24 May 2006

Is this for real? Gaming in libraries!

Quote of the week - A "great" teacher is one who makes himself progressively unnecessary. ~Thomas Carruthers
Is this for real? Gaming in libraries!

There is a fast developing trend to introduce playstations in public libraries and ‘gaming’ concepts into information literacy classes in academic libraries. What about online gaming? Online gaming is the next logical sequence in this direction. Online gaming is where youthA from Australia plays a game with YouthB in the USA. What fun? As with all ‘new’ ideas, they come with the pros and cons. Have you considered the long-term benefits of such a move, are there major drawbacks? The millenial, or X-generation equipment or concept might be just the thing to get the not so bookish teenagers using your library and then (gasp) borrowing some books? What are your ‘policies’ or ‘rules of gaming’? Do your users book? Are they library card holders? How long can they use the ‘game’ or Internet?

Have you read the article written by Ameet Doshi? Let's play games in our infolit classes! Have competitions to see which groups can find the 'answers' first, (working in pairs or teams of 4). Ask the ‘winners’ to tell the rest of the class the process they used to find the article. Have some ‘questions’ on a ‘Database Game’ sheet. Ask the students to find the answers. Will you let go of your “show and tell” teaching method to give this a go? Will you tell them which database to use or give them a tip to work out which database the answer can be found in?
This is along the same lines as the SLQ (State library of Queensland) database challenge, whereby library patrons can enter a competition to answer specific questions using a particular database. What a brilliant idea! The users have the chance to win something, while at the same time learn more about the database. Who says adult learners can’t learn through play?! Doshi, A (2006) states that librarians and patrons would all agree there needs to be more two-way, conversational information literacy skills lessons, and not the one-way instruction, “this is the best way to do this” type of class. He also states at the end of the article – “Libraries should be doing things to induce gasps of amazement”. So come on everyone, tell us, what are you doing (gasp) that rates as amazing?

SLQ Database Challenge - http://www.slq.qld.gov.au/news/whatson/events/challenge06

Doshi, A (2006), HOW GAMING Could Improve Information Literacy.
Computers in Libraries; Vol. 26 Issue 5, p14-17, 4p

19 May 2006

First Year University students and the Google Degree – Are your students Googling their way to a Degree?

Quote of the week – “In the dim background of our mind we know what we ought to be doing but somehow we cannot start. “ William James

First Year University students and the Google Degree – Are your students Googling their way to a Degree?
Do you need solutions to assignment problems? Are you happy to see your students Google their way through a Degree? Do they only ever use the Internet to search 'Google' and type the minimum words and use the first 10 results? Do they know how to evaluate information regardless of the search tool used? Do you determine your assessment pieces and the learning outcomes first and then work backwards for course content? Have you read the article written by Tara Brabazon,
"Bachelor of Arts (Google): Graduating to information literacy," Keynote Paper, IDATER on-line conference on e-learning in Science and Design Technology, Loughborough University, August 2004 (URL: http://www.lboro.ac.uk/departments/cd/docs_dandt/research/ed/elearning/Lead%20papers/BrabazonPDF.pdf)
There are some clued up academics out there supporting their students and acknowledging the valuable input of librarians and information literacy content within the curriculum in very practical ways and Tara is one of those. In her article she offers suggestions on how to bridge the gap between operational literacy and critical literacy, and it's all about being explicit in your assessment pieces and Tara terms this the Information scaffold. How simple, but powerful and effective this is! How do you convince your colleagues and fellow academics that they can eliminate assignments with Reference lists compiled entirely of web sites found on Google. There are strategies which can be used to maximise the critical thinking opportunities of students. The assessment pieces 'spell out' for students which types of information sources are required. They then must 'think' about the source and be 'critical' about it. How many of you when completing your degrees had access to the Internet? Did you only ever need to search the library catalogue for books because that was all that was available? The University student of today now has many 'search tools' available to them, and they need to be guided and 'taught' that all of these tools find different sources of information. Otherwise they will continue to use the 'quick' method which is 'Google' or 'Google Scholar'. Do your students understand the difference between Primary, Secondary & Tertiary information sources? Do you encourage the use of Tertiary sources such as Subject-specific encyclopaedias to help students choose a topic of research. It is a valuable tool which assists students who are new to a faculty or discipline, to focus a research question and appropriately define their research topic within the particular discipline. (Quarton, B. 2003)
An annotated bibliography covers so many aspects of the Information literacy standards, but how are the following competencies developed and introduced in the course and are they assessed? It is well documented in the literature that infolit is much more effective if there are marks attached because students then think ‘Oh, this has marks, so it must be important.’ Quarton, Barbara (2003) argues that unless students are 'required' to do these things, search appropriate tools such as the catalogue and journal databases, and plan the search process, then it is very unlikely they will do so of their own accord. A small minority may, but isn't it the majority who use Internet search engines and no other search tools. How about setting an assessment piece for first year undergraduates that requires the submission of all of these competencies, and allocate marks for each section.
What did you say? “This is just what I need in my course, but don’t know where to start?”
1. Check out the Infolit Standards for your University Council, or a library organisation which has endorsed infolit standards.ie. In Australia we use the Information literacy Standards endorsed by the Council of Australian University Libraries & Australian and New Zealand Institute for Information Literacy (ANZIIL) known as the ANZ Information literacy framework http://www.caul.edu.au/info-literacy/
2. Use this as your framework, look at the learning outcomes, decide which year to introduce each competency or standard, I prefer the term ‘competency’, (may vary depending on discipline), keep in mind that it is a ‘framework’ and there may be gaps between competencies and learning outcomes, also it does have limitations in that there are no assessment examples, but this is where you can 'think tank' with other academics in your discipline to come up with assessment criteria.
3. Contact your Liaison librarian or Information literacy librarian – perhaps there are already other courses within the Degree or program which have these competencies fully integrated. Your liaison librarian would be an excellent person to speak with initially.

