http://infoteach.org/wiki/ 2010-09-09T07:19:53+01:00 http://infoteach.org/wiki/ http://infoteach.org/wiki/lib/images/favicon.ico text/html 2007-08-06T13:05:55+01:00 http://infoteach.org/wiki/doku.php/adding_a_new_page?rev=1186401955 Usually, new Wiki pages are created by following empty links from existing pages. If you see a link coloured red on any page, you can click that link to create the relevant page; so if you see Events in Brighton as a red link, clicking the link will let you create the Events in Brighton page. If it makes sense to do so you could create an empty link by adding your phrase to another relevant page and then creating the content in the newly created page. text/html 2007-08-06T11:35:37+01:00 http://infoteach.org/wiki/doku.php/aims?rev=1186396537 See also Bibliography The essential first step in planning your teaching is to define your Aims and Learning Outcomes or Objectives. The Aim(s) of a course encapsulates what you are trying to achive with your teaching. Learning Outcomes or Objectives should stem from the Aim(s). It should describe the overall goal in a clear and succinct way but can be far more general that the Learning Outcomes, which should break down the Aim(s) into specific, measureable elements. text/html 2007-08-06T11:57:20+01:00 http://infoteach.org/wiki/doku.php/blloms_taxonomy?rev=1186397840 Benjamin Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. A description of the six levels as well as verb examples that represent intellectual activity are listed here. text/html 2007-08-06T11:41:27+01:00 http://infoteach.org/wiki/doku.php/cephalonian_method?rev=1186396887 The Cephalonian Method is a simple but effective method for incorporating interaction and interest into library induction. The Method was first used at Cardiff University by Linda Davies and Nigel Morgan in order to enliven a traditional introductory presentation to medical students. It has since been taken up by numerous HE and FE institutions across the UK. It has proved to be an extremely enjoyable delivery method for librarians and an entertaining introduction to the Library for students. text/html 2007-07-31T22:04:27+01:00 http://infoteach.org/wiki/doku.php/contacts_for_infoteach?rev=1185915867 Main contact: Chris Powis (chris.powis@northampton.ac.uk) Technical queries: Nick Dimmock (nick.dimmock@northampton.ac.uk) text/html 2010-08-22T13:57:59+01:00 http://infoteach.org/wiki/doku.php/conventions?rev=1282481879 Please use the following conventions when contributing to Infoteach: Names For personal names use First Name, Family Name eg Chris Powis *Dave Allen - Professional paper writers, he provide many Paper Writing Services and pos software text/html 2007-08-06T12:50:44+01:00 http://infoteach.org/wiki/doku.php/creating_links?rev=1186401044 When you're editing any page on the Infoteach Wiki you can link to any other page, whether it exists or not. Supposing you are creating or editing a page called Upcoming Events, and you want to link to a page called Events in Brighton. This page may or may not already exist; it doesn't matter and you don't need to know. All you need to do is put the phrase Events in Brighton somewhere on the page you're writing, and place it in double square brackets, like so: text/html 2008-05-22T13:43:43+01:00 http://infoteach.org/wiki/doku.php/diagnostic_tests?rev=1211460223 Diagnostic tests are a good way to ascertain students prior knowledge and can help students to really reflect on their own understanding of a topic. When creating diagnositic tests the following needs to be considered: * what are the learning outcomes of the course and how would a diganostic test link to this * you need to be very clear about what you are trying to assess, whether it is knowledge or understanding (testing understanding and application of knowledge in an online environme… text/html 2007-08-06T14:03:39+01:00 http://infoteach.org/wiki/doku.php/disclaimer?rev=1186405419 Infoteach is an online open-content collaborative project and the structure has been so designed that anyone with access to the Web can edit, amend or contribute to it. It is expected that only those with an interest in, or a job including, teaching and the facilitation of learning in libraries and information work will contribute but it is not peer reviewed by any independent source. Infoteach cannot therefore guarantee the validity or accurracy of the content. Any inaccurate, libelous or of… text/html 2007-08-06T12:00:08+01:00 http://infoteach.org/wiki/doku.php/dyslexia?rev=1186398008 