HANDOUTS for Lectures
LIS 665 Teaching Information
Technology Literacy
Spring 2006
Dr. Diane Nahl
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UH IL Workshop Objectives |
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Systematic Instructional Design
& Litzinger's Instructional Design Model |
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Creating Instructional Goal Statements
& Writing Behavioral Outcomes |
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Sample Tests & Evaluation Items (see print handout) |
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Rubrics for Assessing Information Literacy (see print
handout) |
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Fall
2004 Information
Literacy Workshops
These
sessions were created and taught by an information literacy librarian and some
were taught by LIS 665 students. You may use these learning outcomes as a guide
to determining the content of your session, but they are neither in ACRL nor
measurable form and need to be revised accordingly.
Searching
the Voyager Online Catalog:
Learning
Outcomes
- Familiarity with the Library
web pages.
- Ability to navigate the library
web pages and find information.
- Able to search the library
catalog using author, title, keyword and subject searches.
- Confidence in opening and
closing records, selecting and outputting results.
- Know how to view Your Library
Account
Intro.
to Database Searching:
Learning
Outcomes:
- Understanding of what databases
and e-journal collections are.
- Ability to turn a topic into a
search strategy.
- Skill in basic database
searching techniques using Boolean operators.
- Ability to locate full-text
articles and check for library holdings.
- Skill in selecting and
outputting results.
- Ability to set up a Current
Awareness Profile.
- Basic understanding of citation
searching (WOS).
Intro.
to Web Searching:
Learning
Outcomes
- Skills in
searching the web effectively, including using advanced search options.
Both single and metasearch engines will be used.
- An
understanding of some principles that can be used to evaluate web sites
for reliability.
Microsoft
Word 2000 Module 1: An Introduction & Formatting:
Learning
Outcomes
- Familiarity
with Word toolbars and the menu bar.
- Ability to
find, move and replace text.
- Awareness of
Word view options and the Document Map.
- Skills with
inserting breaks, footnotes and images.
- Ability to use
AutoCorrect, spelling and grammar checks.
- Skill in page,
text and paragraph formatting.
- Ability to use
heading styles.
Microsoft
Word 2000 Module 2: Formatting, Templates & Graphics:
Learning
Outcomes
- Skills in
using Heading Styles.
- Ability to
generate a Table of Contents from Styles.
- Skill in
creating cross-references, bookmarks and hyperlinks.
- Basic skills
in screen capturing, inserting and editing images and tables.
- Ability to use
Track Changes.
- Skill in
creating and using templates.
Intro.
to PowerPoint:
Learning
Outcomes:
- Skill in
formatting slides using AutoWizard, Design Template and creating your own
designs.
- Ability to
create animations.
- Ability to
produce speaker notes and class handouts of slides.
- Experience in doing a slide
show.
Seven
Interactive Layers in the Learning Searcher's Dynamic World
Nahl, Diane. Ph.D. Dissertation, University of Hawaii,
1993.
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Behavioral
Theories |
Cognitive
Theories |
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Based on reinforcing
appropriate behavior and introducing new material built on what students have
learned. |
Based on thinking and
reasoning skills for learning complex ideas. |
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Learning is defined as
a change in behavior. |
Learning is defined as
the process of gaining or changing insights, outlooks, perspectives or
thought patterns. |
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External environment
influences learning. |
The needs, interests,
values and feelings of learners influence their learning. |
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Learning occurs in
small steps reinforced by small successes. |
Students learn through
discovery. |
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Know whether students
have learned by observing changes in their behavior. |
Internalization of
knowledge and attitudes must be inferred from observed behavior. There is
more to learning than observed behavior. |
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The instructor designs
the learning environment. |
The instructor manages
and facilitates the instruction. |
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Learners are passive
and respond to stimuli. |
Learners actively
process, store and retrieve information for their own use. |
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Used mostly for
sensorimotor skills or limited precise outcomes. |
Used mostly for
cognitive and affective domain outcomes. Learners comprehend by stating in
own words and applying. |
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Constructivist
Theories |
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Baaed
on the idea that learners create their own unique
education because learning is based on prior knowledge and pursuit of
intrinsic goals |
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Learning is defined as interactive, dialogic and reflective |
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Social
context influences learning and is important because learning is social (What
situation is the learner in? What does the learner need to be able to do?