Brabazon, Tara (2004). Bachelor of Arts (Google): Graduating to information literacy, Keynote Paper, IDATER on-line conference on e-learning in Science and Design Technology, Loughborough University, August 2004 (URL: http://www.lboro.ac.uk/departments/cd/docs_dandt/research/ed/elearning/Lead%20papers/BrabazonPDF.pdf

Quarton, B. (2003). Research skills and the new undergraduate. Journal of Instructional Psychology, (30)2, p.120, 5p.

13 May 2006

How did I create my blog? And Why did I create my Blog?

Quote of the week – “It is not enough to have a good mind, the main thing is to use it well. “ -
Rene Descartes

How did I create my blog? And Why did I create my Blog?

How to:
Step 1 – I decided to read about Blogs. I conducted a literature search using different search engines. I also used my State Library of Queensland database subscriptions to find published journal articles. I also found the ‘About” website very useful - http://www.about.com. I read and found out how Blogs are used, why they are used, who is blogging, what I needed so that I could create a blog and the different software available.

Step 2 – Which software? After reading the literature, and analysing the Blog software comparison chart, published July 14, 2005 in the USC Annenberg Online Journalism Review http://www.ojr.org/ojr/images/blog_software_comparison.cfm
(this is also linked to within the article by Gardner, S, Time to check: Are you using the right blogging tool? http://www.ojr.org/ojr/stories/050714gardner/index.cfm),
I decided that Google’s Blogger http://www.blogger.com/ was the best fit for my purpose of a combined personal & professional development blog. It also met my criteria of limited programming knowledge and minimal system requirements.

Step 3 – What would my Blog be about? And what would I call it? I conducted a search using various search engines and the terms: librarian blogs, library blogs, and so on. Have you seen the Laughing Librarian’s Blogga Blake song? It’s worth a look. I played it over and over for the tune, and then to see the different types of Blogs that are out there. I was going to have an “information literacy” title, but when I did a search on this, there were already a few out there by different derivates, so I decided to ponder some more. A few days later, I had the ‘Lateral’ thought. My creative side kicked in and I wanted something catchy that starts with L to make a three-L logo, with Librarian as the third. I searched for: lateral librarian blogs and none were to be found, then along came literal and look out Blog Land, “The Lateral Literal Librarian” has been born.
Step 4 – How did I create this blog?
Finally, I begin with http://www.blogger.com/
1. Create an account
2. Name your blog
3. Choose a template

I originally chose a different template, then a few weeks later changed it to the one I have now.

Step 5 – How do I drive this thing?
Next came learning how to drive the ‘Dashboard’, (aptly named because there are so many things on the dashboard of a car that tell you what you’re doing with the car if you know what they are for, and there are lots of things on the Blogger dashboard and you need to learn their purpose).
There are 4 tabs, Postings, Settings, Template, View Blog and all have different submenus and associated functions. I needed to learn which one did what. So, I explored these and had lots of fun.
Postings – this is where you ‘create’ a new post, Edit an existing post, Moderate comments made, or view the ‘Status’ of your postings for the session.
Settings – this is the largest section of the Blog and where you spend most of the time in your initial setting up of your Blog.