Dyslexia is sometimes referred to as 'word-blindness' - it can cause difficulties with reading, writing, spelling, numeracy and behaviour. The British Dyslexia Association <http://www.bdadyslexia.org.uk/> is a good source of information. The condition manifests itself differently in each individual with dyslexia. In educational circles dyslexia is sometimes called a 'specific learning difficulty.' Many students may not report problems prior to arrival at college or university as dyslexia can sho… text/html 2007-08-06T13:04:08+01:00 http://infoteach.org/wiki/doku.php/empty_pages?rev=1186401848 When browsing though the Wiki you may notice links that are coloured red. These are 'empty links' - the Wiki pages they point to have not been created yet. The author of the page they're on may not have gotten round to creating them, or they may have thought the pages should exist and created the empty link to encourage others to contribute. This is one of the ways a Wiki grows. text/html 2007-08-06T12:02:24+01:00 http://infoteach.org/wiki/doku.php/facilitating?rev=1186398144 When leading a workshop / hands-on training session, strong facilitation skills are needed to encourage individual learning or group interaction. These skills can be acquired with experience but it is worth bearing in mind the following points: • Several kinds of skills are required: text/html 2007-08-06T12:03:58+01:00 http://infoteach.org/wiki/doku.php/feedback?rev=1186398238 The Schonian model of the reflective practitioner (Donald Schon) makes the gathering of feedback and reflection upon it a core element of professional practice in teaching and not to make some attempt to find out the impact and effectiveness of our teaching would seem to be failing in our duty to ourselves and our learners. text/html 2007-08-06T12:15:06+01:00 http://infoteach.org/wiki/doku.php/focus_groups?rev=1186398906 Focus groups can be used for gaining valuable feedback direct from students. This can be useful after delivering teaching such as induction sessions at the start of an academic year. You can ask more in-depth questions than is possible in a questionnaire or feedback form at the end of session. You can follow-up students answers and ask why they responded in a particular way. text/html 2007-08-06T12:15:58+01:00 http://infoteach.org/wiki/doku.php/group_work?rev=1186398958 This can be a very effective way of engaging students and therefore makeing a library session more interesting. One of the workshops I teach is referencing. This can be a very dry subject but it is a vital skill for students to acquire. I begin with a presentation and a handout to get the facts across and provide some examples. I then give them an exercise to carry out in groups. This involves writing out the references for resources in a variety of formats using the catalogue print out and ei… text/html 2007-08-06T12:18:10+01:00 http://infoteach.org/wiki/doku.php/handouts?rev=1186399090 Sometimes people forget to put effort into designing their handouts. This is a mistake as a good handout can help students follow the lecture and understand a subject. Therefore good handout design is essential. It takes time and care to design a good handout, but it is worth it. text/html 2007-08-06T14:04:32+01:00 http://infoteach.org/wiki/doku.php/help?rev=1186405472 Try the following links for help: Adding a new page Creating Links Empty pages Conventions Disclaimer text/html 2007-08-06T11:34:35+01:00 http://infoteach.org/wiki/doku.php/induction?rev=1186396475 See also delivery and Bibliography Induction is taken, in this context, to mean the first contact with users. It could be a tour, workshop, lecture or self guided experience. It could be physically in the library, in a room elsewhere or virtual. However or wherever it happens it is a crucial part of our interaction with the user. If we get it right we can improve motivation, enthuse or reassure users and ensure that they will come back. If we get it wrong then we can demotivate, annoy or… text/html 2007-08-06T12:20:46+01:00 http://infoteach.org/wiki/doku.php/information_literacy?rev=1186399246 A good starting place is The Information Literacy website at <http://www.informationliteracy.org.uk/> The Information Literacy Place a fantastic resource run by Sheila Webber and Bill Johnston. For a good introduction to the issues around teaching information literacy have a look at Arabella Gonzalez's dissertation : Challenges to the effective information literacy in