As a library professional, I may very well find myself instructing a group of people on how to perform effective searches in databases or how to establish basic research skills. I generally consider myself to be quite the introvert and the idea of standing up in front of a classroom of strangers is, well, quite terrifying. Will I get my points across clearly and effectively? Will I speak loud enough for everyone to hear me? Am I presenting the material in such a way that all of my learners can gain understanding of the concepts I am teaching?
In order to be an effective teacher, one must understand that people learn in many different ways and presenting material in a variety of formats will have a greater impact on a group of students. Some people are shy and may sit in the back of the room therefore it is helpful to walk through the class and "check in" on them and get them involved. Some learners respond to instruction better when it is presented visually rather than in a lecture format. Many of my own personal concerns about whether or not I will be an effective teacher can be solved by taking into consideration how people learn and the various personality types involved in a group (including both teachers and students). I have taken two tests - one, a learning style inventory that explains how I learn and the other a personality test that tells me more about how I think and feel as a person. The results of these two tests have been quite revealing and, as a result, I have gained greater insight into how others learn.
The first test I took was a learning styles test provided online by North Carolina State University that measures various learning traits on four different scales - Active vs. Reflective Learners, Sensing vs. Intuitive Learners, Visual vs. Verbal Learners, and Sequential vs. Global Learners. The test took only a few minutes and asked me questions about how I prefer to learn. I was not surprised by the results. According to the test results, I am definitely more of a reflective learner than an active one and I fall in the middle of the scale for the remaining three categories. What this tells me is that I adapt pretty well to various formats of instruction. For example, I learn well when an instructor presents a concept and fills in the details later and I learn equally well when an instructor gives me all the facts at once and presents the big picture at the end. I don't mind charts and graphs nor do I mind explanations written entirely in text. So, it doesn't seem to matter to me how the material is presented but rather how I think about it afterwards. According to the results of this test, I am more of a reflective learner than an active one therefore I prefer to work and study alone and ruminate on what has been presented to me. I tend to take lots of notes on course material but re-write it in a way that makes more sense to me. This takes extra time, sure, but it allows me to think about concepts and how they relate to past experiences of things I have learned in other classes. Group work is never something that I have enjoyed because it is difficult for me to think about how information makes sense to others and is much easier to think about how it makes sense to me. Although group work is uncomfortable for me, I have to realize that there are learners who are more active and thrive in this kind of learning environment. As an instructor, I have to step outside of my comfort zone and make sure to include hands-on and group work in my curriculum to appeal to those learners and not just avoid it because it makes me uneasy.
The second test was a Humanmetrics Jung Typology Test that revealed what I have already known about myself - that I am highly introverted! The results of this test nearly mirrored the results of the learning style test. I am an ISFJ which means I have a strong (89%!) preference of introversion over extroversion, I have slight preferences of sensing and judging over intuition and perceiving, and a moderate preference of feeling over thinking. This is not news to me. I often prefer to stay at home with my cats and a book rather than go out with friends. Crowds are pretty scary for me and it is not unusual for me to let emotions rule my life to some degree. Remember all those worries I expressed in that first paragraph? Yeah, those are an introvert's feelings and emotions in action! What this test tells me is that I need to build skills that will give me confidence in social situations, most especially in the classroom. I need to stop worrying about whether or not my students are judging me as an ineffective instructor and instead be confident in the knowledge that I can pass on to others. Although the results of this test were not surprising, it was a bit of a wake up call. Because I am so introverted, I probably have to work harder than most to gain confidence in front of a classroom full of students. If my students sense that I am not confident, they will not trust that the material I am presenting to them is accurate.
It's important for instructors to do some kind of self-assessment in order to gain an appreciation for the different learning styles and preferences of their students. Without doing so, instructors may fall into a dangerous pattern of only teaching the way they themselves prefer to be taught, of not having the confidence to relate what they know to others, and to fail to recognize some of the struggles their students may be experiencing in the learning process. Take these tests yourself and see how you can improve your teaching style!