* Basic – Title, Descripton, and so on.
* Publishing – What’s your URL going to be? And so on.
* Formatting – How many posts to a page, what date format do you want and so on
* Comments - Did I want the ‘Comments’ feature enabled?, Who would I allow to comment? And so on.
* Archiving – Will your posts be archived weekly or monthly, do you want your posts to have their own page?
* Site Feed – Do you want your site feed enabled so that people can subscribe to your Blog? This is the RSS component, but there’s more work you need to do.
* Email – enter email addresses
* Members – who are the members of your blog?

Template –
* Edit your current template – this is where you get to be a HTML whiz and change some things, add links, add Categories or topics, add your RSS feed code, add a Copyright footer, and add Metatags such as meta keywords and meta description in the header so that your Blog can be found by search engines. {this is where a large proportion of my time was spent for the first month}
* Adsense – Only if you want advertisements on your blog
* Pick a new template – Do you want a new look and feel to your Blog?

Step 6 – How do I edit this template?
This was the steepest learning curve in the whole process. I wanted some ‘Categories’ or ‘Topics’ on my Blog. The template didn’t have this in-built, so how could I add this. I knew it was possible, because I had browsed individual Blog pages to look for ideas and saw that other blogger blogs had some nice features that I wanted, including the RSS feed. I used Blogger’s help feature, which led me to a myriad of articles. I found code scripters which did an initial scripting of HTML for me based on the categories or topics I initially chose. A few times I had the < > displaying on the web page, but managed to adjust the code and fix it up. Phew! What an effort, but that’s just the start.
I spent some time reading the code and noticed at the bottom there was a spot for me to add a Footer, so this became my Copyright statement.

Step 7 – Can you keep up the ‘posting’ of articles?
It is time consuming, so don’t do it if you aren’t prepared to post regularly. People just won’t come back to your blog, neither will they subscribe to it. My Blog was born in February 2006 and it has been added to 3 separate Library, Librarians or Information literacy websites. Now the pressure is on to perform. Where do I get my ‘post’ ideas from? Most of my posts so far have come from personal experience and reflection and so are reflective. However, this post has come from a very recent activity, whereby I read the literature and I have referenced these at the end of this post, just like one does when publishing a journal article. Some of my ‘post’ items are ‘seeded’ from discussion lists, and the “contributors” are acknowledged. I will also post ‘outside’ my background when I read through the ‘folders’ of literature in my filing cabinet and email Folders. I am interested in public libraries also, particularly the funding, leadership, and outreach aspects. The leadership & management posts are based on articles I have read and my preferred styles of leadership. We all have room to develop personally and professionally and this blog is definitely proving a valuable tool for me.


Why Blog?:
I created this Blog for a number of reasons. I wanted to find out more about emerging technologies in libraries as I am currently a full-time mum looking for librarian work in my local area. I wanted to be as ‘current’ as possible on returning to work. I also have a lot to contribute to the library arena having worked in an academic library for 11 years. When you are in the daily rush from one task to another and have a family which also means a busy home life, there is limited time to reflect and often is something which rarely happens. This blog has given me the opportunity to indulge in many hours of reflection upon what was, what should have been, what could have been, what would be good, and what can I share, were the many directions I took when deciding what to ‘post’ (write) about. It has helped me personally and professionally and inspired me to ‘read’ about what others are doing. I also keep my ‘searching’ skills refined as I need to rely quite heavily on Internet-based literature as the subscription databases which I have access to are limited in title coverage.

Why not blog?
1. It can be time consuming if guidelines aren’t established. In my experience, I write my ‘posts’ when my boys are sleeping. I write ahead of time in Word, so that I can keep my blog alive.
2. If you can’t type, then a Blog would be a challenge, but not impossible. You could view it as an opportunity to improve your typing skills.
3. You need your own personal computer with Broadband (speed) Internet, so that you can ‘post’ when you wish.


MY BLOG READING LIST
Bartlett-Bragg, A. (2003). Blogging to learn. The Knowledge tree An e-Journal of Flexible Learning in VET, (4) Retrieved March 6, 2006, from http://knowledgetree.flexiblelearning.net.au/edition04/pdf/Blogging_to_Learn.pdf.