UK Universities text/html 2007-08-06T12:23:05+01:00 http://infoteach.org/wiki/doku.php/information_skills?rev=1186399385 See also Information Skills Framework Development text/html 2007-08-06T12:23:49+01:00 http://infoteach.org/wiki/doku.php/information_skills_framework_development?rev=1186399429 University Information Skills framework bottom-up development vs. top-down, especially in the context HE libraries, is my interest here. I am inviting comments or shared experiences. As part of my liaison role in an academic library in the UK, I am letting an information skills framework develop organically from the bottom up. I have explained the concept to some tutors in one of the subject teams I look after and hope to see the development of a framework of learning outcomes mapped to a ref… text/html 2007-10-03T02:32:01+01:00 http://infoteach.org/wiki/doku.php/international_students?rev=1191375121 Working in any university or higher education library you are likely to encounter students from all over the world at help desks and formal teaching sessions. It is useful to be aware of different cultures, so that you can understand student behaviour and know how to respond. For example, if you are helping a Chinese student and do not get any acknowledgement that what you are saying is being understood, you may be tempted to say it again, louder or even rephrase it. You could be in danger of… text/html 2007-08-06T12:25:43+01:00 http://infoteach.org/wiki/doku.php/ivan_pavlov?rev=1186399543 Ivan Pavlov's famous dog experiments involved ringing a bell when the dogs were being fed. The dogs salivated when food arrived. Pavlov noticed that the dogs associated the sound of the bell with the food arriving and soon began salivating at the sound of a bell ringing as they were conditioned to expect food at the same time. text/html 2007-08-06T12:27:14+01:00 http://infoteach.org/wiki/doku.php/learning_outcomes?rev=1186399634 A learning outcome is an unequivocal statement which identifies the skills and knowledge that a student will be able to demonstrate as a result of successfully completing a learning programme, or a specific part of a programme. Each module or course of study will have a set of learning outcomes. These are required in UK HE by the Quality Assurance Agency (QAA) and provide a direct indicator of the level and depth of any programme of learning. When developing learning outcomes for a session yo… text/html 2007-08-06T11:38:25+01:00 http://infoteach.org/wiki/doku.php/lecture?rev=1186396705 See also Bibliography A lecture is the act of the lecturer's notes being passed to the student's paper without passing through the mind of either (apologies - can't find the origin of this quote) Lectures are rarely sought as a method of teaching information literacy/information skills but they are sometimes forced upon us. Most learners will imagine a lecture to be a passive experience and this would usually be something to avoid on our part but they can be useful tools in coping with larg… text/html 2007-08-06T12:31:15+01:00 http://infoteach.org/wiki/doku.php/mind_maps?rev=1186399875 Mind maps or concepts maps can be used to help frame a research question, plan an essay or take notes in a meeting. They are ways of representing information in a visual way that represents the way the brain itself maps concepts i.e. in a non-linear interconnected view. Mind maps make use of colour, images and symbols to help stimulate the brain’s recall. text/html 2007-08-06T12:40:06+01:00 http://infoteach.org/wiki/doku.php/online_quizzes?rev=1186400406 You can create quizzes for your students online by using software such as ? Perception <http://www.questionmark.com/uk/download/index.aspx> which can be downloaded for free and is easy to use. text/html 2007-08-06T11:44:33+01:00 http://infoteach.org/wiki/doku.php/peer_tutoring?rev=1186397073 Following a CILIP teaching skills training course led by Sharon Markless I became aware of the impact of learning styles and the value of peer tutoring to improve both the retention rate and interest and engagement by students in library Information Skills sessions. text/html 2007-08-06T12:11:35+01:00 http://infoteach.org/wiki/doku.php/phil_race?rev=1186398695 Select Bibliography <http://www.phil-race.net Phil-Race.net> Anderson, D. and Race, P. (2002) Effective online learning - the trainers toolkit. Ely: Fenman Brown, S. and Race (P.) (2002) Lecturing: a practical guide, London: Kogan Page Race, P. and Brown S. (2001) The ILTA Guide: inspiring