More than just a repository: Delivering context-rich and value-added information literacy instruction

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More than just a repository Delivering
context-rich and value-added information literacy
instruction

• Mark Meng
• Loretto Memorial Library
• St. Johns University

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Typical Online Tutorial
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Features of Conventional Online Instructional
Materials

• For a particular course or program (often locally
  defined)
• Content is categorized (Table of content,
  generalized categories and sections)
• Each lesson is a complete structure (Everything
  the designer expect students to learn, )
• Lesson is sequentially ordered (has beginning and
  end)
• Lesson components are integrated and presented
  as a whole (Based upon the teacher/designers
  preference)
• http//libraries.stjohns.edu/ilt/ilt_home.html

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Disadvantages

• Fixed lessons with limited content coverage
  (structural design required selection and
  omission of materials)
• Designed only for a particular student group
  (demographic, social, cultural)
• Target students average learning ability (at
  expense of lower and higher ends students)
• Students follow a tightly structured presentation
  sequence (components and sequence are set)
• Lessons cannot be reused in a different context
  without redesigning (for the above items 1-3)
• Not flexible for upgrading and revision (since
  its a completed structure)

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Sample LO Repository
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Attributes of Learning Objects

• Free-standing and modular
• Devoted to only one single learning objective
  (unlike lessons)
• Not sequentially arranged or put together in a
  fixed order in an object base
• Can be assembled to form variety of lessons
• Can be repurposed without losing its meaning,
  data, images, or text.
• Has a clear metadata schema for easy searching
  and identification

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Major Benefits

• Open-ended and on-going development
• Easy to updates and manage
• Adaptable for reusing or sharing Objects could
  be assembled or reassembled to form variety of
  lessons depending on contexts
• Allow personalization of learning and provide
  just-in-time, just-enough, and just-for-me
  customization
• Facilitate competency-based learning
• Increase the value of content
• Promote dynamic learning community

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Limitation of Learning Objects

• Objects are Isolated from each other
• Overwhelming in numbers
• Having no sequential organizations/connections
• Depending on users ability to search and choose
• May vary significantly in size and format
• Having insufficient content description
• Lacking context of usage
• Having limited usage when standing alone

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The primary function of a Repository

• Storage Facility ?
• (categorized aggregates of unrelated objects)
• Educational instrument?
• (Instructional and Learning units)
• While a LOR can efficiently provide flexibility
  for accumulating and delivering content, it
  cannot effectively control learning outcome.

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Combination of the Two Approaches

• Fixed lessons with limited content coverage
• Designed only for a particular student group
• Target students average learning ability
• Students follow a structured presentation
  sequence
• lessons cannot be reused for a different context
  without redesigning
• Not flexible for upgrading and revision

• On-going and unlimited content coverage
• Designed for all students
• Designed around subject content
• Allow students to select materials to fit their
  needs
• lessons can be readily assembled for reuse
• Objects can be upgraded or revised individually

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Context defined

• The learners relationship to the materials in
  terms of
• Level
• Format
• Abilities
• Prior knowledge
• Discipline/subject
• Activities
• Objectives
• Outcomes

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Value-added defined

• Those pedagogical preferences, strategies,
  approaches, methodologies that are
• Efficient
• Effective
• Time-tested
• Peer Evaluated
• Field-tested
• Expert-designed

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• Link to the LOR

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Information Literacy Content vs. Competency

• Is there a coherent content in IL?
• Content knowledge based
• Competency performance orientated

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Nature of Competency Training

• Performance as a combination of skills, attitude
  and knowledge
• Diversity of competency levels
• Address learning gaps