Title: Library Network Support Services LNSS: using reusable learning resources to champion information lit
1 Library Network Support Services (LNSS) using
reusable learning resources to champion
information literacy skills across the Shannon
Consortium.
- Jerald Cavanagh
- BSc Econ, MSc, MA Institute Librarian Limerick
Institute of Technology - Jerald.Cavanagh_at_lit.ie
- Padraig Kirby BA(Hons) HdipLIS
- LNSS Librarian Project Coordinator
- Limerick Institute of Technology
- Padraig.Kirby_at_lit.ie
2- Contents
- What is Library Network Support Services (LNSS)?
- LNSS and information literacy.
- What are Reusable Learning Resources and are they
a high priority for libraries? - LNSS and the use of Reusable Learning Resources
for information literacy in the Shannon
Consortium. - Why was Cranfield Online Information Literacy
suite selected? - Why was Epigeum Research Skills Online selected?
3What is Library Network Support Services (LNSS)?
4- Library Network Support Services (LNSS)
- The Library Network Support Services (LNSS)
project was made possible by the availability of
funding from the Strategic Innovation Fund (SIF)
a fund which was set up to promote
collaboration, support change and enhance quality
in Irish higher education so that it is equipped
to meet the challenge of driving Irelands
development as a leading knowledge economy
(Ireland, Department of Education and Science
2005). - In order to avail of an excellent opportunity for
funding the Directors of Library Services at each
of the Shannon Consortium Libraries- Limerick
Institute of Technology, Institute of Technology
Tralee, Mary Immaculate College and the
University of Limerick came together to form the
Library Network Support Services (LNSS) Steering
Group. - Following much consultation between the LNSS
Steering Group the SIF proposal Library Network
Support Services (LSSS) was submitted to the HEA
(Higher Education Authority) in May 2007 as a
Shannon Consortium project under the SIF 2 cycle
of funding.The project submission was successful
with Limerick Institute of Technology as lead
institution for the project
5 Why do we think our submission was successful?
What is LNSS about? Whats the timescale? The
LNSS project submission- comprised of two main
strands which are arguably the two most important
issues facing libraries today that
ofInformation Literacy . Under the direction
of the LNSS Steering Group Select, develop,
implement and evaluate a suite of IL initiatives
to International IL standards for the partners
libraries as a framework of support for learners
over 2008 for rollout in 2009/2010. This IL
initiative will consist of web-based, self paced
information literacy modules that is customisable
and reusable.Library Staff Development. Under
the direction of the LNSS Steering Group and in
collaboration with the Library Staff development
Unit of the University of Limerick- Development
of a Regional Network for Staff Development for
sharing of professional development opportunities
across the Consortium supporting skills
development and innovative practice enabling
library staff to manage the evolving information
environment and to match the changing needs of
users.
LNSS Initiatives will be rolled out across the
partner institutions (LIT, ITTralee, UL, MIC)
over two and half years (August 2008-January
2011).
6 .
- LNSS Steering Group, LNSS Staff
- The successful LNSS project submission was the
creation of four Directors of Library Services
who came together to form the Library Network
Support Services Steering group. -
- The members of the LNSS Steering Group are
- Jerald Cavanagh (LIT- LNSS Project Leader)
- Gobnait O Riordan (UL)
- Pat Doherty (ITTralee)
- Gerardine Moloney (MIC)
- Brid.Foster (LIT)
Funding.
Total funding almost 1 million euros
(990,000) This funding is broken down as
follows SIF requirement 495,000 Matched
funding 495,000 990,000 Matched funding
consists of staff time of non SIF funded staff in
partner libraries such as time spent attending
training courses and any other work which is not
directly funded by SIF. Information Literacy
658,490 Regional Network for Staff development
331,510 990,000 In 2009 funding was
re-evaluated due to recent economic developments.
Future total available funding has not been
established.