What is the learnerÕs purpose?) |
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Active
learning is necessary, variety of learning strategies |
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Collaborative
learning is valuable |
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Emphasis
on concepts vs. procedures, concept analysis |
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Mental
models, analogies, metaphors (flow of information, research process, Boolean
logic, databases, the Web, the Internet, computers, etc.) |
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Demos,
examples (good and bad that need fixing) and samples for worksheet exercises,
writing search strategies and getting feedback, verbalizing search strategies
aloud |
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Instructor mentors peer interaction and continuity of building
on known concepts |
GagneÕs Nine Events of Instruction
- Gaining
attention
Motivate students, giving them reason to pay attention
Tell students why it is important to learn this material
Relate it to other courses, their future work or career, and
personal life
- Informing
learners of objectives/outcomes
Let students know what is expected of them
Assists in lesson design, test and evaluation items
- Stimulating
recall of prerequisite learned capabilities
Relate new information to previously learned information
Help students make connections to concepts learned elsewhere
Helps instructor evaluate whether students have assumed
knowledge
- Presenting
stimulus material
Presentation of content through selected methods and
techniques
Use a variety of material: readings, assignments, exercises,
discussions, etc.
- Providing
learning guidance
Assist students in moving knowledge from short-term to
long-term memory
Involve students in thinking, talking and working with
material in a variety of ways
- Eliciting
performance
Provide practice activities
Help students apply theory to actual practice
- Providing
feedback
Let student know how well they do on exercises
Describe what needs to improve and why
- Assessing
performance
Evaluate student learning using formative and summative
methods
- Enhancing
retention and transfer
Provide opportunities to apply knowledge in a variety of
situations
Provide several opportunities for repetitions of processes
Require application of accumulated knowledge
Gagne, R.M. 1977. The conditions of
learning, 3rd ed. New York: Holt, Reinhart & Winston.
Systematic Instructional Design
á Systems approach to designing
instruction.
á Focus on goals with integrated
objectives/performance indicators and outcomes.
á Focus on defining target attitudes
& values, knowledge and actions.
á Write statements that reflect what
the students are going to do and what will change after instruction.
á Write objectives that describe what
specific activities and behaviors students will engage in and what outcomes are
expected.
á Write outcomes that identify the ACS
domains students will engage in.
á Design test and evaluation tools for
assessing outcomes.
Litzinger's Four Phases of Instructional Design
1: IDENTIFY PROBLEM -- Needs Assessment
¥ What
do students need to feel and know/think/understand and do?
2: DESIGN SOLUTION
¥ What
should I teach?
3: IMPLEMENT SOLUTION
¥ How
should I teach?
4: EVALUATE SOLUTION
¥ Was
my teaching successful?
¥ Was
their learning successful?
Litzinger, Mary Ellen. "Instructional
Design." Chapter Two in Sourcebook for Bibliographic Instruction. Chicago: Bibliographic Instruction
Section, Association of College and Research Libraries, ALA, 1993, 17-27.
Needs Assessment Worksheet
1. Gather information directly
from learners.
Who are the learners?
What is their experience so far?
What do they already know that is related to this instruction and which of
these things is the most important?
What problems are the learners
experiencing?
What do they need to be able to do?
2. Conduct a performance analysis.
Why are there deficiencies?
Are deficiencies due to lack of:
knowledge
skills
attitudes
special needs
lack of signage, handouts, or other aids
other______________________
3. Identify
discrepancies
Identify "the gap"
Identify "what is"
Identify "what should be" (in ideal terms)
4. Identify
resources and constraints on those resources
What resources are available?
What constraints exist?
5. Identify
priorities and goals.
What will the successful learner:
Do (sensorimotor skills)
Think (cognitive skills)
Feel (affective skills)
6. Write
instructional goal statement.
