWS

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Discussion Questions

• How well can your students navigate in a world of
  information overload?
• Is Google the first choice for your students when
  searching for scholarly sources?
• Can your students evaluate the information that
  they find?
• Can your students create a bibliography that
  contains quality sources cited appropriately?

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Information Literacy Modules

• Collaboration Library CDWS
• Automated instructional components
• Created as supplemental resource for current
  curriculum
• Able to be pulled into both F2F and online
  courses (i.e., WebCT isnt required)
• Scores can count toward course grade (or not)

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Why now?

• Quality Enhancement Plan (QEP) Information
  Fluency

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Excerpt of Module Outline

• Module 1 Defining Your Topic
• Module 2 Determining Your Information Need
• Module 3 Creating a Search Strategy
• Module 4 Refining a Search Strategy
• Module 5 Retrieving Relevant Information
• Module 6 Evaluating Information
• Module 7 Using Information Appropriately

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Prototype Module
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What Is a Module?

• Composed of one or more learning objects.
• Learning object is a complete, automated
  instructional resource (no instructor
  intervention required).
• Each learning object based upon one identified
  learning outcome and contains content
  presentation, practice with feedback, and
  assessment of learning.
• Each learning object is completable in one
  sitting (no more than 30 minutes).
• Content presentation may be text, graphics,
  video, interactive media, or a combination as
  appropriate.
• Practice/Assessment may be traditional (i.e.,
  true/false or multiple choice) or
  non-traditional (e.g., simulation/authentic
  assessment) as appropriate.

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Where Did the Modules Come From?
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The Information Literacy Librarian Works in
Collaboration with the Instructional Design
Specialist to Create the Modules
Instructional Design Specialist Course
Development Web Services (CDWS)
Information Literacy Librarian UCF Library
Information Literacy Modules
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Based on ACRL Info Lit Standards

• Determine information needed
• Access needed information effectively and
  efficiently
• Evaluate information and its sources critically
• Use information effectively to accomplish a
  specific purpose
• Use information ethically and legally

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Categorizing the Standards
ACRL Standards
Foundational/Basic
2.2.a, 2.2.b, 2.2.d, 2.2.e
2.1.c, , 2.2.c, 2.3.c
Literate/Upper Division
2.1.c, 2.3.a
Fluent/Graduate
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Standard to Outcome
Learning Objective 1 You will develop a research
plan appropriate to a given online information
source. (2.2.a)

• 2.2.A. Develops a research plan appropriate to
  the investigative method.

2.2.B. Identifies keywords, synonyms and related
terms for the information needed. 2.2.D.
Constructs a search strategy using appropriate
commands for the information retrieval system
selected 2.2.E. Implements the search strategy
in various information retrieval systems

• Learning Objective 2 You will construct a search
  strategy using appropriate commands for a given
  information retrieval system. (2.2.d)
• With enabling learning objectives
• truncation (2.2.e)
• Boolean operators, synonyms (2.2.b)
• Keyword vs subject searching (2.2.e)
• Basic vs. advanced searching (2.2.e)

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Relationship Between Components
Standard 2.2.a
LO1
Module 1
Standard 2.2.b
LO2
Standard 2.2.d
LO3
Module 2
Standard 2.2.e
LO4
Standard 2.1.c
LO5
Standard 2.2.c
LO6
Standard 2.3.c
LO7
Standard 3.2.a
LO8
LO9
Standard 3.2.b
Module 3
LO10
Standard 3.2.c
LO11
Standard 5.2.f
LO12
Standard 5.1.b
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Organizational Structure
Each learning object will be instructor-assignable
and auto-scored.
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Timeline

• Currently first prototype module complete
• Summer 07 usability testing and continued
  production
• End of 07 first set completed
• Spring 08 usability testing
• Summer 08 first set available to faculty and
  students
• Annually new modules available

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How Will You Be Able to Use the Modules?

• Pull individual learning objects into WebCT
  accounts
• Assign modules to students without WebCT
• Assign a series of modules
• Use the assessment as
• extra credit
• scored assignment
• supplement with no score

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Will These Modules Help You/Your Students?
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How Can You Help?

• Request an Information Session for your
  colleagues
• Participate in an upcoming Faculty Feedback
  Session
• Volunteer to assist with student recruitment for
  Usability Sessions
• Reminders will be sent to those who provide email
  addresses on sign-up sheet.

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Questions?

• Elizabeth Killingsworth, Interim Head,
  Information Literacy Outreach, UCF Libraries
• ekilling_at_mail.ucf.edu
• Kelvin Thompson, Asst Director, Course
  Development Web Services
• kthompso_at_mail.ucf.edu