Ferdig, R.E., & Trammell, K.D. (2004). Content Delivery in the Blogosphere. The Journal: technology horizons in k12 education, February, Retrieved March 6, 2006 from http://thejournal.com/articles/16626.

Fichter, D. (2003). Why and how to use blogs to promote your library’s services. Marketing Library Services, 17(6), Retrieved February 21, 2006 from http://www.infotoday.com/MLS/nov03/fichter.shtml.

Instone, L. (2005). Conversations beyond the classroom: Blogging in a professional development course. Paper presented at the Australasian Society for Computers in Learning in Tertiary Education Conference 4-7 December, 2005, Brisbane. (Retrieved February 29, 2006 from (http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/34_Instone.pdf).

Manuel-Coggins, S.A. (2006) 6 Tips for beginning bloggers. Retrieved March 6, 2006 from http://weblogs.about.com/cs/blogcreatetools/a/beginblog.htm

Quible, Z. K. (2005). Blogs and Written Business Communication Courses: A Perfect Union. Journal of Education for Business, 80(6), 327. Retrieved March 13, 2006, from Business Source Elite Ebsco database.

Richardson, W. (2004). Blogging and RSS - The "What's It?" and "How To" of Powerful New Web Tools for Educators. MultiMedia & Internet@Schools
The Media and Technology Specialist's Guide to Electronic Tools and Resources for K-12 Information Today, Inc, 11(1), Retrieved March 3, 2006 from
http://www.infotoday.com/MMSchools/jan04/richardson.shtml.

Stiler, G. M. & Philleo, T. (2003). Blogging and blogspots: An alternative format for encouraging reflective practice among pre-service teachers. Education, 123(4), 789-797. Retrieved March 13, 2006, from MasterFILE Premier Ebsco database.

Volke, S. Encouraging interaction online: the emerging roles of blogs/wikis/RSS in fostering and encouraging user participation. Paper presented at the VALA Connecting with users, 13th Biennial conference and exhibition 8-10 February, 2006, Melbourne. (Retrieved March 6, 2006 from http://www.vala.org.au/vala2006/2006pdfs/67_Volke_Final.pdf).

Williams, J.B., & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), 232-247. Retrieved March 12, 2006 from http://www.ascilite.org.au/ajet/ajet20/williams.html.

08 May 2006

How do you implant information literacy into Faculties that offer ‘flexible’ programs?

Quote of the week - “As regards obstacles, the shortest distance between two points can be a curve.”
~ Bertolt Brecht
How do you implant information literacy into Faculties that offer ‘flexible’ programs?
What is a Flexible program? A program is the same as a Degree, Diploma, etc. A course is = to a subject/unit of study. A flexible program is defined as a course of study largely determined by the student, where from first year they choose elective courses, within the particular course requirements, but it is essentially student-centred. It is problematic for information literacy initiatives because you never know what the majority of students will choose to study and it is difficult to employ a stepped/graduated approach from 1st year through to 3rd year in any particular program. This is the beauty of working with a Faculty that either has a core course which every student must complete and even better when programs are structured. A structured program is where all students of a program complete the same courses except for final year when elective courses are undertaken. So, you have an opportunity, what will you do?
 Initial planning with Faculty staff in ‘Flexible’ programs:
 Keep in mind that if your Faculty does not have 'structured' but flexible programs, there is only so much 'scaffolding' of infolit that will be possible.
 It’s also a short window of opportunity on the academic calendar for ‘re-writes’ or ‘new course’ developments. You need to make the most of these opportunities and again the time-frame is usually very tight so don’t expect to produce the ‘Taj Mahal’ initially.
 You could choose one course from each stream with historically high enrolments [I have done this to some degree of success, and some infolit is better than none]. Look at all course levels, 1st, 2nd, 3rd, 4th and Honours level Research methods courses. A research methods course is an ideal opportunity to implement infolit.
 Keep an eye out for Writing / Communication /Critical thinking / Literacy courses, these lend themselves to information literacy initiatives.
 Do you have an ‘Ask Your librarian’ service? Do you receive more than 5 questions per term for a particular assignment? Review the assignment and where it fits into a program. Follow this up with the lecturer, this course might be a candidate for infolit. Contact the ‘course developer’ to meet with them re: your concerns, but have some ‘solutions’ on hand. Do you need help to brainstorm solutions, run this by your ‘information literacy’ librarian, teaching/instructional team or your supervisor. Put your questions out to a wider group, such as an infolit ‘discussion group’. Collective wisdom is so wonderful! If you hit a red light with the course developer, perhaps a library web guide which covers only the specifics of the assessment would reduce your duplicated effort in repeating the same thing over and over. Remember to make use of any general online tutorials when possible!
 Do you have a ‘system’ that all Information Desk staff can use to log ‘problematic’ assignment questions. i.e. limited resources available, poorly worded or designed assessment which needs clarifying with an academic, etc. Liaison Librarians could regularly check this in order to become aware of these before they become Ben Hurs. Librarians on the desk could first check the ‘logs’ by course code to see if the issue has already been logged. Perhaps your internal Action/Request system could be used? Do you have another system used to ‘log’ technical/computer problems which could be duplicated for ‘Information Desk’ issues? Does the volume of ‘problematic’ assignments warrant this? The advantage would be that it’s included in the ‘system’ and becomes a ‘quantifiable’ statistic, and everyone could see that it is a ‘logged’ and known problem, rather than 5 different people, including casuals, separately emailing the librarian. [Another waste of staff time].
 Ask your Faculty staff if they know about the Infolit standards – show them where these are on the library home page.

