Distributed Learning

Pedagogy and Technology in Online Information Literacy Instruction

Tasha Maddison, Maha Kumaran

• Publisher: Chandos Publishing
• Year: 2016
• ISBN:
  9780081006092
• Topic: Languages & Linguistics
• Subtopic: Library & Information Science
• Index: Languages & Linguistics

The field of distributed learning is constantly evolving. Online technology provides instructors with the flexibility to offer meaningful instruction to students who are at a distance or in some cases right on campus, but still unable to be physically present in the classroom. This dynamic environment challenges librarians to monitor, learn, adapt, collaborate, and use new technological advances in order to make the best use of techniques to engage students and improve learning outcomes and success rates. Distributed Learning provides evidence based information on a variety of issues, surrounding online teaching and learning from the perspective of librarians.

• Includes extensive literature search on distributed learning
• Provides pedagogy, developing content, and technology by librarians
• Shows the importance of collaboration and buy-in from all parties involved

Chapter 1

Introduction

T. Maddison¹ and M. Kumaran², ¹Saskatchewan Polytechnic, Saskatoon, SK, Canada, ²University of Saskatchewan, Saskatoon, SK, Canada

Libraries must meet the information and scholarship needs of their users. The norm now seems to be that many users are away from the physical library or institutional location but remain entitled to receive equitable access and services just like those who are in the physical campus. Distributed library services are offered to the distance learning community that cannot for various reasons be present at a physical location. Fortunately, electronic resources and technology allow libraries to provide equitable services to all users. Early literature on the topic distinguishes between distributed and distance learning (Fleming & Hiple, 2004; Hawkins, 1999), with distributed learning being defined as a delivery mode in a distance learning environment (Shimoni, Barrington, Wilde, & Henwood, 2013); in most of the references found throughout this book, however, there is some overlap and situations in which the two terms are used interchangeably. Distance learning focuses on reaching remote and probably employed populations who still wish to continue to attend school. Distributed learning and instruction happens independently of time and location. It is about learning from anywhere and anytime using synchronous or asynchronous models. Immediacy and intimacy are two major concepts that could deter a student or an instructor in an online learning environment. Intimacy refers to nonverbal factors, and immediacy refers to the psychological distance between the instructor and the student (Sung & Mayer, 2012). In a well-designed distributed learning model, intimacy and immediacy can be embedded with the faculty being available to students through various modes, including email, a content management system (CMS), a learning management system (LMS), WebEx, Skype, and other means.

Whether synchronous or asynchronous instruction is employed, the methodology of distributed learning expects a certain level of responsibility and accountability from the student. Students who participate in these environments need to be self-motivated learners; they must demonstrate a willingness to adapt to and learn new technology, as well as engage with the instructor and other learners online. Without commitment and engagement from the both the student and the instructor, distributed learning environments will not thrive.

Some of the terms in this book are used synonymously such as CMS and LMS and distributed and online instruction. These terms tend to be used interchangeably in much of the library literature on the topic. When one term is favored over the other, it is generally dependent on an institution or a geographical location. All of our contributors are engaged in some form of distributed or distance learning, agree that the use of technology is here to stay, and understand that its ever-evolving nature makes it challenging. The two major components of distributed learning are pedagogy and technology; for that reason, we have chosen to divide the book into sections that address these components as well as case studies that discuss a specific implementation for a class or population at a specific institution. Distributed learning as we know it today would not be possible without new technology and easy access to it—either because the technology is free or is available through the institution. Several of our chapters address the latest information literacy framework and how programs have been adapted accordingly. Most of our chapters address the challenge of assessing instructional initiatives, and other chapters help provide a solution by including their rubric or by discussing their assessment tools and providing evidence of student engagement, learning, and retention. The following paragraphs summarize our chapters.

Chapter 2, Literature Review of Online Learning in Academic Libraries, by Maddison et al. sets the foundation for the rest of the book in its discussion of the current state of distributed and online learning. The chapter focuses on 55 case studies as presented in peer-reviewed scholarly journals between 2010 and 2015 with a concentration on online information literacy instruction delivered to undergraduate student populations within academic institutions. The value of this chapter lies in the meticulous listing of each category and the linking of the reviewed articles to the types of technology used (to create online learning objects and to deliver the material), the challenges faced, the learning environment (synchronous or asynchronous), assessment tools, best practices, and more are discussed. Librarians will be able to make excellent use of the tables when seeking articles to conduct their own study. The thorough investigation of online learning will be valuable to librarians and researchers who are interested in conducting further research on the topic.