learning about teaching and assessment, York: Institute for Learning and Teaching in higher Education in association with EducationGuardian.co.uk text/html 2007-08-06T12:32:32+01:00 http://infoteach.org/wiki/doku.php/portfolios?rev=1186399952 Portfolios are rarely used in traditional information skills teaching but you may come across them in a couple of ways; * As part of your own staff development eg. as part of the CILIP or other professional frameworks or as part of a teaching/NVQ qualification text/html 2007-08-06T12:13:47+01:00 http://infoteach.org/wiki/doku.php/post_it?rev=1186398827 This is a very easy and surprisingly effective method for gathering Feedback and Evaluation from Phil Race. Give each person three 'post it' notes at the start of the session. Ask them to write STOP at the top of the first then START and CONTINUE on the others. Ask your students to note down, during and, if necessary at the end of, the session if they want you to stop doing something (perhaps it was something they knew already), start doing something (you were not showing or doing something that… text/html 2007-08-06T12:33:30+01:00 http://infoteach.org/wiki/doku.php/poster_tours?rev=1186400010 Poster tours are an interesting way of breaking up a workshop, energising your learners and sharing information. They also act as a pretty simple but useful form of Formative Assessment. You will need flip chart paper, pens and somewhere to put the posters (wall or table). Write a question or topic on each sheet and assign a group to each poster. I've found that 3-5 is best - any more than that will mean a mob gathering around each poster and people will hang back or disengage. Each group h… text/html 2010-01-28T20:37:43+01:00 http://infoteach.org/wiki/doku.php/presentation_skills?rev=1264711063 Presentations have much in common with live theatre; after all, you will be giving a performance! The following 5 point plan will stand you in good stead: 1. Be confident • Good planning is the key to good research papers delivery – if you have correctly identified the learning outcomes, have a good structure and have chosen appropriate teaching aids you are off to an excellent start. text/html 2007-08-06T12:34:38+01:00 http://infoteach.org/wiki/doku.php/presentations?rev=1186400078 Typically, presentations are a chance for your learners to report back on something that they have done. They are a quick, relatively cheap (in your time) and simple way of testing whether your learning outcomes have been achieved and can be done by groups or individuals. They can be good at team building (although they can also provoke bitter disputes over who has or hasn't pulled their weight) and can provide a chance for those learners who aren't great at written work to shine. A typical… text/html 2007-08-06T12:38:26+01:00 http://infoteach.org/wiki/doku.php/qualitative_feedback?rev=1186400306 One method of gaining quick and easy feedback using a qualiitative approach is to use 'Post it' notes. text/html 2007-08-06T12:05:01+01:00 http://infoteach.org/wiki/doku.php/questionnaires?rev=1186398301 A useful tool for gaining feedback from students is the Bristol Online Survey (BOS) <https://www.survey.bris.ac.uk>/. Through BOS you can develop, deliver and analyse surveys via the web. It allows you to cross-tabulate answers and compare results across surveys. The BOS site offers a virtual tour which explains how the tool operates. A significant advantage of this is that all the feedback is automatically compiled and you don't need to sift through large piles of paper evaluation forms. This r… text/html 2007-08-06T12:08:55+01:00 http://infoteach.org/wiki/doku.php/quick_and_easy_feedback?rev=1186398535 There are ways to collect feedback from learners that do not require much work to prepare or to run. However, they can result in excellent qualitative feedback. The Phil Race 'Post it' method. This is a very easy and surprisingly effective method. Give each person three 'post it' notes at the start of the session. Ask them to write STOP at the top of the first then START and CONTINUE on the others. Ask your students to note down, during and, if necessary at the end of, the session if they … text/html 2007-08-06T12:39:16+01:00 http://infoteach.org/wiki/doku.php/quizzes?rev=1186400356 Devising a short quiz can be a useful way to introduce the library to total novices. Quiz questions which require participants to use the Library catalogue, visit different areas of the Library and test their learning