05 May 2006

Whither the practicalities of information literacy. How do you collaborate with Faculty? Who teaches, Who marks, How do you keep track?, What’s your l

Quote of the week - “Creativity consists of coming up with many ideas, not just that one great idea.” Charles Thompson

Whither the practicalities of information literacy. How do you collaborate with Faculty? Who teaches, Who marks, How do you keep track?, What’s your limit? Are your library facilities able to support long-range developments?
How do you collaborate with Faculty?
Are you new to a Faculty and need to know what your Faculty is doing with courses or programs in terms of information literacy. What are you going to do? Do you have access to a database or other information literacy map which gives you this information? Have you conducted an Infolit audit or survey of your Faculty? This could be as complex or simple as desired. Why not try an email survey, email the document as an attachment and ask for responses within a specific time-frame. Keep in mind the ‘marking’ times or busiest times of the year or otherwise they might ignore it. Ask the Faculty for the most suitable time to conduct a survey, School Secretaries are a wonderful source of knowledge for the administrative side. Perhaps give the option of either printing and hand-writing or saving to file and typing the responses. There is plenty of ‘literature’ on conducting Faculty infolit surveys, so have a look at these for some ideas. Keep a regular visit schedule happening and let the Faculty know about all things library that impact on their teaching and research activities. Build existing friendships and new friendships.
Look for invitations to Faculty events, such as Faculty retreats or planning days, Faculty seminars & workshops, Faculty Education Committee meetings – there may be opportunities to mention different things here, such as when a new course proposal is put forward, ask if there are plans for integrating information literacy in the curriculum. [have specific examples in mind when you ask this question].
Here are some suggestions for faculty workshops:
Give the workshop participants a reference list with incomplete, and/or inaccurately styled references; include websites (more than other sources) and ask the question - How many of you see this all the time in student assignments? Or if you know an academic who could provide a real example, it would be great to have a 'legitimate' paper that you could use (without student name on paper) instead of a contrived one. It would be getting academic staff interested from a 'known' and experienced angle. You could then highlight the need for students to learn 'early' in courses the required standard of a Reference list, the referencing style, as well as the need for a variety of references. This is where librarians can work with academics to teach these 'information competencies' or information literacy skills. Other suggestions have been to survey the attendees to determine their level of information literacy competence. There have been suggestions on the ili-l list. Also, different library websites have infolit surveys available, choose a few that most suit your needs.
This one from Bernadette Doane, “Rather than introducing "Information Literacy" first, I pass out a brief "quiz" with questions related to 5 (or 6) basic info literacy standards. The questions are those I would expect an information literate student to be able to answer (but not at the highest level). The following question could be used as it relates to "using effective and efficient strategies for locating needed information:"

The best place to look for an introduction to a topic such as astronomy is:
a. the online catalog
b. an encyclopedia
c. a journal
d. don't know

Or this one for "using information ethically and legally:"

Which of the following requires a footnote or citation giving credit to the author or source? (Check all that apply)
a. summarizing a book chapter
b. using information freely available from the World Wide Web
c. stating factual information that can be confirmed by several different reference sources
d. writing about your brother's ideas on leadership
e. none of the above “