Learning Styles Test - http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Humanmetrics Jung Typology Test - http://www.humanmetrics.com/cgi-win/JTypes1.htm
Monday, September 30, 2013
Monday, September 23, 2013
Characteristics of Information Literate Individuals, Health Literacy Instruction, and the Digital Divide
The goal of this week's post is to examine the various characteristics that describe an information literate individual and how to design instruction that helps to build each of these characteristics. In just a few short weeks, open enrollment will begin for the new Affordable Care Act (ACA), and I have already encountered patrons at the reference desk who are in need of more information regarding the different plans available to them and where to go to enroll. Many of these patrons either do not have access to online information or do not know how to access the information needed. Currently, the library I work at has dedicated an area of the library's website to assist patrons on how to access more information on enrollment. But how does this help those who lack basic computer skills? How can patrons who do not know how to navigate the Internet access the library's website to get more information on the ACA? What kinds of instruction can information professionals design that will address the needs of these particular individuals?
Let's begin by discussing what it means to be information literate. There are three very important characteristics that I think define an information literate individual. The first is being able to search for potential sources of information. Whether one chooses to look for print based materials in the reference section of their library or perform an online search, he or she must posses a basic understanding of how to search for information. The second characteristic is being able to evaluate sources for relevancy and reliability once they have been found. It can be intimidating to some to see hundreds of potential sources come up after performing a search. An information literate individual will know how to sift through the results and pick sources that are not only relevant to their needs but from reliable sources as well. Finally, after searching for information and finding sources that fit their needs, an information literate individual will be able to use the information they find to solve a problem. The problem one hopes to solve is what started the search for information in the first place.
So, how can information professionals use instruction to better develop or enhance these characteristics and how does it relate to health literacy? Since most of the information regarding the ACA is online, it would be helpful to establish basic computer skills classes that use the search for health information as a goal to increase information literacy and health literacy together. Through a series of progressive exercises, individuals will be able to navigate the Internet, use these navigation skills to search online databases or the library's catalog for health-related information, evaluate the sources they find for relevancy and reliability, and finally, use that information to make informed decisions about health care. One exercise will be dedicated to how to use the Health Insurance Marketplace to sign up for health coverage. In most states, the marketplace can be found by visiting www.healthcare.gov. However, certain states have their own marketplace. Insurance applicants in my state of Colorado, for example, can find the marketplace at www.connectforhealthco.com.
Individuals attending these classes will be receiving instruction on how to use computer hardware, establish an email account, and navigate the Internet all while searching for health-related information, especially information regarding insurance coverage. By the end of the series of courses, patrons will have improved their computer literacy by being able to use computer hardware to perform tasks and they will have increased their information and health literacy through performing searches on health related information, evaluating the sources they find, and using this information to solve health-related needs.
Let's begin by discussing what it means to be information literate. There are three very important characteristics that I think define an information literate individual. The first is being able to search for potential sources of information. Whether one chooses to look for print based materials in the reference section of their library or perform an online search, he or she must posses a basic understanding of how to search for information. The second characteristic is being able to evaluate sources for relevancy and reliability once they have been found. It can be intimidating to some to see hundreds of potential sources come up after performing a search. An information literate individual will know how to sift through the results and pick sources that are not only relevant to their needs but from reliable sources as well. Finally, after searching for information and finding sources that fit their needs, an information literate individual will be able to use the information they find to solve a problem. The problem one hopes to solve is what started the search for information in the first place.
So, how can information professionals use instruction to better develop or enhance these characteristics and how does it relate to health literacy? Since most of the information regarding the ACA is online, it would be helpful to establish basic computer skills classes that use the search for health information as a goal to increase information literacy and health literacy together. Through a series of progressive exercises, individuals will be able to navigate the Internet, use these navigation skills to search online databases or the library's catalog for health-related information, evaluate the sources they find for relevancy and reliability, and finally, use that information to make informed decisions about health care. One exercise will be dedicated to how to use the Health Insurance Marketplace to sign up for health coverage. In most states, the marketplace can be found by visiting www.healthcare.gov. However, certain states have their own marketplace. Insurance applicants in my state of Colorado, for example, can find the marketplace at www.connectforhealthco.com.