Your instructional goal statement must take into account:
á
the
target group
á
the
cause of the problem
á
the
kind of problem it is (lack of skills, knowledge, flawed attitude)
á
state
what will be different when the goal is achieved
Creating Instructional Goal Statements
¥ What
must be included in the instructional unit?
¥ What
might be ignored or omitted?
¥ What
is the problem that might be solved through instruction?
¥ What
makes it difficult for people to use information resources?
¥ What
are some common questions people ask about using certain resources?
¥ What
is the one thing you believe people should know?
¥ Does
the goal statement describe what will be different after instruction?
Writing Behavioral Objectives [Outcomes]
Each objective must include:
a)
Situation (What activity will stimulate
students to perform what I intend to teach?)
b)
Ability [verb] (What skills do learners use
while performing this activity?)
c)
Object (What is the outcome of the
learners' performance?)
d)
Action (How will learners accomplish the
task?)
e)
Constraints (Are special tools needed? What
criteria will be used to define success or level of proficiency?)
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Example: |
Given a list of information sources (situation), |
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learners will classify (ability) |
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the list (object) |
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by identifying primary and secondary sources (action) |
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with ninety percent accuracy (constraint). |
Litzinger, Mary Ellen. Instructional Design. Chapter
Two in Sourcebook for Bibliographic Instruction. Chicago: Bibliographic Instruction Section, Association
of College and Research Libraries, ALA, 1993, 17-27, p.22.
Taxonomy of Behavioral Outcomes for
Information Searching Competence
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Skill Level |
Affective |
Cognitive |
Sensorimotor Domain |
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Level 3 Advanced |
A3 Feeling Empowered as a Searcher |
C3 Acquiring Familiarity and
Intuition with Disciplinary Knowledge |
S3 Practicing Careful Documentation
Routines |
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Level 2 Intermediate |
A2 Being Supportive of the IR System
Environment |
C2 Understanding Search Strategy |
S2 Identifying Implicit Features of
the Information Setting |
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Level 1 Basic |
A1 Showing Acceptance of Information
Structure |
C1 Decoding Information Displays and
Terminology |
S1 Recognizing Information Elements
and Locations |
Leon A. Jakobovits and Diane Nahl-Jakobovits. Measuring Information Searching
Competence. College & Research Libraries 51 (5) (September 1990): 448-462.
User-Based Bibliographic Instructional Design
1: Obtain structured self-reports from student users
2: Extract learning objectives using content analysis
3: Classify user objectives in the BI taxonomy of skills
4: Expand objectives into ACS units
5: Create hands-on exercises and test items for ACS objectives
6: Pre-test students to determine skill level
7: Administer instruction and exercises
8: Post-test students to determine change in skill level
9: Obtain new self-reports to find new needs
Identify the learning domain (ACS)
and level (1-3) for each objective:
The user will be able to:
1] Explain the appropriate use of different types of periodical
literature.
2] Make positive statements about expectations for the success
of library research projects.
3] Match characteristics of types of periodical literature.
4] Define terminology related to database searching.
5] Be willing to learn the distinguishing characteristics of
different types of sources.
6] Identify characteristics of types of periodical literature.
7] Demonstrate confidence in using various types of print and
online information sources.
8] Identify information elements within citations.
9] Recognize the usefulness of bibliographic control for
periodical information.
10] Appreciate the opportunity to
experiment with new search tools.
11] Use controlled vocabularies to
construct search statements.
12] Show enthusiasm when given library
research assignments.
13] Accept a librarian's suggestion about appropriate
sources.
14] Evaluate a source of information using established analytic
criteria.