There are 3 dedicated SIF Funded staff working on
the LNSS Project LNSS Librarian Project
Coordinator (1) LNSS Administration and Accounts
Assistant (2)
7 LNSS and information literacy What are the
objectives?
8- Select, develop, implement and evaluate a suite
of online modular IL initiatives to international
IL standards for the partner libraries. This
will involve developing a framework of support
for learners over 2008 for rollout in 2009/2010
which will enable them to have - Improved skills in finding, using and evaluating
information. - Greater awareness of sources of information.
- A greater understanding of academic information
resources as an important component in the
learning cycle. - Improved understanding of the risks and pitfalls
of abusing information sources. - Ability to retrieve information using a variety
of media. - Skills to critically evaluate information.
- Ability to access quality information.
- Enhanced transferable skills on completion of
their studies. - Ensure the IL initiatives align with and
contribute to each partner librarys existing IL
programmes. - Ensure each partner librarys requirements are
represented in the design and delivery of the new
IL suite. - Ensure library staff are aware of the IL suite
and have the skills to deliver them
9 Why is Information Literacy?
10-
- The idea of information literacy, broadly defined
as the ability to recognize information needs and
to identify, evaluate and use information
effectively, has been of growing concern in the
education sectors for a number of years. (Bruce,
1999) - Information literacy has emerged as a central
purpose for Librarians over the past decade.
Macrum (cited in Clyde 2005) - Recent years have indicated a phenomenal push
toward librarians demonstrating their pedagogical
skills. (Bloom and Deyrup 2003).
11- Some definitions
- Information literacy is knowing when and why you
need information, where to find it, and how to
evaluate, use and communicate it in an ethical
manner. (Chartered Institute of Information
Professionals 2004) - Also the Society of College National and
University libraries. (SCONUL)
12 Why is Information Literacy important?
13-
- Sundin (2008) has noted that much has been
written about IL yet there is no single
undisputed definition of what IL actually is. Why
is IL important? -
- Information literacy is about peoples ability
to operate effectively in an information society.
This involves critical thinking, an awareness of
personal and professional ethics, information
evaluation, conceptualizing information needs,
organizing information, interacting with
information professionals and making use of
information in problem-solving, decision-making
and research. It is these information based
processes which are crucial to the character of
learning organizations. (Bruce 1999) -
14-
- Why are reusable learning resources important for
information literacy?- - before we answer this we must first ask another
question - What are reusable learning resources?
-
15-
- Reusable Learning resources- some definitions
- any entity, digital or non-digital, that can be
used, or referenced during technology supported
learning (LTSC cited in Moral and Cernea 2005) - A reusable learning resource may be any digital
resource that can be reused to support learning
(Wiley, D.A. 2004) - A learning resource is any grouping of materials
that is structured in a meaningful way and is
tied to an educational objective (Johnson 2003). - Reusable learning resources can range from a one
page Microsoft Word document to an electronic
interactive learning package (CILIP CSG
Information Literacy Group 2008) such as Epigeum
Research Skills Online. -
Re-usable learning objects (RLOs) are materials,
often in an electronic format, that are designed
for re-use by others in a learning context (CILIP
CSG Information Literacy Group 2008)
16-
- Why are Reusable Learning Resources important?
- It is becoming more and more important to
develop materials for online delivery in such a
way as to make them easily transferable and
reusable. For most materials it is easiest to do
this at the point of creation.. There are many
advantages to this approach, which include your
ability to transfer materials between different
parts of a course, between different courses that
you run, and to allow the content of your
materials to be convertible should the delivery
technologies for your course change. (Calverley
2008). -
17 Reusable learning resources in libraries- a
high priority? Ireland- The HEA (Ireland's
Higher Education Authority) funded National
Digital Learning Repository (NDLR) in Ireland is
a national repository of learning objects,
organised into subject areas known as communities
of practice. The NDLR uses the Intrallect
software, which also supports Jorum, to host a
wide variety of re-usable learning objects
(RLOs), for use by members of Irish higher
education institutions. Within the NDLR is an
Information Literacy Skills Community of Practice
(ISCoP) which is championed by senior level
librarians from various Irish libraries. UK- The
University of Birmingham Library as part of a
project called BRUM (Birmingham Re-Usable
Materials) have developed 15 reusable learning
objects (five types) for information literacy.
