More than just a repository: Delivering context-rich and value-added information literacy instruction Mark Meng Loretto Memorial Library St. John’s University

Typical Online Tutorial

Features of Conventional Online Instructional Materials For a particular course or program (often locally defined) Content is categorized (Table of content, generalized categories and sections) Each lesson is a complete structure (Everything the designer expect students to learn, ) Lesson is sequentially ordered (has beginning and end) Lesson components are integrated and presented as a whole (Based upon the teacher/designer’s preference)

Disadvantages Fixed lessons with limited content coverage (structural design required selection and omission of materials) Designed only for a particular student group (demographic, social, cultural) Target students average learning ability (at expense of lower and higher ends students) Students follow a tightly structured presentation sequence (components and sequence are set) Lessons cannot be reused in a different context without redesigning (for the above items 1-3) Not flexible for upgrading and revision (since it’s a completed structure)

Sample LO Repository

Attributes of Learning Objects Free-standing and modular Devoted to only one single learning objective (unlike lessons) Not sequentially arranged or put together in a fixed order in an object base Can be assembled to form variety of lessons Can be repurposed without losing its meaning, data, images, or text. Has a clear metadata schema for easy searching and identification

Major Benefits Open-ended and on-going development Easy to updates and manage Adaptable for reusing or sharing: Objects could be assembled or reassembled to form variety of lessons depending on contexts Allow personalization of learning and provide just-in-time, just-enough, and just-for-me customization Facilitate competency-based learning Increase the value of content Promote dynamic learning community

Limitation of Learning Objects Objects are Isolated from each other Overwhelming in numbers Having no sequential organizations/connections Depending on user’s ability to search and choose May vary significantly in size and format Having insufficient content description Lacking context of usage Having limited usage when standing alone

The primary function of a Repository Storage Facility ? (categorized aggregates of unrelated objects) Educational instrument? (Instructional and Learning units) While a LOR can efficiently provide flexibility for accumulating and delivering content, it cannot effectively control learning outcome.

Combination of the Two Approaches Fixed lessons with limited content coverage Designed only for a particular student group Target students average learning ability Students follow a structured presentation sequence lessons cannot be reused for a different context without redesigning Not flexible for upgrading and revision On-going and unlimited content coverage Designed for all students Designed around subject content Allow students to select materials to fit their needs lessons can be readily assembled for reuse Objects can be upgraded or revised individually

Context defined The learners’ relationship to the materials in terms of: Level Format Abilities Prior knowledge Discipline/subject Activities Objectives Outcomes

Value-added defined Those pedagogical preferences, strategies, approaches, methodologies that are: Efficient Effective Time-tested Peer Evaluated Field-tested Expert-designed

Link to the LOR

Information Literacy: Content vs. Competency Is there a coherent content in IL? Content: knowledge based Competency: performance orientated

Nature of Competency Training Performance as a combination of skills, attitude and knowledge Diversity of competency levels Address learning gaps