ENHANCING TEACHING AND LEARNING THROUGH INTERACTIVE INFORMATION - PowerPoint PPT Presentation

ENHANCING TEACHING AND LEARNING THROUGH INTERACTIVE INFORMATION LITERACY LEARNING TOOLS Presented at the 18 th LIASA Annual Conference 2017 held at The Birchwood Hotel and Conference Centre, Johannesburg, 2 – 6 October 2017. By: Matsie Theresa Mofana

Introduction & aim of the study • Demonstrate the effectiveness of an interactive library information literacy tool to enhance students’ engagement and learning. • Objectives: - Awareness of library databases - Enhancement of information literacy programme

Definitions Information literacy – is generally described as the skill set that requires people to recognise the need for information and be able to locate, evaluate and use that information effectively (Association of Research and College Libraries, 1996-2017). Information literacy programme - is a designed training by the librarians to deliver information literacy to students.

Literature review • Awareness of library resources increases usage (Harrington, 2013) • Effective information literacy training essential (Burton and Chadwick, 2000) cited in Purdy (2012) • Alignment between the library services and academic teams essential for effective teaching and learning (Hart & Davids, 2010; Jiyane & Onyancha, 2010) • Example of success stories - TUT (Stoffberg & Blignaut, 2008)

Research design • Paradigm followed – Exploratory - Quantitative; numerical data used to explore and interpret phenomenon • Ethical consideration • Convenience sampling – Vega Design students • Relationship building – Librarians & academics • Questionnaires – 100% response rate  • Actual session on Ebscohost • Hands on, Group work, Cooperative learning

Findings: what do students say? We love: - interaction with peers; learn better (95%) - combination of technology & face to face (86%) - inclusion of graphics & video (72%)

Evaluation of the tool SECTION A: Students’ experience of the training tool 57% 57% 57% 48% 43% Frequency 38% 38% 38% 29% 29% 24% 19% 14% 0% 0% 0% 0% 5% 0% 0% 0% 0% 5% 0% 0% Q.1 ENJOYED FACE TO Q.2 ENJOYED DISCUSSIONS WITH Q.3 ENJOYED THEORY/VISUALS Q.4 I WILL USE SKILLS LEARNT IN Q.5 TRAINING WAS EASY TO FACE/TECHNOLOGY PEERS COMBINATION FUTURE ASSIGNMENTS FOLLOW AND UNDERSTAND COMBINATION Experience of training tool S. disagree (1) Disagree (2) Neutral (3) Agree (4) S.Agree (5)

Findings: what do students say? We: - learnt how to search for and find journal articles and e-books (91%) - would love to learn more on how to use Boolean Operators to refine searches (43%)

What have students learned? SECTION B: Students’ learning experience 43% 43% Q.10 MY PRACTICAL KNOWLEDGE SEARCHING DATABASES INCREASED 14% 0% 0% 29% 48% Q.9 COMPUTER PRACTICE HELPED ME TO USE DATABASES 24% 0% 0% Lessons learnt 24% 19% Q.8 LEARNT HOW TO USE BOOLEAN OPERATORS 57% 0% 0% 29% 62% Q.7 LEARNT HOW TO FIND JOURNAL ARTICLES 9% 0% 0% 48% 43% Q.6 LEARNT HOW TO FIND E-BOOKS 10% 0% 0% 0% 10% 20% 30% 40% 50% 60% 70% Frequency S.Agree (5) Agree (4) Neutral (3) Disagree (2) S. disagree (1)

Findings: what do students say? Suggestions: - increase hands-on computer time (76%) - increase group discussions time (77%)

SECTION D: SUGGESTIONS FOR IMPROVEMENT OF A TRAINING TOOL S. disagree (1) Disagree (2) Neutral (3) Agree (4) S.Agree (5) 67% 62% Frequency 24% 19% 14% 10% 5% 0% 0% 0% Q.15 More practice time needed Q.16 More group work interaction required Suggestions for improvement

In summary, “Tell me and I'll forget; show me and I may remember; involve me and I'll understand”. Chinese Proverb

Conclusion and recommendations Active interactive programmes promote learning – reference to • Bloom’s Taxonomy, Cooperative learning etc. Collaboration between the library & academics • Just in time, customised & significant sessions • Education qualification (Raju & Raju, 2016) and inspiration from • academics Effective instruction enhances librarians’ value (Bowles-Terry, • 2012) Further inter-disciplinary research required to investigate joint • strategies for departmental cooperation and library services’ integration

References: Association of College & Research Libraries. 1996-2017. Information Literacy Competency Standards for Higher Education [Online]. Available at: http://www.ala.org/acrl/standards/informationliteracycompetency [Accessed 31 July 2016]. Bowles-Terry, M. 2012. Library instruction and academic success: a mixed-methods assessment of a library instruction program. Evidence Based Library and Information Practice , 7(1): 82-95. [Online]. Available: http://repository.uwyo.edu/cgi/viewcontent.cgi?article=1007&context=libraries_facpub [Accessed 31 July, 2016]. Burton and Chadwick. 2000. Cited in: Purdy, JP. 2012. Why first-year college students select online research resources as their favourite . First Monday , 17(9). [Online]. Available at: http://firstmonday.org/ojs/index.php/fm/article/view/4088/3289 [Accessed 23 March 2015]. Harrington, C. 2013. Student success in college: doing what works . London: Cengage Learning. [Online]. Available: http://www.cengagebrain.com.mx/content/9781133783046.pdf [Accessed 20 March 2015]. Hart, G and Davids, M. 2010. Challenges for information literacy education at a university of technology. Innovation. 41: 24-41. [Online]. Available: http://repository.uwc.ac.za/xmlui/bitstream/handle/10566/440/HartInformationLiteracyEducation2010.pdf?sequence=1 [Accessed 20 May 2015]. McGrath, J. 2013. Viva la library. [Video online]. Available: https://www.youtube.com/watch?v=gQKapT3NbAc [Accessed 1 June 2015]. Raju, R and Raju, J. 2017. Chapter H. In: Association of College and Research Libraries. Working Group on Global Perspectives for Information Literacy, Student Learning and Information Literacy Committee. Global Perspectives on Information Literacy: Fostering a Dialogue for International Understanding (White Paper). Chicago, IL: Association of College and Research Libraries, 2017. [Online]. Available: http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/GlobalPerspectives_InfoLit.pdf [Accessed 22 March 2017]. Stoffberg, EM and Blignaut, AS. 2008. A case for multimodal training of electronic databases at a higher education institution. South African Journal of Libraries and Information Science , 74(1): 1-8. [Online]. Available: http://sajlis.journals.ac.za/pub/article/view/1253 [Accessed 29 September, 2016].