They are downloadable from their website and will
shortly be available from JORUM and they
illustrate different ways of teaching information
literacy. The project has a blog and their final
report is available.
18 LNSS and the use of Reusable Learning Resources
for Information literacy in the Shannon
Consortium.
19- Information literacy in the Shannon Consortium-
- LNSS Stakeholder Workshop October 6th 2008
- The LNSS Stakeholder Workshop October 6th 2008
- Information Literacy component was attended by 14
senior - library staff from Shannon Consortium Libraries
including - staff at Director of Library Service level.
-
- The purpose of the workshop was twofold
-
- To identify the current level of information
literacy practice in the Consortium -
- To identify suitable online modular information
literacy suites for selection, modification and
implementation by the Consortium. -
-
20- LNSS Stakeholder Workshop October 6th 2008-
- To identify the current level of information
literacy practice in the Consortium. - To address the first issue, of current
situation, the groups from the various
institutions were asked to reflect on a number of
questions that they were required to answer to
ascertain the position in their own institution.
- The purpose of this session was to ensure that
when the group were reviewing the possible IL
suites that could be used, that they would use
the information gathered in this session to make
sure that the needs of their own institutions
would be met within whatever suite was chosen.
The questions that each group considered were -
21- Current IL approach used in their institution?
- Key challenges the institution faces in IL?
- How the institution is marketing/ensuring a
presence of the current IL offering? - IL needs in institution? (any unique issues to
be considered) - Preferred direction of IL project for each
institution, any specific requirements that the
institution would like the model to include?
22 Summary of results how is Information Literacy
currently being provided in Shannon Consortium
across Shannon Consortium Libraries? Provision
of study guides online and paper. Information
literacy guides/tutorials on the Library Website
e.g. on plagiarism, referencing. Use of VLEs
such as Moodle/Blackboard for online
delivery. Subject specific tutorials-
presentations delivered by subject librarians in
Library Training Rooms. General orientation for
1st years- e.g. library tours. Support provided
by the Learning Support Unit. Drop in
information literacy sessions for students.
Source LNSS Stakeholder Workshop October 6th
2008.
23- Summary of results What are the challenges
facing Shannon Consortium libraries regarding
information literacy? - Over reliance on subject librarians- need for
24/7 online information literacy resource. - Lack of coordination with regard to information
literacy efforts. - Fragmented approach to information literacy.
- Need for marketing of current information
literacy initiatives to both students and staff. - Lack of confidence of the staff regarding
information literacy. - Convincing academic staff of the importance of
Information Literacy. - The need for a more organised approach to
Information literacy provision for students. - Shortage of staff to deliver information literacy
initiatives particularly hands on lecture based
IL provision. - Plagiarism is a big issue.
- Need to select an online modular information
literacy suite from suitable providers- something
which would require the minimum amount of
customisation. - Lack of facilities for IL training.
- Need for Library involvement in the institutional
marketing strategy in order to promote
information literacy initiatives. - Need to cater for distance learners and
international students. - Source LNSS Stakeholder Workshop October 6th
2008. -
24 2. To identify suitable online modular
information literacy suites for selection,
modification and implementation by the
Consortium- before we answer this question
perhaps we should first ask Why did we choose
to rollout online, modular information literacy
initiatives in Shannon Consortium libraries?
25- The number of available electronic resources has
skyrocked in recent years and - the access to these resources has become more
widely available and hence the - demand for online support has also multiplied
(Xiao 2004) - This has presented libraries with a two-fold
challenge - How to facilitate online support on a 24/7 basis?