will be more worthwhile than guesswork, and will provide more of a sense of achievement. text/html 2007-08-06T12:42:15+01:00 http://infoteach.org/wiki/doku.php/research_trails?rev=1186400535 The research trail is one of the most appropriate Assessment methods to use within a course incorporating the principles of Information Literacy. There are several types of research trail but, as far as the principles of information literacy are concerned, the type that fits the criteria best is the ‘reflective’ research trail. text/html 2009-04-16T16:50:29+01:00 http://infoteach.org/wiki/doku.php/rubrics?rev=1239897029 text/html 2007-08-06T13:07:18+01:00 http://infoteach.org/wiki/doku.php/sandbox?rev=1186402038 Use this page to experiment - remember the toolbar above will help you. text/html 2007-08-06T12:47:52+01:00 http://infoteach.org/wiki/doku.php/second_life?rev=1186400872 Second Life is a virtual world, where librarians can be found experimenting with this new technology. Info Island is a vary good place to start exploring in Second Life, not least because you can find lots of information to read there, and talk to helpful librarians. text/html 2007-08-06T12:47:12+01:00 http://infoteach.org/wiki/doku.php/software?rev=1186400832 Recommended software for e-learning projects: <http://www.horizonwimba.com/products/coursegenie/ Course Genie> - software that will convert Word files into content that can easily be used in a Virtual Learning Environment such as Blackboard or WebCT. Course Genie turns your document into a series of navigable web pages and can incorporate self-testing options. Ideal for tutorials that do not rely on formal assessment. A downside of Course Genie is that it is not a WYSIWYG (what you see is what … text/html 2010-07-01T19:37:05+01:00 http://infoteach.org/wiki/doku.php/start?rev=1278009425 Infoteach is intended to be a dynamic information base on teaching and learning in a library or information context. Originally developed as part of a UK National Teaching Fellowship project, the aim of Infoteach is to play a part in enabling librarians and information workers, in every sector, to be competent teachers and facilitators of learning. Infoteach is not about Information Literacy or Information Skills - it is about the teaching of these things. text/html 2007-08-06T12:45:02+01:00 http://infoteach.org/wiki/doku.php/teaching_environment?rev=1186400702 The teaching surroundings can either encourage or discourage learning,and when planning a teaching session it is worth considering the following points: • Information Literacy instruction is usually conducted in either a lecture theatre or in a PC training room, both environments where the seating cannot be re-arranged physically. However, with student groups smaller than the number of seats available, it will be up to you to arrange where students sit to ensure the best learning environment… text/html 2007-08-06T11:36:54+01:00 http://infoteach.org/wiki/doku.php/tour?rev=1186396614 Touring has had something of a bad press, provoking visions of dejected, bored students being dragged around a library during Inductionweek when they would much rather be somewhere else or perhaps the groups of tourists clogging up pavements behind a guide holding an umbrella. However, I believe that they do have a place in an Induction programme - providing that they aren't the only thing that you do. So why should you reconsider the tour option? text/html 2007-08-06T12:07:44+01:00 http://infoteach.org/wiki/doku.php/triangulate?rev=1186398464 Triangulation, in our context, means looking at your teaching and learning from a variety of angles and taking account of the different responses to inform your activity. For example, in Auditing your learners you should consider the needs of learners and the person who booked them. You might also include your colleagues, your IT support or similar before you put together a session. text/html 2007-08-06T12:46:23+01:00 http://infoteach.org/wiki/doku.php/tutorials?rev=1186400783 Tutorials these days often refers to Online Information Literacy tutorials. A very good example would be [TILT <http://tilt.lib.utsystem.edu/> ], the Texas Information Literacy Tutorial. This could be regarded as the 'mother' of information literacy online tutorials as many others have adapted and adopted TILT for their own iterations. Certainly this author used TILT as one element to fast track the South Australian TAFE Information Literacy project //www2.tafe.sa.edu.au/lili/ in 2003. I hope o…