Individuals attending these classes will be receiving instruction on how to use computer hardware, establish an email account, and navigate the Internet all while searching for health-related information, especially information regarding insurance coverage. By the end of the series of courses, patrons will have improved their computer literacy by being able to use computer hardware to perform tasks and they will have increased their information and health literacy through performing searches on health related information, evaluating the sources they find, and using this information to solve health-related needs.
Friday, September 13, 2013
Information Literacy Blogs
As I mentioned in my previous post, I will be pulling many of my ideas and discussions about Information Literacy from other well-established blogs. Two of them are listed in the left-hand sidebar and will be the focus of this week's blog post.
The great thing about blogs is that they speak to a variety of audiences. There are blogs for democrats and republicans, cat lovers and dog enthusiasts, coffee drinkers and tea aficionados...this list goes on. It's important to provide multiple viewpoints on issues to allow people to gain different perspectives. When I began the process of learning more about Information Literacy, I really wanted to examine what was being done to improve Information Literacy in my community as well as those very far away. I wanted to hear about the various kinds of emerging technologies that exist in our libraries to assist in literacy instruction as well as what kinds of initiatives are being established in developing countries that will allow people to gain access to much needed services. As a result of my desire to see the bigger picture of what is being done around the world to advance Information Literacy, I chose two blogs - WebJuntion and Chat Literacy.
WebJuntion is a great starting off point for anyone involved in libraries who wants to learn more about the current trends in libraries today, how libraries and information professionals can provide valuable services to their constituents, and how to inspire a love of lifelong learning through Information Literacy Instruction. According to the producers of WebJunction, their blog is meant to be a "place where the library profession gathers to build the knowledge, skills and support we need to power relevant, vibrant libraries". There is too much talk today regarding whether or not libraries will even exist in the future given the amount of information that can be so easily accessed on the internet, and the only way information professionals can combat these kinds of attitudes is to provide valuable services to library users that cannot be found anywhere else but at their local library. In order to accomplish this goal, however, librarians and library staff must be willing to become lifelong learners themselves and take advantage of sites like WebJunction that provides updated (and free!) information regarding the latest trends in library technologies, patron services, and management. Topics range from digital literacy to customer service and even include discussions on community relations and spanish language outreach programs. One of the most exciting aspects of WebJuntion, however, is the availability of FREE webinars that are open to anyone who wishes to attend and learn something new. Some of the upcoming webinars include discussions on how to provide better Reader's Advisory, engaging teens with digital media through hands-on projects, and removing reference librarians from the desk and placing them within the community at the point of need. WebJunction is an amazing resource that every information professional should take advantage of.
While WebJunction is created for the library professional, Chat Literacy is created by the library professional. As a result, many different perspectives are provided by library professionals from across the globe that concentrate on building better Information Literacy skills regardless of whether a library user has access to a first rate library in the United States or a small African village library in Ghana. Topics range from search techniques and critical thinking skills to eLearning and Web 2.0. What attracted me to this particular blog was the fact that I can learn about some of the challenges faced in third world libraries and hear about the various creative solutions that have been developed by library professionals overseas. For example, I can filter out articles that only discuss information literacy developments in Sub Saharan Africa and a wealth of information appears regarding Health Information Literacy training at the University of Zimbabwe and enhancing digital and information literacy in Botswana's public libraries. It is interesting to see how libraries with very little funding and support can develop creative ways to teach patrons how to access, analyze, and utilize information. It not only gives the reader some much needed perspective but reading about Information Literacy programs from all over the world is very inspiring!
I'm excited to examine both of these blogs in the coming weeks to learn more about how libraries are evolving both locally and internationally. Library users expect a lot from their libraries these days. It is our responsibility to not only live up to these expectations but to far exceed them. By learning from others and reading about the successes of library programs both near and far, library professionals can really make some headway in promoting Information Literacy and lifelong learning.
