Please use this identifier to cite or link to this item:
|Title: ||Do librarians like to learn online?|
|Authors: ||Boden, Debbi|
|Issue Date: ||2008|
|Publisher: ||© International Federation of Library Associations and Institutions|
|Citation: ||BODEN, D. and STUBBINGS, R., 2008. Do librarians like to learn online? [Paper presented at:] World Library and Information Congress : 74th IFLA General Conference and Council. "Libraries without borders : navigating towards global understanding." 10-14 August 2008, Québec, Canada. 163, E-learning Discussion Group|
|Abstract: ||Information skills, academic literacy, information fluency and information
literacy – the terminology have caused considerable debate in the UK, but in
what ever guise information literacy appears it is having a huge impact on the
role of librarians. It is now seen as one of the major keys to problem solving
and life long learning.
A considerable amount of resources in the UK higher education (HE) library
sector is put towards enhancing student’s information literacy skills. Teaching
has therefore become a core part of a librarian’s role. Courses are being
designed and delivered by library staff to students in various formats including
face-to-face, online, blended learning, in formal classroom time and informally
on the enquiry desk. Library staff, both professional and non professional, are
expected to have an understanding on the concepts of information literacy
and online learning so that they can become effective teachers either in the
classroom or at the enquiry desk. The question is, how do library staff acquire
these skills and how do they view their roles in relation to information literacy?
Having recognised that information literacy is no longer just the province of
HE, but as an essential part of life long learning and digital citizenship, library
schools are beginning to recognise a need for information literacy within the
curriculum. They are not however, actively developing librarians teaching
skills, library staff tend to obtain these skills through trial and error, short
courses and professional teaching qualifications. In addition, few library
oriented continuing professional development programmes in the UK provide
elements of online learning, so it is difficult to experience online learning as a
student. To overcome this, the CILIP Community Services Information
Literacy sub-group have created two online modules which are aimed at
enquiry desk staff and at those who are teaching Information literacy in a
more formal environment.
1. POP-i and LolliPop were designed to assist enquiry desk staff in
enhancing their own information literacy skills so that they can then
assist readers in becoming independent information seekers. POP-i
was piloted by Bradford Public Libraries. LolliPop was piloted by two
university libraries in the UK. Both are being adapted by other HE
institutions and public libraries.
2. SirLearnaLot aims to help library staff enhance their understanding of
pedagogy so that they can feel confident in designing and delivering
courses to students. SirLearnaLot will be piloted in the very near future
by at least two university libraries.
Both courses are written in HTML format which facilitates them being used in
any Virtual learning Environment. Both programmes will be freely available
under a Creative Commons License.
This paper will outline:
a) how POP-I and LolliPop were piloted with library staff
b) how the modules were evaluated
c) staff feedback re content and their online learning experience
c) how similar / dissimilar library staff are in relation to their learning
d) how the feedback has impacted on the design and delivery of the
modules, so the needs of the learner is paramount.|
|Description: ||This is a conference paper. It is also available at: http://www.ifla.org/IV/ifla74/index.htm|
|Appears in Collections:||Conference Papers (Library)|
Files associated with this item:
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.