- How to communicate effectively to address queries
covering a wide range of topics from users
differing in skills and learning styles? - Also Boyle (2003) has noted the importance of
implementing quality e learning resources which
are reusable and customisable. - Good e Learning resources are expensive to
produce. The effectiveness of these resources,
however, and the return on the investment made,
has traditionally been limited by a number of
factorsThe challenge of making learning
resources interoperable across different
systems thus became a major goal. At a higher
level tutors often wished to reuse and repurpose
learning resources to meet the perceived needs of
particular contexts of students. However,
learning resources were often monolithic the
resources had to be taken on an all or nothing
basis. The challenges of interoperability, reuse
and repurposing of e Learning has thus
attracted considerable development effort. -
26- Also stakeholders in Shannon Consortium libraries
and particularly the LNSS Steering Group were
aware that delivering information literacy online
using reusable learning resources was fast
becoming a popular mode of delivery. - For example between one study of online
information literacy modules between August and
October 2004 identified that there were 31 Online
information tutorials available through
Scandinavian universities. (Sundin 2008) - In another study over 200 Information Literacy
tutorials were identified from the English
speaking world. (Hunn and Rossiter 2006)
27- Why select information literacy content from
suitable providers rather than design from
scratch? - Research into the cost of designing content in-
house had shown that the LNSS could achieve
better effect value by selecting e learning
content from suitable vendors following extensive
research into Information literacy suites
available worldwide rather than design in house
. For example -
- Rumble (2001) estimated the cost of developing
an e learning as between 6000 and 1, 000, 000. - In a more recent study (Lee et al 2004) an e
learning resource for 23, 000 students was
launched at a cost of 1.1 million. -
- While e learning must be successful in reaching
learning objectives, have easy accessibility,
have a consistent and accurate message, be easy
to use, entertaining, memorable, relevant, and
if possible result in reduced training costs
(Angeliki et al 2005 in Steen 2008) it need not
be developed from scratch and existing best
models may be adapted and utilized.
28Methodology for selecting online, modular
information literacy initiatives Prior to the
LNSS Stakeholder Workshop research was conducted
across the Consortium coordinated by the LNSS
Librarian Project Coordinator into online
information literacy suites currently available
worldwide. Using criteria influenced by research
into current practice in Reusable Learning
resources (University of Cambridge 2003) and
instructional design 20 potential suites were
identified which were subsequently reduced down
to 8 using interview email and survey
techniques. These 8 tutorials were subsequently
reduced down to 2 using Workshop techniques
involving the main stakeholders comprising of
senior library staff in the Shannon
Consortium. These 2 were selected for
purchase.
29- LNSS Stakeholder Workshop October 6th 2008
- Methodology for selecting online, modular
information literacy initiatives - These are the criteria agreed by stakeholders
with which to evaluate the online information
literacy suites. These criteria were used to
reduce 20 online information literacy down to 8.
Such criteria was influenced by research into
reusable learning object specification
(University of Cambridge 2003) and instructional
design. - Does it meet a variety of learning styles?
- What is the degree of interactivity? Does it
promote active learning and hence is the pedagogy
sound? - Can the resource stand alone or is substantial
customisation required? - Can the resource be customised if required?
- Does the resource cater for different levels of
IL needs of students - What is the level of ongoing maintenance?
- How does the resource look? Will students find it
appealing? - Has the resource been created using learning
outcomes based on information literacy standards? - Is the duration a good estimate of the time it
will take to work through? - Is content factually accurate?
30 At the workshop the following criteria was
agreed by stakeholders with which to evaluate the
IL suites. Using these criteria accompanied by a
demonstration of each 8 potential IL suites were
reduced down to 2 for selection
31 The results were as follows
Each suite was scored out of 5 taking into
account the criteria. Note to arrive at the
arrive score the total score for the suite was
divided by the number of people who actually
scored the suite. Where a member did not score
against certain criteria in a suite, a score of
zero was allocated.
