1. Library-led Faculty Workshops: Helping Distance Educators Meet Information Literacy Goals in the Online Classroom Robert Miller Ed O’Donnell Neal Pomea OCLS, April 30, 2010 © Robert Miller, Ed O’Donnell, Neal Pomea

2. UMUC: Institutional Context Primarily distance learning –Faculty need to teach information literacy skills in the online classroom Center for Teaching and Learning (CTL) –Hosts online training and library workshops for faculty © Robert Miller, Ed O’Donnell, Neal Pomea

3. Logistics Online, asynchronous WebTycho –UMUC’s online course delivery system –comparable to Blackboard Part of a larger training session, or stand-alone 5, or 10, or 12 days © Robert Miller, Ed O’Donnell, Neal Pomea

4. Subject-Specific Information Literacy Natural Sciences Social Sciences –CTL for-credit workshop –Co-facilitate with academic director © Robert Miller, Ed O’Donnell, Neal Pomea

5. Workshop Objectives Faculty will be able to: –Define information literacy –Name university’s information literacy objectives for students –Help students find, evaluate, use information –Design an assignment teaching information literacy skills alongside course content © Robert Miller, Ed O’Donnell, Neal Pomea

6. Faculty Discussion Information literacy challenges –Plagiarism –Wikipedia –“Reporting” rather than synthesizing information © Robert Miller, Ed O’Donnell, Neal Pomea

7. Faculty Explore the Library Faculty search databases and brainstorm ways to use them in assignments Librarian provides guides that can in turn be used in the online class © Robert Miller, Ed O’Donnell, Neal Pomea

8. Searching Tips Faculty might feel insulted by “basic” database instruction –Frame advice for students © Robert Miller, Ed O’Donnell, Neal Pomea

9. Designing an Assignment “Capstone” project in the workshop: –Design an assignment that teaches course content alongside one or more information literacy objectives –Review and critique a colleague’s assignment © Robert Miller, Ed O’Donnell, Neal Pomea

10. Summary Subject-specific faculty workshops –Promote faculty-librarian collaboration –Provide concrete tools that faculty can use in the online classroom Labor intensive –To prepare material, but it can be reused and adapted –To facilitate a workshop, but it raises library’s visibility © Robert Miller, Ed O’Donnell, Neal Pomea

11. Training Objectives Faculty will be able to: - Locate, select, and search library research databases - Create assignments that address information literacy standards © Robert Miller, Ed O’Donnell, Neal Pomea

12. Training for New Online Faculty Library integrated into required 5-week training course Introduction to library resources and services available to faculty and their students © Robert Miller, Ed O’Donnell, Neal Pomea

13. Diverse Faculty Faculty from all disciplines taught at UMUC Recent PhDs, returning faculty Working professionals & academics Online comfort levels vary © Robert Miller, Ed O’Donnell, Neal Pomea

14. Training Content Highlight information literacy objectives Suggest assignments that foster information literacy Provide active learning opportunities via library research database exercises to familiarize faculty with available resources Lead faculty peer-to-peer discussions and reflection opportunities via online conferences © Robert Miller, Ed O’Donnell, Neal Pomea

15. Library Services of Interest to Faculty Electronic Reserves Document Express Reference Service Support for Citation Support for Turnitin © Robert Miller, Ed O’Donnell, Neal Pomea

16. New Tools for Research Subject Guides Research Port Google Scholar at UMUC © Robert Miller, Ed O’Donnell, Neal Pomea

17. Information Literacy Courses at UMUC LIBS150 for undergraduates UCSP611 for graduate students Need faculty buy-in for university’s information literacy initiatives © Robert Miller, Ed O’Donnell, Neal Pomea

18. Database Exercise Option 1: Searching across disciplines Option 2: Searching several databases in the same discipline Option 3: Federated search tool, Research Port © Robert Miller, Ed O’Donnell, Neal Pomea

19. Benefits of Training Faculty gauge students’ experience with online research Better assignment design Relationship with library Increased requests for instruction and other services © Robert Miller, Ed O’Donnell, Neal Pomea

20. Google Universe: Overview Asynchronous, online, week-long workshop Content created by Ed O’Donnell, Ryan Shepard, & Kee-Young Moon Offered in conjunction with UMUC’s Center for Teaching and Learning © Robert Miller, Ed O’Donnell, Neal Pomea

