Week 12-13 - Information Literacy Guide
Learner Population:
Adult Learners in a corporate blended learning environment –
Determining what training opportunities are available to them.
This information literacy guide should be used to introduce
adult learners to learning technologies which make up a large portion of our
blended learning environment.
This guide will provide links to resources, videos,
assessments, scenarios, and activities.
Learning Theories:
Computer literacy, media literacy, network literacy, digital
literacy, internet literacy, visual literacy, information security…
Learning Outcomes:
• Learners
will be able to use the learning management system to locate training
opportunities
• Learners
will be able to search the course catalog to view various training
opportunities and delivery methods
• Learners
will be able to use emerging technologies, social media, and other new media
and new technologies to enhance their overall learning experience.
• Learners
will be able to evaluate training through ratings and reviews of training
courses.
• Learners
will be able to apply knowledge, information and best practice to their job.
Throughout my research related to Information Literacy, it
seems there are certain consistent and common components related to various
information literacy guides including planning, organizing, finding resources,
evaluating, and sharing of information.
Information literacy helps to determine what information sources are
reliable sources. This skill is important in both school and business.
Accessibility to information can be overwhelming. The Internet provides access to a multitude
of sources – not all being reliable courses. For adults, teens, and young
learners, there is no limit to the sources available to them. Using technology and new media, the Internet,
blogs, and social media make finding information instantaneous.
According to the University of Idaho, information literacy
is defined as “the ability to identify what information is needed, understand
how the information is organized, identify the best sources of information for
a given need, locate those sources, evaluate the sources critically, and share
that information. It is the knowledge of commonly used research techniques”
(Uidaho).
The website ReadingRockets clarifies that information
literacy “center(s) on the basic communication competencies of accessing,
analyzing, evaluating and communicating information” (ReadingRocket).
Based on the 2011 version of The Seven Pillars Model, I will
outline the components of my information literacy guide:
Identify
• Assessment:
Conduct needs analysis to determine what is already known versus what skills
and knowledge needs to be acquired.
• Exercise:
Gain an understanding of what learning is available. Understanding of the
various delivery methods and learning opportunities available.
• What
information do I need to know? As a student? As an employee? (Information,
data, best practices, policies, company knowledge, job specific knowledge).
• Which
courses meet the various learning requirements?
• Videos:
overview of technology - how the learning can be completed, and what emerging
technologies are in place to support learning.
Assess/Scope
• Practice:
Using the Learning Management System (LMS).
• Practice:
How to search the training catalog for available training opportunities.
• Identify
knowledge and gaps
Plan
• Searching
the catalog
• Evaluating
delivery method options (web-based training (synchronous and asynchronous),
instructor led, Video, Simulations, Case Studies etc)
• Determine
areas for training (ie safety, ethics, leadership, sales, etc)
Gather
• Adding
training to the learning plan
• Enrolling
in training
• Using the
catalog to evaluate training. Read course abstracts and attributes.
• YouTube,
podcasts, wikis, webpage, Twitter, various blogs, training calendar, videos,
Facebook/social media, LinkedIn….
• Content,
lesson plans, tutorials, guides.
• Best
Practices
Evaluate
• Determine
if selected training suited individual needs.
• Measure
completions/compliance for required learning
• Completed
quizzes and assessments
• Measure
transfer of knowledge
• Rating
and reviews for courses
• Learner
evaluations
• Rubrics
to measure skill sets and competencies
• Who do I
contact with questions, issues, and concerns
Manage
• Understanding
of internet safety, confidential information, information security, and other
policies related to use of social media.
• Apply
knowledge learning to their jobs or personal development
Present
• Express
information learned
• Prepare
documentation
• Develop
case studies
• Mentor/mentee
program to share knowledge
Resources:
Below are videos related to blended learning:
References
Reading Rocket. Teaching Information Literacy Skills.
Retrieved April 4, 2015.
http://www.readingrockets.org/article/teaching-information-literacy-skills
The SCONUL Seven Pillars of Information Literacy. Retrieved
April 4, 2015. http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
University of Idaho. Information Literacy. Retrieved April
3, 2015. http://www.webpages.uidaho.edu/info_literacy/
Hi! Just reviewed your literacy guide. I can see that the LMS is the starting point for the user and through it there seems to be many options in the Catalogue and in the Internet for courses to follow.
ReplyDeleteI was thinking that for the general public interested in pursuing personal or professional development through MOOCs then your Guide could also be useful to them, with little change. For example the starting point could be a website like http://www.coursetalk.com/subjects which aggregates information about many MOOC platforms and includes courses organized in a variety of ways.
If a learner used this as an entry point they could then select the courses and move through your Guide, essentially 'self-scaffolding' a whole course program, if that makes sense. What do you think?
Thanks for your Guide. M
Absolutely! The learner would be able to login to the learning management system, browse the catalog and other offerings, and either directly enroll into the courses or add them to their learning plan. I think this process would work for MOOC's as well. At my company, we do pre-register employees for specific requirements, but from there they are free to add courses as they wish. There are also recommended development path programs that they can follow.
ReplyDeleteThanks!
Cathy
Thanks Cathy-
ReplyDeleteI did my literacy guide for Adults too, one thing I didn't include which you did was practice and evaluation to my literacy guide. Thanks for the detailed descriptions, I'm going to make some changes based on what you did here for my actual project for my department at work that I'm using this for.
Cheryl
Thanks Cheryl - there is so much good information available on the topic of adult learners. SO much to learn!!! :)
ReplyDeleteCathy
Just wanted to share this. I am looking to buy a smartwatch and found this page. It is set us like a literacy guide. Thought it was interesting and very helpful!
ReplyDeletehttp://smartwatches.org/learn/finding-smartwatch-as-a-woman/
Hi Cathy. I have to admit, I was a little lost while reading your literacy guide. Not because it wasn't super specific and scaffold-ed in delivery, but because it is so different in approach to how I would teach a class....a concept driven arts based class for 9th grade art non-art students. I checked out the links you posted and they were super informative. I" walked away" from your guide feeling that I understand what blended learning is and SOME of its affordances.
ReplyDeleteGood luck, sounds like you have it on lockdown.
Thanks, JoAnna. My goal was to allow someone to walk away with a general understanding of what blended learning is and how adult learners can benefit from it. It doesn't necessarily lead the learner through a specific course, but provides general knowledge. Thanks for your feedback!
DeleteCathy