The great thing about blogs is that they speak to a variety of audiences. There are blogs for democrats and republicans, cat lovers and dog enthusiasts, coffee drinkers and tea aficionados...this list goes on. It's important to provide multiple viewpoints on issues to allow people to gain different perspectives. When I began the process of learning more about Information Literacy, I really wanted to examine what was being done to improve Information Literacy in my community as well as those very far away. I wanted to hear about the various kinds of emerging technologies that exist in our libraries to assist in literacy instruction as well as what kinds of initiatives are being established in developing countries that will allow people to gain access to much needed services. As a result of my desire to see the bigger picture of what is being done around the world to advance Information Literacy, I chose two blogs - WebJuntion and Chat Literacy.
WebJuntion is a great starting off point for anyone involved in libraries who wants to learn more about the current trends in libraries today, how libraries and information professionals can provide valuable services to their constituents, and how to inspire a love of lifelong learning through Information Literacy Instruction. According to the producers of WebJunction, their blog is meant to be a "place where the library profession gathers to build the knowledge, skills and support we need to power relevant, vibrant libraries". There is too much talk today regarding whether or not libraries will even exist in the future given the amount of information that can be so easily accessed on the internet, and the only way information professionals can combat these kinds of attitudes is to provide valuable services to library users that cannot be found anywhere else but at their local library. In order to accomplish this goal, however, librarians and library staff must be willing to become lifelong learners themselves and take advantage of sites like WebJunction that provides updated (and free!) information regarding the latest trends in library technologies, patron services, and management. Topics range from digital literacy to customer service and even include discussions on community relations and spanish language outreach programs. One of the most exciting aspects of WebJuntion, however, is the availability of FREE webinars that are open to anyone who wishes to attend and learn something new. Some of the upcoming webinars include discussions on how to provide better Reader's Advisory, engaging teens with digital media through hands-on projects, and removing reference librarians from the desk and placing them within the community at the point of need. WebJunction is an amazing resource that every information professional should take advantage of.
While WebJunction is created for the library professional, Chat Literacy is created by the library professional. As a result, many different perspectives are provided by library professionals from across the globe that concentrate on building better Information Literacy skills regardless of whether a library user has access to a first rate library in the United States or a small African village library in Ghana. Topics range from search techniques and critical thinking skills to eLearning and Web 2.0. What attracted me to this particular blog was the fact that I can learn about some of the challenges faced in third world libraries and hear about the various creative solutions that have been developed by library professionals overseas. For example, I can filter out articles that only discuss information literacy developments in Sub Saharan Africa and a wealth of information appears regarding Health Information Literacy training at the University of Zimbabwe and enhancing digital and information literacy in Botswana's public libraries. It is interesting to see how libraries with very little funding and support can develop creative ways to teach patrons how to access, analyze, and utilize information. It not only gives the reader some much needed perspective but reading about Information Literacy programs from all over the world is very inspiring!
I'm excited to examine both of these blogs in the coming weeks to learn more about how libraries are evolving both locally and internationally. Library users expect a lot from their libraries these days. It is our responsibility to not only live up to these expectations but to far exceed them. By learning from others and reading about the successes of library programs both near and far, library professionals can really make some headway in promoting Information Literacy and lifelong learning.
Tuesday, September 3, 2013
Welcome! Allow me to introduce myself!
Welcome to my Information Literacy blog! You have most likely found this blog through a URL link on one of the discussion boards from Prof. Maatta Smith's Information Literacy Instruction class therefore you have already received a brief introduction about myself and my prior experiences (or lack thereof) with Information Literacy Instruction. However, if you have stumbled upon this blog through other means, please allow me to introduce myself!
