"LIBRARIANS AS INSTRUCTORS": A HYBRID COURSE
This poster session will present the teaching techniques and practices utilized in a hybrid course called "Teaching Information Literacy" offered by the School of Library & Information Sciences (SLIS) at the University of South Florida. The objectives of this course include understanding and putting into practice the teaching of basic information literacy skills as defined by the ACRL Information Literacy Competency Standards for Higher Education (http://www.ala.org/acrl/ilcomstan.html). The course meets on four Saturdays monthly throughout the semester with additional work online via our course management system, Blackboard. As graduate students in this course, we will discusses our attitudes toward utilizing distance learning techniques. We will describe some of the teaching techniques (including active learning) used in face-to-face class sessions. Other techniques are used in our online discussion boards to help us develop a sense of community. We will discuss our opportunities to explore the concepts of information literacy on our own and in a traditional classroom setting. The use of alternative scheduling and the integration of classroom and distance learning provides us with a unique perspective of learning.
AN IMLS LEADERSHIP GRANT FOR LIBRARIES
The Institute of Museum and Library Services (IMLS) awarded a two-year, $183,660 Education and Training grant to the Tampa Campus Library of the University of South Florida, in cooperation with the USF School of Library and Information Science (SLIS). Now in its second year, the grant is funding four library science graduate students. During the 2002 spring semester, the graduate students are enrolled in an SLIS course entitled I?NTeaching Information LiteracyO?L, and at the same time, are providing one-hour instructional sessions for undergraduates. During the summer of 2002 they will continue to provide these sessions. The graduate-level course, which has been offered to over 75 LIS graduate students and professional librarians over the past three semesters, provides instruction in general information literacy concepts and teaching techniques. The course covers such teaching concepts as active learning, dealing with diverse populations and different learning styles, assessment, and administering an information literacy program. This unique combination of classroom instruction and real-world teaching experience benefited the graduate students towards their professional development.
LIBRARIANS AS INSTRUCTORS
The four teaching assistants combined the experience they received from the course I?NTeaching Information LiteracyO?L with peer observation to create their own style of teaching information literacy. The course enabled them to view and evaluate peer instructing styles as well as the course instructorU`s styles. With this, the four teaching assistants were able to take their own path on teaching information literacy. With the course, they were able to conquer their insufficiently strong points while honing their finer qualities of instructing. They were able to take from the course the ability to teach with clear and simplistic styles that will make the learning experience interesting to the student. The four teaching assistants were able to see how using a hybrid-structured course has the benefit of teaching at a distance without feeling unguided in the learning experience. They will be able to take from their experience in the course idea of how to create their own hybrid-structured course on library instruction.
OFFER "TEACHING INFORMATION LITERACY" AS A HYBRID (ONLINE)
CHOICE OF BLACKBOARD:
Blackboard Inc is the leading provider of Internet infrastructure software for e-Education. Already licensed by the University and in use as a Portal. Course shells are automatically created for all classes at the University and students are automatically enrolled in the classes. For more information about Blackboard click on the following link http://www.blackboard.com/
CLASSROOM ACTIVITIES AND TEACHING TECHNIQUES
Information Literacy is a hybrid course that meets four Saturdays
over the semester with additional work via Blackboard, the UniversityU`s
online class system. Upon completing this course, students
should be able to understand and put into practice basic teaching
skills, including strategies concerning discussions, lectures,
collaborative/experiential classwork, assessment, and the use
of instructional technology.
They should also understand and put into practice the teaching
of basic information literacy skills, as defined by the ACRL Information
Literacy Competency Standards for Higher Education.
of the assignments in the course syllabus are as follows:
The "Four Corners" Exercise:
They were asked to learn the following:
The object of this technique is for students to learn as much as they can, then they become an I?NexpertO?L that can in turn, teach their fellow classmates what they learned. Once each group of students had twenty or thirty minutes to explore their respective websites, the students went back to their orginal seats making sure that there was an expert on each of the four websites available. Then each member taught the others about their particular website. The class agreed that this was a successful method for learning how to search specific databases.
Heather Barrett, Nicole Renshaw, Sharon Stegemeyer, and Monica Lopez
TCC Online Conferences