An Online Self-Paced Faculty Development Program in Information Literacy Brenda Stutsky RN, MScN, EdS, PhD Judith Littleford MD, BSc, FRCPC Tania Gottschalk BA, Med, MSc

Overview In this presentation I will: Provide an overview of the project background Use an instructional design framework to illustrate project steps Outline a few development tips Photo Credit: h.koppdelaney via Compfight cc

Our Development Team Judith Littleford Tania Gottschalk Brenda Stutsky Librarians: Carol Cooke, Orvie Dingwall, Mê-Linh Lê, Hal Loewen, Janet Rothney, Daisy Santos, Sherri Vokey, and Andrea Szwajcer

Winnipeg, Manitoba, Canada

Two Campuses

Disclosure/Funding Photo Credit: duckiemonster via Compfight cc $17, Royal College of Physicians and Surgeons of Canada University of Manitoba, Department of Anaesthesia Faculty of Medicine Dean’s Office

Information Literacy (IL) Means - Healthcare practitioners are able to use available tools to approach the literature in an organized and efficient manner, including the ability to locate, evaluate, and use information effectively to accomplish a specific purpose (Association of College and Research Libraries [ACRL] 2004). IL skills are: an essential component of evidence-informed clinical care and scholarly work are foundational to continuing professional development (CPD) and lifelong learning

Instructional Problem General lack of IL skills Students: influences information-seeking behaviours Faculty: Physical library Instant access Overwhelming student guidance Photo Credit: Ѕolo via Compfight cc ca/images/results.aspx?qu=speed&ex=1&AxInstalled=copy&Download=MC &ext=PNG&c=0#ai:MP |

Learner Characteristics Health sciences students, faculty, and practitioners Mixture of: learning preferences computer literacy skills healthcare knowledge & experiences busy work & school schedules Photo Credit: woodleywonderworks via Compfight cc

Task Analysis Literature review Faculty/student survey Information literacy competencies Photo Credit: ginnerobot via Compfight cc

Instructional Objectives Terminal objectives Instructional objectives for 9 modules Photo Credit: duncan via Compfight cc

Content Sequencing Get a Library Card Claim UM Net ID Library Website Library Services Proxy Bookmarklet Journals Document Delivery 1.Getting Started 2.Quick Questions Need Quick Answers 3.Going Mobile at Point of Care 4.Practice Changing Literature 5.Monitoring the Literature 6.Monitoring the Literature: Mobile 7.Complex Clinical Research Questions 8.Organizing and Managing Articles 9.Preparing Presentations and Course Materials Point of Care Tools Drug Resources Lab/Diagnostic Investigation Electronic Textbooks Google for Good Evidence Adding Apps to Your iPhone/iPad Point of Care Apps Drug Resources Medical Calculators Apps for Your Patients Basic PubMed Searches Using Keywords and MeSH Applying Secondary Literature Filters in PubMed Cochrane Systematic Reviews Finding Practice Guidelines Electronic Table of Content from a Journal Webpage My NCBI Account My NCBI Alert by Topic My NCBI by Journal RSS Feeds Adding and RSS Feed from a blog, health news, journal, and PubMed Flipboard Read by QxMD Bowzine Formulating PICO Questions Advanced PubMED Searching SCOPUS Search by Article Title SCOPUS Subject Search SCOPUS Cited Author Search Google Scholar Dissertation Abstracts EMBASE Web of Science Mendeley Adding Articles to Your Mendeley Library Writing and Citing with Word using Mendeley Zotero Adding Articles to Your Zotero Library Writing and Citing with Word in Zotero Endnote Adding Articles to Your Endnote Library Writing and Citing with Endnote Papers Adding Articles to Your Papers Library Writing and Citing using Papers Copyright and Images Finding Images with Google Creative Commons Images Distributing Articles and Checking UM Licenses Creating a Perma Link

Strategies/Designing the Message Self-directed/self-paced Time limitations of learners major consideration Segment into 3-5 min. screencasts to reduce cognitive load Photo Credit: jenny downing via Compfight cc

Development of Instruction Camtasia Studio 7 to produce screencasts University’s video production studio Desire2Learn University toolkit

Evaluation Summative evaluation for learners wishing to obtain CPD credit Program evaluation to be completed Photo Credit: SCFiasco via Compfight cc

Development Tips 1.Ensure Support from Your Leadership Team 2.Secure Funding for Equipment and Training 3.Empower the Development Team 4.Insist on Storyboards 5.Design for All Learners Photo Credit: jef safi \ 'Mojo Flying via Compfight cc