I just read this interesting article from C&R Libraries about a flipped infolit class.
The flipped classroom: Assessing an innovative teaching model for effective and engaging library instruction
College & Research Libraries News
vol. 75 no. 1 10-13
Also of interest:
Four quick flips: Activities for the information literacy classroom
Ilka Datig and Claire Ruswick
College & Research Libraries News
vol. 74 no. 5 249-257
This just in:
The MAGIC of Web Tutorials: How One Library (Re)Focused its Delivery of Online Learning Objects on Users
Amanda Nichols Hessa
Journal of Library & Information Services in Distance Learning
Volume 7, Issue 4, 2013
Oakland University (OU) Libraries undertook an assessment of how to leverage its resources to make online tutorials more focused on users’ needs. A multi-part assessment process reconsidered Web tutorials offerings through the lenses of faculty and staff feedback, literature review, and an analysis of other universities’ online tutorial offerings. From there, OU’s e-Learning and Instructional Technology Librarian developed the MAGIC guidelines (Manageable, Available, Geared at users, Informative, Customizable) to resituate OU Libraries’ online tutorials and place users at the center. Putting MAGIC into practice meant integrating Web tutorials at points-of-need, identifying and sharing essential information, and engaging students in the learning whenever possible.
Keywords: Web tutorials, online learning objects, university libraries, online learning, library services, information literacy
Anthropy, A. (2012). Rise of the videogame zinesters : How freaks, normals, amateurs, artists, dreamers, dropouts, queers, housewives, and people like you are taking back an art form (Seven Stories Press 1st ed.). New York: Seven Stories Press.
As far as essays go, this reads like a novel. I could hardly put it down, Anna frames making games as something anyone can (and should) do, so one feels like they are the protagonist in this story. The text as a slight self-help or therapeutic slant, but I quickly got over that (it is, after all, part of the DIY you-can-do-it-too message).
Here are some of the things that stuck as really interesting:
In writing about the problem with videogames in the first chapter, Anna asks a very astute question: “what are games good for” and posits that “non-professionals” should think about games (p. 20):
because different forms are suited to different kinds of expression, and some are more effective at communicating in certain ways than others. Broadly, films and photographs are best sited for communicating action and physical detail. Novels are best suited for communicating internal monologue and ambiguity.
What are games best suited for? Since games are composed of rules, they’re uniquely suited to exploring systems and dynamics. Games are especially good at communicating relationships; digital games are most immediately about the direct relationship between the player’s actions or choices and their consequences. Games are a kind of theatre in which the audience is an actor and takers on a role – and experiences the circumstances and consequences of that role. It’s hard to imagine a more effective way to characterize someone than to allow a player to experience life as that person (p.20)
In chapter 3 further examining what are games good for, Anna establishes that “a game is an experience created by rules” (emphasis in her text). Using the games of Tag, Tetris and chess (european and viking), Anna highlights these characteristics of games, such as creating “house rules” (on-the-fly variations to a game).
In digital games, the computer keeps the rules. The computer tracks all the numbers. Digital Games therefore have much greater control over what information the players have access to, making video games capable of much greater ambiguity than board or card games. (p. 52)
This ambiguity allows for more complexity and assists in “telling stories” (id). In fact,
the format of the videogame-which lets rules be changed and introduces over the course of the experience, and which lets the author hide the causes for events and show only the effects-lends itself more easily to an overt, sustained narrative than any physical game format.
Because the rules are kept by the machine, the rules in digital games tend to be more numerous and more subtle. (p.52)
Through playing the game, the player develops a sense of the limits and subtleties of these hidden rules. This interaction between the player and the game, dependent on the game’s hiding information, gives digital games their special capacity for subtlety and nuance. (p.53)
I like the discussion surrounding folk games (like Tag), commercial games (Anna refers mostly to high-budget commercial games, such as first-person shooter games or elaborate adventure games, as the archetype of this category), role-playing games (such as in-person dungeons and dragons) and “zine” games. But you have to wait until chapter 5 (“the new videogame”) for Anna to get to talk directly about the role of the author of a game (at p. 102).
For example, in commercial games, the producer has the most impact on the narrative structure of a game, but they are the most removed from the actual creation of it as huge teams are deployed in their creation. In folk games, the author is all but forgotten, as the game has entered into our common cultural experience. Rarely are authors of games known or remembered for their contribution.
