A Learning Object Approach for Designing Information Literacy Instructional Materials

IASL Annual Conference Proceedings ◽

10.29173/iasl8011 ◽

2021 ◽

Author(s):

Mark Meng

Keyword(s):

Information Literacy ◽

Literacy Instruction ◽

Learning Objects ◽

End Users ◽

Instructional Materials ◽

Learning Object ◽

Learning Resources ◽

Information Literacy Instruction ◽

Learning Contexts ◽

Instructional Content

The use of a Learning Object is a new concept in designing online instructional content. It values the creation of small lego-like instructional components (objects) that can be readily assembled, delivered and reused in multiple instructional and learning contexts. Unlike conventional tutorials, learning objects are designed for building a collection of learning resources that are not bound by a particular context or situation. Information literacy instruction lends itself well to the learning objects approach. With this approach, the tagging of lego-like objects allows matching objects with individual competency levels, hence provides greater flexibility and relevancy for end users. Other advantages of developing material to be reused as learning objects such as ease of update and search, customization, interoperability and increased value of content are discussed in relation to information literacy instruction.

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MILO - A Proposal of Multiple Intelligences Learning Objects

10.28945/3137 ◽

2007 ◽

Author(s):

Hamilton Matos ◽

Pollyana Mustaro ◽

Ismar Silveira

Keyword(s):

Instructional Design ◽

Multiple Intelligences ◽

Learning Style ◽

Adaptive Learning ◽

Learning Objects ◽

Learning Object ◽

Proof Of Concept ◽

Personal Learning ◽

Learning Contexts ◽

Instructional Content

Learning objects-driven approaches for the development of instructional content have been widely used to structure entire courses and repositories for distinct learning contexts. Nonetheless, their use is still done in a static, non-adaptive manner, since students are presented to prebuilt compilations of learning object having few or none relationship with its learning current conditions, history or personal learning style, which together compose the student momentum. This work presents an analysis of current instructional design and multiple intelligences theories in order to create learning objects that provide adaptive learning methods according to different students’ characteristics. Using technologies that allow such dynamic approaches, it was created -as a proof of concept - a learning object about the Pythagorean Theorem.

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Creating and Maintaining an Information Literacy Instruction Program in the Twenty-First Century

10.1533/9781780633718 ◽

2013 ◽

Cited By ~ 2

Author(s):

Nancy W Noe

Keyword(s):

Information Literacy ◽

Literacy Instruction ◽

First Century ◽

Information Literacy Instruction ◽

Twenty First Century

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Critical Pedagogy In Libraries: A Unified Approach

Journal of Critical Library and Information Studies ◽

10.24242/jclis.v1i1.15 ◽

2017 ◽

Vol 1 (1) ◽

Cited By ~ 1

Author(s):

Melissa M. Gustafson

Keyword(s):

Critical Pedagogy ◽

Information Literacy ◽

Literacy Instruction ◽

Information Science ◽

Academic Publishing ◽

Unified Approach ◽

Information Literacy Instruction ◽

Scholarly Communications ◽

Paolo Friere ◽

Foundational Work

Critical pedagogy originated in the social sciences during the mid-twentieth century with the foundational work of Paolo Friere. More recently in information science, James Elmborg and others have framed critical pedagogy through the lens of information literacy instruction. As a whole the philosophy is one which considers economic, political, and societal systems which influence the entire information life cycle from creation to consumption. Central to the adoption was the incorporation of learners as equals with valid and highly individualized experiences in academic discourse. Beyond information literacy instruction, critical pedagogy has the potential to also benefit and define the librarian's outreach and support role for the scholarly communications process. Scholarly communications encompasses both traditional academic publishing models (peer reviewed journals, conference presentations, etc.) and nontraditional channels (social media, open access, etc.) and is concerned with the information lifecycle as it relates to teaching research and scholarly work. In consideration of scholarly communications processes, issues of critical pedagogy including external market forces, privilege of information, systems of access, and consumption all play a defining role. A move to a more unified approach of critical pedagogy in libraries would highlight crucial issues of information literacy and scholarly communications while simultaneously augmenting the library's role across campus. The evolution of critical pedagogy in libraries is briefly discussed. Current scholarly communications practices in academic libraries as seen through the literature and by examining U.S. library websites is also reviewed. The author makes suggestions for meaningful inclusion of critical pedagogy in libraries through a unified approach to scholarly communications and information literacy programs.

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A Longitudinal Analysis of Information Literacy Instruction in Canadian Academic Libraries

Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI ◽

10.29173/cais290 ◽

2013 ◽

Author(s):

Heidi Julien

Keyword(s):

Longitudinal Study ◽

Information Literacy ◽

National Survey ◽

Longitudinal Analysis ◽

Academic Libraries ◽

Literacy Instruction ◽

The Third ◽

Information Literacy Instruction ◽

Étude Longitudinale ◽

Etude Longitudinale

This paper reports a longitudinal study of information literacy instruction (ILI) in Canadian academic libraries, focusing on how instruction is organized, delivered, and evaluated. Results of the third national survey (1995, 2000, and 2005) of ILI are detailed. This research is intended to increase understanding of and to improve ILI.Cet article présente une étude longitudinale sur la formation en recherche d’information (FRI) dans les bibliothèques universitaires canadiennes et est axé sur la manière dont la formation est organisée, offerte et évaluée. Les résultats du troisième sondage national (1995, 2000, 2005) de la FRI sont présentés en détail. Cette recherche est destinée à améliorer la compréhension de la FRI dans le but de son amélioration.

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