Chapter 3, Using Theory and Practice to Build an Instructional Technology Tool Kit, by Amanda Hess presents a “theoretical foundation on which librarians can create an instructional technology toolkit” (p.47). This chapter successfully integrates pedagogical practice, Bloom’s taxonomy, and the principles of the Association of College and Research Libraries (ACRL) for using information literacy in higher education. This chapter is critical for librarians as they develop and enrich their online teaching with active learning techniques and the integration of technology. The focus on Bloom’s taxonomy, ACRL standards (2000), and the ACRL framework (2015) will be tremendously valuable for librarians who are investigating distributed learning or are exploring the use of the framework in their current online teaching practices. Readers will benefit from Hess’s immense knowledge of technology tools and how they can be implemented in the teaching environment to ensure that effective learning has taken place. Hess’s visuals help to illustrate these concepts by setting the learning environment, noting the activity or strategy, and then suggesting a potential tool that could be implemented for of each learning outcome as guided by the framework.

Chapter 4, Designing Online Asynchronous Information Literacy Instruction Using the ADDIE Model, by Maryellen Allen is a perfect example of how resource-challenged librarians are adapting and finding alternate means of providing information literacy instruction in the online environment. Her library evaluated various instructional design models before successfully implementing the analysis, design, development, implementation, and evaluation model that she explains in the chapter. Every model has its strengths and weaknesses, and each library and librarian must adapt the best model for their users. Creating one’s own suite of resources does not come without challenges, and as Allen demonstrates, it is absolutely acceptable to borrow videos from the web as long as they meet the instructional objectives of you and your clients.

Chapter 5, Enhancing Kuhlthau’s Guided Inquiry Model Using Moodle and LibGuides to Strengthen Graduate Students’ Research Skills, by Susan Eichenholtz and Eloise Bellard focuses on graduate students participating in an education law class. Their research began with the observation that students were not aware that specialized library resources were available and instead used popular search engines for research. The authors discuss how the development of a successful collaboration with faculty, the use of Kuhlthau’s Guided Inquiry Model, and a redesigned library instruction module assisted students in successfully completing a research assignment based on educational law. The authors contribute to the library literature by noting their incorporation of Kuhlthau’s learning theory in class and in online tools (Moodle and LibGuides). A significant finding of this chapter is that the librarians’ availability in the distributed learning environment encouraged the students to study independently and seek assistance when required. The authors include details about the mandatory research assignment along with the library course handout and corresponding research guide. This is an important chapter for librarians who are looking to broaden their use of learning theories or to incorporate these tools.

Chapter 6, A Model for Teaching Information Literacy in a Required Credit-Bearing Online Course, by Renee Hall and Erica Getts shares the experiences of delivering one-credit information literacy modules that are self-paced and embedded within Blackboard. The authors discuss how they integrated technical elements into the course and enhanced the content through the use of audio, video, and visual elements. Readers will benefit from the unique perspective offered by Hall and Getts because they work in an institution that only offers programs online. The authors address both synchronous and asynchronous learning options that were used to teach students basic skills such as evaluating resources and the ethical uses of information. This chapter will be useful to librarians who are beginning to embed their instruction online because the authors discuss the importance of mapping learning objectives to an assessment that accurately reflects what the students have learned. Authors offer advice on formulating and delivering assessments and course evaluations as well as setting up a sustainable schedule for updates and tutorial maintenance.

Dominique Turnbow and Amanda Roth weave several different learning theories throughout Chapter 7, Engaging Learners Online: Using Instructional Design Practices to Create Interactive Tutorials. The authors describe the creation and implementation of an interactive tutorial created for undergraduate students at a large academic university. The chapter offers an example of how to use instructional design theories and approaches to deliver effective online instruction. Readers will benefit from detailed illustrations about the process and workflow, as well as the descriptions about how to incorporate engaging activities in online tutorials.

In Chapter 8, Developing Best Practices for Creating an Authentic Learning Experience in an Online Learning Environment: Lessons Learned, Cindy Judd and Brad Marcum introduce readers to the concept of the librarian as a “meddler in the middle,” an “approach that brings the librarian into student interaction as an active and equal participant” (p. 152). This educational concept moves beyond both the “sage on the stage” and the “guide on the side” philosophies of teaching by proposing active learning activities for students, with the instructor acting as a facilitator of knowledge. The authors provide details on befriending gatekeepers and teaching in the trenches, along with practical advice for maintaining authority and creating assessment that demonstrates the relevance and value of instruction. Readers will benefit from the authors’ vast knowledge of technology and how it can be integrated into classroom activities such as using Padlet, an online whiteboard, to “encourag[e] student experimentation and interaction” (p. 138).

In Chapter 9, Delivering Synchronous Online Library Instruction at a Large-Scale Academic Institution: Practical Tips and Lessons Learned, University of Toronto librarians Jenaya Webb, Judith Logan, and Monique Flaccavento explore web-conferencing software as an alternative to traditional face-to-face instruction for engaging new undergraduate students. This chapter touches on several questions that challenge teaching librarians today, including “How can a small number of librarians support a large population of undergraduate students?” and “Is there a perfect time to offer library orientations?” Readers will benefit from the discussion of challenges encountered when implementing and delivering synchronous online instruction. The authors provide a checklist for teaching librarians who are preparing to use synchronous instruction. They also provide a thoughtful discussion on lessons learned, including technological barriers experienced by the instructors and participants, the timing of the sessions, and whether this was an appropriate delivery method for the target population.