Integrated ACS Objectives [Outcomes]
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AFFECTIVE |
COGNITIVE |
SENSORIMOTOR |
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Students value knowing about hierarchical relationships
among subject terms. |
Students define correctly cross reference designations,
including, Narrower, Broader, Use For, Use, and Related terms. |
Students trace paths successfully through cross reference structure. |
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Students strive for accuracy in typing search statements. |
Students know how to correct syntax input errors. |
Students type search statements accurately. |
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Students feel in control when using command language. |
Students predict correctly the consequences of a given
command. |
Students read keyboard template to select correct function
key. |
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Students show persistence in locating materials, without
giving up too soon. |
Students know the procedures to follow when material is
not in its call number location on the shelf. |
Students check surrounding shelves and sorting shelves
before going to the Circulation Desk. |
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In using databases, students are concerned with the time
period covered in the source. |
Students interpret dates of coverage given on title
screens, correctly placing the date wanted within the dates listed. |
Students consistently look for dates of coverage on title
screens of databases. |
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Students show willingness to take initiative in
translating into their own words the content of databases. |
Given explanations of the content of various databases,
students will connect their topics to the appropriate database. |
Students click on the correct database in the title list. |
Integrated ACS Enabling Outcomes
INSTRUCTIONAL GOAL
Students will write accurate
bibliographic citations for term paper assignments.
PERFORMANCE INDICATIOR
Students will distinguish between
essential and non-essential elements in formatting bibliographic citations.
OUTCOMES
Sensorimotor Outcome
Given an entry from a periodical
index, the learner will write a complete and correct bibliographic citation.
a. abbreviations are acceptable
b. any standard bibliographic style
may be used
c. partial credit will be given if
one component is incorrect (essential components include: ...).
Cognitive Outcome
Given an entry from a periodical
index, the learner will extract only the essential components to compose a
bibliographic citation.
Affective Enabling Outcome
Given a rating instrument, learners
will demonstrate that they value using correct reference style.
Writing Integrated ACS Outcomes
INSTRUCTIONAL GOAL
STUDENTS WILL:
1. PERFORMANCE INDICATIOR:
Able to evaluate retrieved citations
to determine which items to print.
AFFECTIVE OUTCOME:
Willing to choose only certain items
to print.
COGNITIVE OUTCOME:
Able to assess the relevance of each
retrieval.
SENSORIMOTOR OUTCOME:
Able to mark items to be printed.
Writing Integrated ACS Outcomes
INSTRUCTIONAL GOAL
STUDENTS WILL:
2. PERFORMANCE INDICATIOR:
AFFECTIVE OUTCOME:
Students will value knowing about hierarchical
relationships among subject terms.
COGNITIVE OUTCOME:
Students will define correctly cross
reference codes.
SENSORIMOTOR OUTCOME:
Students will trace paths
successfully through cross reference structure.
3. PERFORMANCE INDICATIOR:
AFFECTIVE OUTCOME:
Students feel in control when using
command language.
COGNITIVE OUTCOME:
Students predict correctly the
consequences of a given command.
SENSORIMOTOR OUTCOME:
Students read keyboard template to
select correct function key.
Affective Outcomes = Affective Target Behaviors
Involve learners in:
1)
Maintaining a positive attitude and
disposition.
2)
Being in a positive state of mind and
mood.
3)
Being willing to comply with
instructions.
4)
Trusting the established process and
procedures.
5)
Resolving to overcome felt resistance.
6)
Defeating rigid presuppositions.
7)
Being interested in the instructor's
intention and purpose.
8)
Valuing being accurate, paying attention
to detail and order, double-checking.
9)
Developing the motivation to learn.
10)Being willing to cultivate new
motives and thought processes.
11)Facing challenges with determination
and self-discipline.
12)Wanting to develop proficiency,
mastery.
13)Striving to be up to date, au
courant, keeping up, staying ahead, staying out front, in the know, up on
things.
14)Maintaining perseverance.
15)Monitoring expectations, assumptions
and imaginings.
16)Restoring composure after regression
(shame, frustration, anger, regret, resentment, compulsive thoughts of
self-deprecation, negative self-talk, etc.)
17)Resuming progress after lapses in
coordination, logic or rationality.
18)Overcoming intimidation, fear and
technophobia.
19)Appreciating the benefits,
advantages and uses of resources.
Action Verbs for Creating Measurable Learning Objectives