My name is Mandi King and I currently live in Denver, CO. I am in my second year as a graduate student at Wayne State University's School of Library and Information Science program with a duel specialization in Health Sciences and Academic Libraries. In a perfect world, I would love to graduate with my MLIS and land a job as a Health Sciences Librarian at a major university. Unfortunately, in this economy, beggars cannot be choosers and as a result, I have spent the past two and a half years gaining experience in public libraries doing everything from shelving books, assisting patrons with technology, working the circulation desk, and answering questions at the reference desk. Although I feel as though my experiences working in public libraries have prepared me well for what life will be like as a "real" librarian, I do wish I had more experience in one area - Information Literacy Instruction! Although I have done some student teaching in the past as an undergrad, I have very little experience in instructing library users on how to become more information literate.
What is Information Literacy, you ask? Well, according to the Association of College and Research Libraries (ACRL), Information Literacy, or IL, is "the set of skills needed to find, retrieve, analyze, and use information". Due to the proliferation of information on the internet, it sometimes may be difficult for people to weed through a results page to find exactly the kind of information he or she is seeking. That is where a librarian skilled in the art of Information Literacy Instruction comes in! It is up to the librarian to instruct students, community members, and professionals, on how to search for information effectively in order to yield the most relevant results, analyze those results, and use the information that is found in an ethical and responsible way.
The goal of this blog, therefore, is not only to delve into the definition of IL more deeply but to explore other topics relating to how librarians instruct patrons on becoming more information literate. Some of the topics discussed in this blog will touch on learning styles and how different personality types absorb instruction, current trends in Information Literacy Instruction, and the future of IL. I will draw most of my resources from other very well-established blogs that you can examine on your own (links to these blogs can be found in the sidebar) as well as from textbooks and lectures on Information Literacy Instruction.
Please feel free to comment on any of my blog posts. Part of what makes a successful information professional is the ability to not only teach but to learn from others as well!
References:
Association of College and Research Libraries. (2013). Introduction to Information Literacy. Retrieved from ALA Web Site: http://www.ala.org/acrl/issues/infolit/overview/intro
My name is Mandi King and I currently live in Denver, CO. I am in my second year as a graduate student at Wayne State University's School of Library and Information Science program with a duel specialization in Health Sciences and Academic Libraries. In a perfect world, I would love to graduate with my MLIS and land a job as a Health Sciences Librarian at a major university. Unfortunately, in this economy, beggars cannot be choosers and as a result, I have spent the past two and a half years gaining experience in public libraries doing everything from shelving books, assisting patrons with technology, working the circulation desk, and answering questions at the reference desk. Although I feel as though my experiences working in public libraries have prepared me well for what life will be like as a "real" librarian, I do wish I had more experience in one area - Information Literacy Instruction! Although I have done some student teaching in the past as an undergrad, I have very little experience in instructing library users on how to become more information literate.
What is Information Literacy, you ask? Well, according to the Association of College and Research Libraries (ACRL), Information Literacy, or IL, is "the set of skills needed to find, retrieve, analyze, and use information". Due to the proliferation of information on the internet, it sometimes may be difficult for people to weed through a results page to find exactly the kind of information he or she is seeking. That is where a librarian skilled in the art of Information Literacy Instruction comes in! It is up to the librarian to instruct students, community members, and professionals, on how to search for information effectively in order to yield the most relevant results, analyze those results, and use the information that is found in an ethical and responsible way.
The goal of this blog, therefore, is not only to delve into the definition of IL more deeply but to explore other topics relating to how librarians instruct patrons on becoming more information literate. Some of the topics discussed in this blog will touch on learning styles and how different personality types absorb instruction, current trends in Information Literacy Instruction, and the future of IL. I will draw most of my resources from other very well-established blogs that you can examine on your own (links to these blogs can be found in the sidebar) as well as from textbooks and lectures on Information Literacy Instruction.
Please feel free to comment on any of my blog posts. Part of what makes a successful information professional is the ability to not only teach but to learn from others as well!
References:
Association of College and Research Libraries. (2013). Introduction to Information Literacy. Retrieved from ALA Web Site: http://www.ala.org/acrl/issues/infolit/overview/intro
Subscribe to:
Posts (Atom)