In Chapter 10, Making Library Research Real in the Digital Classroom: A Professor–Librarian Partnership, Lane Glisson and Kelly Secovnie share their success story using scaffolded information literacy instruction with research and writing assignments in online courses. Their approach provides a way to ensure students really understand and synthesize what they learn and show their acquired skills in their assignments. Some of the conclusions from their chapter include making sure library resources are well represented in the course-management site, with librarians and faculty working closely and collaborating every step of the way to integrate information literacy into writing assignments. The authors also recommend that librarians should have a presence on the course-management site to answer questions, and partner with faculty members to design appropriate tasks and useful assessment strategies; that student abilities, knowledge, skills, or background inform course content and delivery; and finally that the assessment of content and collaboration before every term leads to changes that improve the course.

In Chapter 11, Forging Connections in Digital Spaces: Teaching Information Literacy Skills through Engaging Online Activities by Michelle Desilets, Christine Larson, Michelle Filkins, and Jennifer DeJonghe use multiple literacies to develop and stretch their students experience with technology to support meaningful and engaging instruction. This chapter details their work integrating information literacy instruction into assignments and other learning opportunities throughout the coursework at Metropolitan State University. The strength of this chapter lies in the examples that are included throughout the text that illustrate an activity and then tie it directly to the appropriate ACRL frame. The authors also note feedback from the professors and students that they collaborated with, which adds an authority to the paragraphs, and their anecdotal evidence that is both compelling and interesting. The chapter will be of use to librarians who are curious about levels of student engagement, the use of social media in the classroom and the adoption of learning activities in order to forge strong connections online and enhance student learning. Many of the examples discussed in the chapter could be easily implemented at other institutions.

In Chapter 12, Innovation Through Collaboration: Using an Open Source Learning Management System to Enhance Library Instruction and Student Learning, Kimberly Detterbeck and Marie Sciangula move beyond a purely instructional treatment of the LMS to outline many unique and innovative possibilities with Moodle. They recommend including librarians as course collaborators, providing reference assistance through the ‘service desk staff customized role,' reviewing syllabi as a collection-development strategy, using quiz results to tailor instruction specifically to student needs, and transforming and digitizing the culminating student project process. A highlight of this chapter details the collaboration between the library and the Teaching, Learning, and Technology Center at Purchase College, SUNY, which has enhanced both the teaching and learning experience. Librarians reading this will benefit from the assignment outline and rubric that the authors’ have shared within the chapter. The rubric adds great value and is licensed under Creative Commons; we are sure that librarians will make excellent use of this resource.

In Chapter 13, From Technical Troubleshooting to Critical Inquiry: Fostering Inquiry-Based Learning Across Disciplines Through a Tutorial for Online Instructors, Michael Courtney examines moving beyond providing information access and collaborating with faculty through LMS and maximizing librarian and information literacy outreach, challenges that will resonate with most librarians. It is true that some faculty members, including librarians, may be rightfully hesitant to adopt new ways of delivering content. The fact that they are not trained in using technology, that they cannot gauge how well it is received and retained at the user end, that it is time consuming particularly as technology evolves and interfaces change, and the difficulty in converting instruction sessions to viewable and archival formats for future use are all legitimate reasons why they hesitate to adopt new ways of delivering content. Courtney encourages librarians to be harbingers of technology evolution, to assuage faculty hesitations by first training themselves on online course creations and implementation, and to share and use this knowledge by collaborating through LMS with other faculty members.

If research guides are to be effective, they should be used as course guides and embedded in the LMS. This is what Elizabeth Kline et al. found in Chapter 14, Embedding the Library in the LMS: Is it a Good Investment for Your Organization’s Information Literacy Program? These librarians started with a widget that finally evolved into a Library Tools Tab, and through this process they also realized the importance of a programmatic approach to instruction. Through trial and error and by working with various units such as campus administrators, the information technology unit, the office of instruction and assessment, and subject faculty members, they were successful in embedding a “superwidget” in a highly accessible location within the LMS. This tool made it easier to collaborate with faculty and customize library information and allowed them to reach students on a wider scale. Their analysis shows that the tool is well used and that students are learning about library resources available to them. Like many others in this book, the authors of this chapter also reiterate the importance of collaboration and a willingness to c...

Table of contents

• Cover image
• Title page
• Table of Contents
• Copyright
• List of Contributors
• Biography
• Foreword
• Chapter 1. Introduction
• Section I: Foundations of Distributed Learning
• Section II: Pedagogy
• Section III: Technology
• Section IV: Case Studies
• Section V: Innovations
• Index