Who teaches the Infolit/Library classes? This depends on the content and the academic. If the academic is ‘happy’ to teach the ‘theoretical’ parts that’s a great start. The ‘practical’ or tool parts, i.e. catalogue, databases, etc. should be librarian taught, but if the academic is with you in the tutorial this sends a message to the students that it’s important, and also the advantage to the academic is that they also ‘learn’ anything new in databases/services. I have had a number of very positive experiences team teaching with academics, especially when it came to discussing ‘research’ articles as opposed to ‘trade’ articles etc. This is where team teaching works really well, when the academic is on hand to deal with the ‘theory’ and ‘discipline-specific content’ of the course and the librarian supports the learning by showing how to ‘limit’ to these types of articles, etc.
Who marks assessment? This is primarily an academic task and is extremely time consuming, be wary of involving librarians in actual marking, but developing the marking criteria is a key LL role. Hats off to all academics involved in marking. I have been involved in marking workbooks, and it took 1 hr per workbook to mark, [admittedly, this was because the marking criteria were not aligned closely with the assessment pieces and by the end of my involvement with this marking, the workbook and the criteria had heaps of red ink on them]
Tips:
* Do a ‘prototype’ – ask another librarian, or the academic, or ‘someone’ to do the workbook and then ‘mark’ it so that you see how it goes before rolling it out to the classroom.
* Include marking criteria in an excel spreadsheet, so that marks allocated are ‘automatically’ totalled. Perhaps Faculty staff use a particular program to do this, but whichever way, the ideal is to ‘reduce’ workload and effort.
* It’s a good idea to be involved in the first run of marking so that you can see if the content, assessment pieces/activities and marking criteria gel, and then hand over the marking to academics in following offerings. MAKE THIS CLEAR FROM THE START. Perhaps only mark a certain ‘proportion’ of the first round. Make updates as required and make sure these get changed in the Faculty ‘master’ course content.
* How do you successfully keep track of every course? What is problematic is ensuring that all of the course content for every infolit course is updated each year. I have had time to reflect on this aspect since I am not in the daily grind at the moment, rushing from one thing to the next. When academics and librarians leave the institution, if infolit knowledge goes with these people, it puts things at a stalemate. To avoid multiple time wasting with every new person having to ‘personally’ track the courses with ‘workbooks’ or other assessable components, record this valuable data in a database of some description. An ‘information literacy plan’ that each individual librarian composes is not going to give you this data if there is no ‘heading’ to cover this, or if it leaves the library when they go. It’s good to have a ‘central curriculum database’ or library infolit course curriculum database which all courses with infolit infiltration, whether assessable or not, such as ‘activities’, workbooks, Blackboard, or other infolit components. Consider establishing an MS Access database. You want something sophisticated enough so that a new Liaison Librarian can ‘filter’ or sort the list to find courses that pertain to their Faculty, School or program. Things to include as a starting point, (but not limited to):

 Faculty – Faculty of Education
 School – Sometimes not relevant
 Program - Bachelor of Education (Early Childhood) (ED92)
 Stream – (mostly flexible programs)
 Course Code - EDB006
 Course name - Learning Networks
 Modes of offering - campuses and Distance
Type of infolit - What are the different types of information literacy infiltration into course curriculum] incorporation, your institution may already have these defined
 Library tutorial time - 1hr or 2hr [ideally the database would be able to calculate total hours of teaching time for a particular program]
 Librarian lesson plan file location
 Assessment type: annotated bibliography, essay using 15 different sources, etc
 IL Standard and associate Learning outcomes: 1.2.2, 1.2.3
 Marking criteria for 1.2.2: 5 marks for Differentiates between information sources, (journal article, book, chapter in a book, conference proceedings, newspaper article and web document, etc)
 1.2.2 – 1 mark – found at least 3 different information source types of those covered in course content and identified database(s)
2 marks – found at least 5 different information source types of those covered in course content and identified database(s)
3 marks – found at least 5 different information source types with appropriate comments regarding the database(s) used
4 marks – found at least 10 different information source types with appropriate comments regarding the database(s) used and explains why those databases were used
5 marks – found at least 10 different informaton source types with appropriate comments regarding the database(s) used and explains why those databases were used and discusses further the limitations of each database used
 Marks for 1.2.3 – 3 marks total
1 mark – Correctly identifies at least 3 article types, scholarly, popular, peer-reviewed
2 marks – correctly identifies all article types covered in course content and assessment
3 marks – correctly identifies all article types and discusses or reflects extensively, raising further applicable criteria and demonstrates critical awareness
 The above 3 headings and associate examples are rudimentary for ‘sample’ purposes; your criteria and mark allocation would depend on content, assessment and academic – these would evolve in your planning with the academic
 Evaluation of library session: link to document used or file location
 Evaluation of Course content and IL components: link to document used or file location