32- The death of text based, online information
literacy tutorials? - Why were the Cranfield and Epigeum products
selected? - Perhaps the main reason why these were selected
was due the fact that stakeholders and
particularly the Steering Group felt on the day
that all other tutorials were far too text based
and lacking in active learning activities and
interesting imagery and role play. - All stakeholders were particularly interested in
IL suites that used tools such as online video
where experts speak about such topics as Research
methods or, career planning or getting published.
Epigeum Research skills online was particularly
strong in this regard. - Xiao (2004) emphasizes the importance of using
online video methods - Text based tutorials offer little help when
dealing with complex concepts or processes.
Direct assistance from library personnel is only
available when the libraries are open. In todays
web environment, a more effective learning tool
is required to facilitate the support and
instruction of electronic resources in a manner
that appeals to the user.
33Why was the Cranfield Online information
literacy suite selected?
34Why was the Cranfield Online information literacy
suite selected? As mentioned earlier the
following criteria was used to select two online
information literacy suites for the LNSS
project
35Why was Cranfield Online modular information
literacy suite selected? The Cranfield Online
Information Literacy suite was selected by
stakeholders because it met the agreed
criteria Criteria 1. Meets a variety of learning
styles. Where possible Honey and Mumford learning
styles activists, pragmatists, theorists and
reflectors catered for. (Hunn and Rossiter
2006) Criteria 2. Degree of interactivity At
least two active learning activities provided in
each of the 9 modules. Criteria 3. Ability to
stand alone (no customisation required) Could
stand alone if no modification required. Criteria
4. Ability to customise and to be
reusable/repurposed if required. Some
customisation possible but not all content
customisable. Is reusable and can be repurposed
to some extent. Criteria 5 Caters for different
levels of IL needs of students Caters for lower
order information literacy skills, pillars one to
four of the Sconul Seven Pillars Advisory
Committee on Information Literacy, 1999 as well
as higher order Il skills, SCONULs pillars five
to seven. (Hunn and Rossiter 2007) Learning
outcomes for each tutorial written and reviewed
by library professionals and then mapped against
each of the SCONUL Seven Pillars of Information
Literacy. Criteria 6. Student appeal but
professional looking. Navigation effective.
Always clear to the user where they are in the
tutorial and where they are. Innovative use of
metaphor and engaging learning activities
.
36Cranfield Online information literacy suite
37Cranfield Online information literacy suite-
active learning
38Cranfield Online information literacy suite-
active learning
39 Why was Epigeum Research skills online
Selected?
40- The Epigeum Research Skills online was selected
by stakeholders because it met the agreed
criteria - Criteria 1. Meets a variety of learning styles.
- Honey and Munford learning styles activists,
pragmatists, theorists and reflectors catered
for. - Criteria 2. Degree of interactivity.
- Active learning opportunities provided in each
module. - Criteria 3. Ability to stand alone. (no
customisation required) - Could stand alone if no modification required
- Criteria 4. Ability to customise and to be
reusable/repurposed if required. - Is updated regularly with regular Update
Workshops run by the supplier. Modification can
also be made within the organisation. Resides on
Moodle. Is interoperable, reusable and can be
repurposed. LNSS partner libraries have access to
a high quality online research skills resource
which will be updated regularly hence ensuring
sustainability, reusability and the option for
repurposing as well as access to leading
academics and authors worldwide. - Criteria 5. Student appeal but professional
looking. - Navigation effective. Always clear to the user
where they are in the tutorial and where they
are. Innovative use of online video, metaphor and
engaging learning activities.
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44- Conclusion what will the LNSS
- have achieved?
- A model for resource sharing and a foundation
which will strengthen the future potential of the
region. - Increased opportunities for blended, active and
online learning using reusable learning resources
for information literacy - Staff across the Consortium unskilled and aware
of the most up to date practice with regard to
IL. - Increased collaboration and capacity building.
- Students who can recognise when information is
needed and have the ability to locate, evaluate,
and use effectively the information needed. (ALA)
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