Chapter 7 (“by your bootstraps”) gets into suggested steps involved in designing a game:
Task #1: Choose a tool (p.144)
Task #2: Introduce a Character (p. 145) [the protagonist or the player]
Task #3: Teach your Character to do something (p. 146) [using the simple “subject” (player) “verb” (action) “object” (thing) structure, such as “Mario jumps over a flame-throwing flower”]
Task #4: Introduce a second Character (p. 147) which could help or hinder the player…
Task #5: Make some Noise (p. 149) [add sound effects which could assist the player understand the consequences of their actions and help narrating the story]
Task #6: Round out the player’s vocabulary (p. 150) [add more verbs that the player can use: run, throw, sink…]
Task #7: Design a level (p. 151) “I am using level to mean the sequence of events the player has to negotiate using her vocabulary of verbs”
Task #8: Finish the story (p. 154) [end, start, screens…]
Task #9: Have someone play it, then change it (p. 156)
Task #10: Distribute your game
Task #11: Make another game [better, different, experiment]
I already covered some tools (also here, in my French blog) one could use to create videogames, but Anna adds a few others (at p. 163, appendix A):
– Kilk & Play the Games Factory from ClickTeam
– Inform 7
– Wariorware D.I.Y. (for Nintendo DS)
– Knytt Stories (level maker)
– ZZT (DOS based ASCII game maker).
Here are some books that a colleague from our Center for Teaching and Learning has recommended:
Call Number LB2361 P6813 2009eb
Author Power, Michaël
Title A designer’s log [electronic resource] : case studies in instructional design / by Michael Power
Publisher Edmonton [Alta.] : AU Press, c2009
Call Number LB 1027.23 C24 2011
Author Caulfield, Jay, 1949-
Title How to design and teach a hybrid course : achieving student-centered learning through blended classroom, online, and experiential activities / Jay Caulfield ; foreword by Alan Aycock
Edition 1st ed
Publisher Sterling, Va. : Stylus Pub., 2011
Also found this one through the xEDBook blog:
Teaching and learning at a distance : foundations of distance education by Michael Simonson … [et al] atPearson/Allyn & Bacon (the 5th edition seems to be the most current one).
You may already know that I have been working on a series of training videos for undergraduate business students – essentially an information literacy program for the John Molson School of Business at Concordia University. These videos aim to present research skills and eventually a reflective model on information seeking and use behavior.
To assist me in this process, I’ve created an open bibliography on the subject of business information literacy, covering recent peer-reviewed articles on the subject. Here is the contents of the folder, as of today:
Alessia Zanin-Yost. Designing information literacy: Teaching, collaborating and growing. New Library World, 113(9), 448-461.
Anna, M. J., Sproles, C., Detmering, R., & English, J. (2012). Library instruction and information literacy 2011. Reference Services Review, 40(4), 601-703.
Booker, L. D., Detlor, B., & Serenko, A. (2012). Factors affecting the adoption of online library resources by business students. Journal of the American Society for Information Science and Technology, 63(12), 2503-2520.
Borg, M., & Stretton, E. (2009). My students and other animals. or a vulture, an orb weaver spider, a giant panda and 900 undergraduate business students …Journal of Information Literacy, 3(1)
Broadhurst, D. (2010). Never mind the width, feel the quality: The provision of library services to a global business school. Business Information Review, 27(3), 144-151.
Brody, R. (2008). The problem of information naïveté. Journal of the American Society for Information Science and Technology, 59(7), 1124-1127.
Campbell, D. K. (2011). Broad focus, narrow focus: A look at information literacy across a school of business and within a capstone course. Journal of Business & Finance Librarianship, 16(4), 307-325.
Carlson, J., Fosmire, M., Miller, C. C., & Nelson, M. S. (2011). Determining data information literacy needs: A study of students and research faculty. Portal: Libraries & the Academy, 11(2), 629-657.
Catts, R., & Lau, J. (2008). Towards information literacy indicators: Conceptual framework paper. Paris : France: U.N.E.S.C.O.
Conley, T. M., & Gil, E. L. (2011). Information literacy for undergraduate business students: Examining value, relevancy, and implications for the new century.Journal of Business & Finance Librarianship, 16(3), 213-228.
Cooney, M. (2005). Business information literacy instruction. Journal of Business & Finance Librarianship, 11(1), 3-25.
Crawford, J., & Irving, C. (2009). Information literacy in the workplace: A qualitative exploratory study. Journal of Librarianship and Information Science, 41(1), 29-38.