What’s your limit?
How many courses can 1 librarian reasonably teach per term? How many courses does 12hrs per week limit you to? This should be determined from the beginning by librarians and library management. You can’t promise what you can’t deliver. If all the librarians need to run classes during weeks 2-6 of term, how well does your existing library and training room facility support this? What contingencies are in place when rooms are double booked? How many rooms are required to support the maximum uptake of infolit? Are there any other facilities on campus that could be used?

Articles to read or share with faculty staff:

Black, C., Crest, S. (2001). Building on a successful information literacy infrastructure on the foundation of librarian-faculty collaboration. Research Strategies (18)3, p215-225.

Brabazon, Tara (2004). Bachelor of Arts (Google): Graduating to information literacy, Keynote Paper, IDATER on-line conference on e-learning in Science and Design Technology, Loughborough University, August 2004 (URL: http://www.lboro.ac.uk/departments/cd/docs_dandt/research/ed/elearning/Lead%20papers/BrabazonPDF.pdf

Quarton, B. (2003). Research skills and the new undergraduate. Journal of Instructional Psychology, (30)2, p.120, 5p.

Wu, D., Roldan, M. (2004). Building context-based library instruction. Journal of Education for Business, 79(6), 323-327.

02 May 2006

Which strategies do you use to build positive partnerships and foster lifelong learning in public libraries?

Quote of the week - “It was from my own early experience that I decided there was no use to which money could be applied so productive of good to boys and girls who have good within them and ability and ambition to develop it as the founding of a public library” Andrew Carnegie quotes (Scottish born American Industrialist and Philanthropist. 1835-1919)

Which strategies do you use to build positive partnerships and foster lifelong learning in public libraries?
*Are you and your staff current and ‘with it’ with regards client groups needs and interests
*Survey your clients - Are your clients getting what they want?
*Evaluate your programs/services – Are your programs achieving their aims?
*Are you subscribed to publishers web alerts to facilitate collection development?
*What's happening in the field? Read the literature - subscribe to online journals, database TOC alerts, or search alerts for topics of interest
* Another strategy is to use articles read from TOC alerts to learn the ‘language’ of partner groups
* Gain an understanding of community groups and objectives
* Keep up-to-date with technology
* Find out what others are doing – Subscribe to relevant Internet discussion groups
and Attend Conferences
* Visit library websites
* Let your council ‘hear’ you and ‘see’ you; prove your worth
* Get involved with Library organisations and support groups
* Tell everyone and anyone about libraries


TECHNOLOGY TRAINING
1. Basic computer skills training aimed not just at one age group, but open to all library users, so that we get the ‘social mix’ happening. {of course the more computers, the more successful this would be, this is where building a closer partnership with the FOL and grant applications activity would be important}
2. Computer basics - Need to know how to ‘operate’ a computer first, before using Internet and email.

SPECIAL COLLECTIONS – How do you turn an underutilised collection into a ‘happening’ collection?
1. Run a poster competition (or other competition) for target age group. Choose a related theme and perhaps the winner(s) paint the theme, or they are mentored by a well-known or budding local artist.
2. Some libraries have raised funds with FOL groups running an exhibition, such as art exhibitions with a ‘prize’ for the entry judged ‘the best new art” or other relevant award aimed at the different age groups.
3. Ensure that the ‘collection availability” i.e the days & times advertised on the Internet, printed brochures and the collection signage are aligned.

FUTURE POSSIBILITIES: [Build on the ideas raised by baby boomers and gatekeepers (visionary leaders) February, 2006 issue of The Australian Library Journal article; ‘Wanting it now: baby boomers and the public library of the future’]

ENHANCE THE SOCIAL ASPECT OF LIBRARIES
1. Consider a grant to build a Café or Bookshop or training area or combination of these in unused or underutilised space with the public entrance from within the main library so patrons come into the library building. For example, is there an area external to the building which is ‘drab’ and not used and wouldn’t involve too much cost to remove, perhaps it can be recycled and funds raised contribute towards refurbishment plans.
2. Discussion groups – Which groups currently get together to discuss what they are reading? Which groups would enjoy personal face-to-face discussions, Which groups would engage with electronic discussion boards, or a blog of relevance.