21. Google Universe: Modules Introduction to Google Advanced Searching Google Scholar Google Book Search © Robert Miller, Ed O’Donnell, Neal Pomea

22. Google Universe: Modules (con’t) Google Earth Google Maps –Deliverable: Buildings designed by Palladio Google Images Keeping Up with Google © Robert Miller, Ed O’Donnell, Neal Pomea

23. Learning Outcomes Employ Google’s advanced search features in order to obtain more precise and useful research results Understand the benefits and drawbacks of using Google and Google Scholar for academic research in order to afford faculty a better understanding of these as possible research resources Utilize complementary subscription-only resources available from the Library in order for faculty to demonstrate their advantages as research resources to students Locate full-text articles and books using Google Scholar and Book Search in order to demonstrate the research possibilities of these resources Explore Google Earth, Images, and Maps in order to demonstrate their usefulness as classroom instruction tools © Robert Miller, Ed O’Donnell, Neal Pomea

24. Conference Postings “I certainly found more useful things in the databases--plus I think it's important to challenge students to try technology things they may not be familiar with. At any rate, that's the ploy I use when insisting that students use databases for research papers.” “For my students, I tell them that the subscription databases work better for me, that it is a much better use of my time, and that my searches are more effective. My students have to be efficient in their use of time, and of course they want to be effective as well.” “I think we may have to mandate the use of the library for sources, particularly scholarly journals, when requiring research papers from our students.” © Robert Miller, Ed O’Donnell, Neal Pomea

25. Faculty Evaluation Examples “Practical hands-on implementation of Google tools with expert direction and backing-up of the instructors. I appreciate the informed background information on history-strengths-weaknesses of Google Scholar.” “(T)his is an excellent stand-alone course. Perhaps, a year from now, the instructors might update about new developments in a memo or note in the faculty newsletter.” © Robert Miller, Ed O’Donnell, Neal Pomea

26. Open Educational Resources CTL for-credit 8-day workshop Co-facilitated by two UMUC librarians –Joseph Rawson –Cynthia Thomes © Robert Miller, Ed O’Donnell, Neal Pomea

27. Workshop Objectives Faculty will be able to: –Explain what OERs are –Understand the history of the OER movement –Explain some of the advantages and disadvantages associated with the use of OERs in classes © Robert Miller, Ed O’Donnell, Neal Pomea

28. Workshop Objectives, Continued Faculty will be able to: –Find OERs that could be used in their classes –Evaluate OERs for suitability for use in classes –Adapt OERs, if necessary, for use in classes –Understand copyright, accessibility, and other issues that may constrain the use of OERs in a class –Find additional information about OERs in library resources and on the free Web © Robert Miller, Ed O’Donnell, Neal Pomea

29. Faculty Discussion Pros and cons of using OERs in the classroom Criteria to consider when evaluating OERs for use in a class OER repositories for particular subjects/ topics © Robert Miller, Ed O’Donnell, Neal Pomea

30. Faculty Tasks Find an article about OERs Find and evaluate an OER Find licensing information about an OER Edit a Wikipedia article © Robert Miller, Ed O’Donnell, Neal Pomea

31. Library Resources, Continued © Robert Miller, Ed O’Donnell, Neal Pomea

32. Designing an Assignment “Capstone” project in the workshop: –Design an assignment that incorporates an OER and explain how the assignment would benefit students and how it could be determined whether the assignment successful –Review and provide feedback regarding a colleague’s assignment © Robert Miller, Ed O’Donnell, Neal Pomea

33. Summary OER workshop provides information regarding freely available learning content that faculty can immediately begin using in their online classrooms © Robert Miller, Ed O’Donnell, Neal Pomea

34. Collaboration Is Key “To be successfully implemented on campus, information literacy depends on collaboration between classroom faculty, academic administrators, [and] librarians....” ACRL. (n.d.). Information literacy for faculty and administrators. Retrieved from http://www.lita.org/ala/mgrps/divs/acrl/issues/infolit/ overview/faculty/faculty.cfm © Robert Miller, Ed O’Donnell, Neal Pomea

35. Please Be in Touch Robert Miller: rmmiller@umuc.edu Ed O’Donnell: eodonnell@umuc.edu Neal Pomea: npomea@umuc.edu © Robert Miller, Ed O’Donnell, Neal Pomea