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Profiles of Best Practices in Teaching Information

  • ID: 4769767
  • Report
  • April 2019
  • Region: Global
  • 76 pages
  • Primary Research Group

The 76-page study profiles the efforts of four higher education institutions to teach information literacy online: the University of Missouri, Columbia; Indiana University, Bloomington; the University of Washington, and the Phoenix Biomedical Campus, which jointly serves the University of Arizona and Northern Arizona University. 

The report was written by Emilee Mathews who became interested in online learning after developing and teaching an online course through Indiana University’s Information and Library Science Department in 2018 and is now engaged in transforming this course into an open educational resource. Mathews is currently the Fine Arts Library Supervisor at the University of Arkansas, Fayetteville

For each of the organizations profiled in the report, Ms. Mathews interviews one of the major players in online librarianship and describes their efforts. focusing particularly but not exclusively on issues related to retention, assessment, technology, pedagogy and equitable and inclusive teaching and learning practices.  Mathews emphasizes the unique challenges of librarianship in an online context, discussing the sometimes student-isolating online teaching environment and how online librarianship can help to overcome it and also confront other specific challenges.

Some of the report’s many highlights are:

  • The introduction of experiential learning into the University of Missouri’s online LIS program
  • Indiana University Libraries work with an online instructional design and development team as well as a systemwide office of online education to develop a tutorial module for online course instructors.
  • The integration of a dedicated librarian promoting information literacy into the University of Washington’s adult and professional education online social sciences degree program.
  • The introduction of means at the Phoenix biomedical campus to help healthcare students to better understand how their current or potential patients acquire medical information and their views of it.
  • In addition to the profiles, Mathews discusses the general state of online education and online librarianship, through a literature review and personal commentary.
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  • Synopsis
  • Introduction
  • Literature Review  
    • Definition and Growth of Online Learning
    • Types of Institutions that Provide Online Learning
    • Online Learning, Cost, and Revenue still Uncertain
    • Technology’s Role in Online Learning
    • Instructional Design and Support Services Necessary but not Universally Emphasized
    • Students’ Motivations to Enroll in Online Courses and Programs
    • Lingering Problems with Online Learning
    • Underserved Populations and Online Learning
    • Retention Factors: Student Engagement versus Financial Health
    • Tuition and Fees as High or Higher than Traditional Learning
    • Online Access versus Privacy: the Case of Transgender Populations
    • Accessibility of Online Learning Materials Still Problematic in Enforcement
  • Online Learning and LIS Education  
    • Online LIS Programs Reflect Greater Trends in Online Learning
    • Online LIS Programs’ Student Demographics and Satisfaction with Model
    • Retention: Student Engagement Viewed as Crucial to Degree Completion
    • Reinforcing the Role of Collaboration and Community
    • What Type of Technology Used and How It Affects Students’ Satisfaction
  • Online Learning, Librarianship, and Information Literacy   
    • Changes in Information Literacy from the Standards to Framework Cause Uncertainty
    • Active Learning Techniques Play a Role in Effectiveness
    • Use of Technology Can Increase Satisfaction, but at a Cost to Privacy
    • Emphasis on Community and Information Literacy
    • Introduction to Case Studies
  • University of Missouri, Columbia   
    • Brief Profile of University of Missouri, Columbia
    • History of the Library and Information Science Program
    • Current Online LIS Program
    • Online Program’s Approach to Student Engagement
    • Philosophies in Practice - Engagement and Support are Key to Success
  • Instructional Strategies  
    • Implementation of Service Learning
    • Strategies for Student Engagement
  • Extracurricular Engagement   
    • Administration of the Online Library Science Program
    • Feedback from Students in the Program
    • Rubrics, Standards, and Frameworks Used
    • Keeping Informed on Developments in Online Information Science Education
    • Future of Online LIS Education
  • Indiana University, Bloomington 
    • Brief Profile of Indiana University, Bloomington
    • Access to Library Resources and Support for Instructors in Online Learning/Distance Education
    • Library Resources Transition from One Campus to Multi-Campus Licensing Model
    • Library’s Role in Instructional Design
    • Working with Instructors & Instructional Design to Determine Online Student Needs
    • Development of the Indiana University Critical Thinking Online Toolkit: a University-Wide Resource
    • Indiana University’s Information Literacy Grants Program
    • The COLL-X211 Course Series – Background
    • Description of COLL-X211 Learning Objectives
    • Application of Information Literacy and Online Learning to the COLL-X211 Course Series
    • Application of Service Learning Principles to Information Literacy
    • How Technology Is Used: the Development of Online Learning Circles
    • Use of Voice Thread for Measuring Student Learning Outcomes
    • Other Types of Technology Typically Used to Increase Engagement
  • Instructor’s Own Experiences as an Online Learner and How this Informs Current Course Development Efforts   
    • Trends in Online Learning:  Open Education and Open Pedagogy
    • Keeping Informed
  • University of Washington  
    • Brief Profile of University of Washington
    • Background and History of the ISS Program
    • Garber Pearson’s Role in the ISS Program
    • Importance of Relationships, Student Advising and Community to Functioning of ISS Program
    • Working with instructors directly
    • Examples of an information literacy session in an ISS course
    • Feedback from Students and Incorporation into Future Iterations
    • Extracurricular Engagement
    • Online Workshops for Graduate Students across UW
    • New roles for the Library Created through Online Learning
    • Role of Collections in Online Learning
    • Challenges for how the library serves online students
    • How Technology is Used
    • Use of Subject Expertise
    • Affordances of online learning
    • Detriments to online learning
    • Experiences as an online learner
  • Phoenix Biomedical Campus  
    • Brief Profile of Phoenix Biomedical Campus
    • Broad Engagement with Users
    • Use of Subject Expertise Critical to Success
    • Incorporation of Design Thinking
    • How Information Literacy is Integrated into Online Learning
    • Libraries can Help to Create Critical Information Consumers
    • Working with instructors directly
    • Specific Example of Partnering with an Instructor to Create Information Literacy Deliverable
    • Feedback and Assessment
  • Affordances of Online Learning   
    • How Physical Spaces and Online Spaces Intersect in Collections
    • Instituting Organizational Change
    • Vocational Awe Leads to Lack of Criticality on Librarians’ Part
  • Detriments to online learning   
    • Use of Social Media can Make Students Unsafe
    • Recommendation of Open Source Software
    • Over Reliance on Asynchronous Tools
    • Greater Focus on Synchronous, Interactive Tools Designed Intentionally for Target Population
  • Experiences as an online learner   
    • How Pedagogy has been Affected by Online Learning Experiences
    • Rubrics, Standards, and Best Practices Used
    • Keeping Informed
  • Author’s Commentary 
    • Types and Uses of Technology Vary
    • Student Privacy and Safety Unaddressed Concern
    • Relationships and Community Important Strategy to Ensuring Excellent Online Learning Experiences
  • Role of the Librarian  
    • New Ways to Participate in Student Engagement
    • Conclusion
  • Reference List   
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