ENHANCE THE LEARNING OPPORTUNITIES

* Writing – retirees have time to now write the book they always wanted to write but need help. Also fits other user groups; mums who’d like to write kids books, etc. Ensure these happen regularly.
* Publishing – we have the knowledge to teach the community about the Publishing cycle and Internet searching tips to find out requirements of publishers with regards ‘manuscripts’ or ‘draft copies’ for publication opportunities
* Training & Database sessions – laptops & projectors which could circulate in branches (depending on funding availability) so that ‘group’ training could happen more readily and successfully, build on the ‘learning’ aspect of libraries.
*Keep relevant for Teenagers (the Friends Of Libraries of the future)- Sound walls (listening posts), playstations, Youth Blog, Sports equipment, Games afternoon (traditional variety, charades, hangman)
* Possibility of self-paced online learning programs similar to LearningFast http://www.library.act.gov.au/learn/learningfast

ANTICIPATING LONG-RANGE COLLECTION REQUIREMENTS

* Do we hold books and magazines which support those topics unique to retirees including; investments, shares and the stock market, travel, gardening, health, fitness, technology, personal computing, keeping up-to-date with computer hardware/software; Brainstorm with branch staff more topic areas. Subscribe to relevant ‘publishers’ alerts which cater for local community specific needs (perhaps identified in a survey) and forward to Collection Development Librarian as recommendations.

FUNDING

* Do you have the council committee on side? Do they understand the importance and relevance of the library to the community?
* FOL – Do the friends of the library have a website? Another promotion vehicle to target web users.
* Partner with other community organisations to build on the existing promotion and financial support of council’s libraries.

WHAT ARE OTHER PUBLIC LIBRARIES DOING?
* Also try to ‘visit’ virtually, or (in-person) other public libraries and have a look at what they are doing? I used this strategy in the Uni environment too. Perhaps a team member or branch trainee could do an Internet bibliography of sorts which details what other libraries are doing in a particular area. e.g youth blogs in city libraries, or discussion groups used in State Libraries of Australia, etc.
* Discussion lists are a great source of ‘collective wisdom’. Ask a question on some lists, and you receive a myriad of useful, creative, successfully tried ideas.

WHICH LIBRARY ORGANISATIONS SUPPORT YOU?
Local and National

* Local and National Friends of Libraries Organisations –
Friends of Libraries Australia http://www.fola.org.au/
* Public Libraries Australia http://www.nla.gov.au/apln/membership.html
* Queensland Public Libraries Association (QPLA) http://www.connectqld.org.au/asp/index.asp?pgid=14709
* Australian Library and Information Association (ALIA) - http://www.alia.org.au/
* Your State Library

International Associations
* Chartered Institute of Library and Information professionals (CILIP) http://www.cilip.org.uk/default.cilip
* American Library Association (ALA) http://www.ala.org/
* ANZIIL – Australian and New Zealand Institute for Information Literacy http://www.anziil.org/
* The Library & Information Association of New Zealand Aotearoa: -http://www.lianza.org.nz/

WHICH CONFERENCES DO YOU ATTEND?
* Alia Biennial - http://conferences.alia.org.au/alia2006/
* Queensland Public Libraries Association / State Library Queensland -http://www.cairnslibrary.com.au/QPLASLQ.htm
* New Librarians Symposium - http://conferences.alia.org.au/newlibrarian2004/presymppapers.html
* Lifelong Learning Conference CQU - http://lifelonglearning.cqu.edu.au/2006/index.htm
* Computers in Libraries - http://www.infotoday.com/cil.htm
* Internet Librarian International -
http://www.internet-librarian.com/previous/index.html
* VALA Biennial - http://www.vala.org.au/previous.htm
* LIANZA - http://www.lianza.org.nz/events/conference2006/
* Information Online - http://www.information-online.com.au/
* IFLANET - http://www.ifla.org/IV/ifla73/index.htm
* More - http://www.fiu.edu/~hastyd/lcp.html

Would anyone like to comment and add strategies which you have used and developed?

Article References
'Wanting it now': baby boomers and the public library of the future. Australian Library Journal, Feb2006, Vol. 55 Issue 1, p54-72, 19p;

DEVELOPING SOCIAL CAPITAL: AUSTRALIAN AND NEW ZEALAND FRIENDS OF LIBRARIES. By: Ferguson, Daniel. APLIS, Mar2006, Vol. 19 Issue 1, p26-30, 5p;