INFORMATION LITERACY IN HIGHER EDUCATION: POLICY AND PRACTICE IN TAIWAN Mei-Mei Wu, Ph.D Professor, Graduate Institute of Library and Information Studies National Taiwan Normal University 吳美美 (Mei-Mei Wu) (CC) This work is licensed under the Creative Commons Attribution Noncommercial- Share Alike 3.0 License ALA Annual Conference How Taiwan is Maximizing Information Services through Public Libraries, Digitalization, LIS Education, Information Literacy, Library Assc. & Globalizing, Anaheim Conventional Center 202C, :00-10:00.

Outline 2  Background -- An information Literacy Environment in Taiwan  Government’s efforts  Making online course standards and online course accreditation  IL course as liberal Art Education Phase one contribution Phase two contribution  Teaching Information Literacy in Higher Education  Closing remarks

3 Information Literacy Publication profile 1989 to 2011 A total of 597 publications since1989 to 2011, among them, 253 journal papers and 344 thesis

4 Some flavor: A similar trend ERIC CEPS

G OVERNMENT ’ S E FFORTS 1 Started eLearning Accreditation in 2006 Since 2006, 372 applied, only 193 approved (51.9%) Three various levels: Material level 4 codes Course level 8 codes Program level 5 codes 5

Government’s Efforts 2 6 Promoting Information Literacy related courses Make three IL related courses as the core in Liberal Arts education in colleges and universities Library and Information Literacy (LIL) is one of the three courses

Phase One: Developing 18 units of Digital Learning Materials ( ) A total of 18 modules of digital learning objects (DLO) for LIL as Liberal Arts education for university and college students had been developed at this stage by Chun-Chih U, NTU, ShihShin U. An important education policy to promote students’ information literacy skills as well as e- Learning skills. 7

Digital Learning Materials in MOE’s UPS 8

Phase Two: Promoting Information Literacy related courses – (Project ) (1) Coordinate ten faculties from various colleges and universities for self-training and sharing of experiences and practices in LIL teaching; (2) Design and deliver LIL courses through e- Learning modes; (3) Develop four new sets of digital learning materials taking problem-based learning approach; and (4) Deliver professional development workshops for faculties teaching Liberal Arts courses. Four main missions: 9

(1) COORDINATE TASK FORCE TEAM  Ten faculties in ten universities and colleges from island wide participate in the Task Force Team. Participatory faculty is required to select at least six modules from MOE’s DLM for their course design and to participate monthly meetings.  MONTHLY MEETINGS  O NLINE  O N SITE 10

Ten faculties from ten universities/ colleges Professor Tzu-Heng Chiu (T02) Taipei Medical University (TMU) Introduction to Information Behaviors Instructor Chi-Lung Chang (T04) ChingYun University (CYU) Internet Resources Organization and Retrieval Instructor In-Lin Hu (T05 ) Yu Da University (JUST) Library and Life-Long Learning Professor Hai-Hon Chen (T08) National University of Tainan (NUTN) Library Resources Uses Instructor Pei-Chih Chen (T09) Tainan University of Technology (TUT) Library Information and Network Instruction Professor Gin Lin (T07) National Chiayi University (NCYU) Information Literacy and Learning: Basics Professor Yuang-Ling Lai (T06) National Taichung University of Education (NTCU) Application of Information Literacy and Electronic Resources Instructor Chi-Chuan Wu (T10) National Ilan University (NIU) The Application of Retrieving Information Professor Di Yu (T03) Jinwen University of Science and Technology (JUST) Use of Internet and Library Resources Professor Mei-Mei Wu (T01) National Taiwan Normal University Library (NTNU) Library and Information Skill 11

(2) O NLINE COURSE TEACHING AND ACCREDITATION Using Moodle as eLearning platform 18 modules of teaching units including 7 asynchrony, 6 synchrony and 5 face to face teaching units. Pre- and post- tests as well as questionnaires are designed for action research. Approval of MOE’s eLearning course Accreditation(2011). Library and Information Literacy, NTNU 12

Use Moodle as Platform 13

Use of Pre- and Post- Questionnaires 14

(3) DESIGN AND DEVELOPMENT PROBLEM - BASED LEARNING MATERIALS Understanding and Applying Information Resources: Shan’s First Dating Plan Searching for Learning Resources and Evaluating Information on Web: Mary’s English Learning Tips Proposal Writing and Oral Presentation: Summer Camp for a Scout Club Project Integrating and Cooperative Learning: Attending Green Team International Summit 15

(4) N UMEROUS PROFESSIONAL DEVELOPMENT WORKSHOPS Program to Share New Knowledge Experience Sharing: Apply the 18 Modules into Literal Arts Courses Design and Production of DLO Problem-Based Learning Approach to Instructional Design Facilitate Social Network Certification of DLO and Online Course Creative Commons in DLO Program to Share New Technical tools Virtual World: Second Life Video Conferencing: JoinNet and Adobe Connect DLM Design Tool: PowerCam DLM Design Tool: Adobe Captivate 16

C LOSING REMARKS 1. Making the Library Information Literacy course as the core in Liberal Arts Education assures that all students in high education gain the required information literacy skills in school. 2. The co-development of digital learning materials that enhances the quality of the teaching materials and saves the time of the faculty. 3. Supporting collaborative teaching that allows sharing of teaching materials and teaching experiences. 4. Thus, Education Policy is vital for essential progress in promoting students’ required skills as well as promoting quality of teaching and learning. 17

18 Thank You for Listening Questions and Comments ? Mei-Mei Wu, Ph.D Professor, Graduate Institute of Library and Information Studies National Taiwan Normal University