Decarie, C. (2012). Dead or alive: Information literacy and dead(?) celebrities. Business Communication Quarterly, 75(2), 166-172.
Detlor, B., Julien, H., Willson, R., Serenko, A., & Lavallee, M. (2011). Learning outcomes of information literacy instruction at business schools. Journal of the American Society for Information Science and Technology, 62(3), 572-585.
Detmering, R., & Johnson, A. M. (2011). Focusing on the thinking, not the tools: Incorporating critical thinking into an information literacy module for an introduction to business course. Journal of Business & Finance Librarianship, 16(2), 101-107.
Devasagayam, R., Johns.-Masten, K., & McCollum, J. (2012). Linking information literacy, experiential learning, and student characteristics: Pedagogical possibilities in business education. Academy of Educational Leadership Journal, 16(4), 1-18.
Dubicki, E. (2010). Research behavior patterns of business students. Reference Services Review, 38(3), 360-384.
Emmett, A., & Emde, J. (2007). Assessing information literacy skills using the ACRL standards as a guide. Reference Services Review, 35(2), 210-229.
Fiegen, A. M., Cherry, B., & Watson, K. (2002). Reflections on collaboration: Learning outcomes and information literacy assessment in the business curriculum.Reference Services Review, 30(4), 307-318.
Fiegen, A. M. (2011). Business information literacy: A synthesis for best practices. Journal of Business & Finance Librarianship, 16(4), 267-288.
Frau-Meigs, D., & Torrent, J. (2009). Mapping media education policies in the world: Visions, programmes and challengesUnited Nations Alliance of Civilizations; U.N.E.S.C.O.
Furno, C., & Flanagan, D. (2008). Information literacy: Getting the most from your 60 minutes. Reference Services Review, 36(3), 264-271.
Gilinsky, J., Armand, & Robison, R. (2008). A proposed design for the business capstone course with emphasis on improving students’ information competency.Journal of Management Education, 32(4), 400-419.
Gross, M., & Latham, D. (2012). What’s skill got to do with it?: Information literacy skills and self-views of ability among first-year college students. Journal of the American Society for Information Science and Technology, 63(3), 574-583.
Gunn, M., & Miree, C. E. (2012). Business information literacy teaching at different academic levels: An exploration of skills and implications for instructional design.Journal of Information Literacy, 6(1)
Hesseldenz, P. (2012). Information literacy and the evolving MBA degree. Journal of Business & Finance Librarianship, 17(4), 287-299.
Hoffmann, D. A., & LaBonte, K. (2012). Meeting information literacy outcomes: Partnering with faculty to create effective information literacy assessment. Journal of Information Literacy, 6(2)
Horton, F. W. J. (2007). Understanding information literacy: A primer. Paris : France: U.N.E.S.C.O.
Hsin-Liang Chen, & Williams, J. P. (2009). Pedagogical design for an online information literacy course: College students’ learning experience with multi-modal objects. Canadian Journal of Information & Library Sciences, 33(1), 1-37.
Julien, H., Detlor, B., Serenko, A., Willson, R., & Lavallee, M. (2011). Preparing tomorrow’s decision makers: Learning environments and outcomes of information literacy instruction in business schools. Journal of Business & Finance Librarianship, 16(4), 348-367.
Julien, H., & Given, L. M. (2002). Faculty-librarian relationships in the information literacy context: A content analysis of librarians’ expressed attitudes and experiences. Canadian Journal of Information & Library Sciences, 27(3), 65-87.
Katz, I. R., Haras, C., & Blaszczynski, C. (2010). Does business writing require information literacy? Business Communication Quarterly, 73(2), 135-149.
Kirkwood, H., & Evans, K. (2012). Embedded librarianship and virtual environments in entrepreneurship information literacy: A case study. Journal of Business & Finance Librarianship, 17(1), 106-116.
Lahlafi, A. E., Rushton, D., & Stretton, E. (2012). Active and reflective learning initiatives to improve web searching skills of business students. Journal of Information Literacy, 6(1)
Latham, D., & Gross, M. (2011). Enhancing skills, effecting change: Evaluating an intervention for students with below-proficient information literacy skills. Canadian Journal of Information & Library Sciences, 35(4), 367-383.
Leigh, J. S. A., & Gibbon, C. A. (2008). Information literacy and the introductory management classroom. Journal of Management Education, 32(4), 509-530.
Lieberthal, S. P. (2009). Teaching undergraduate business students to access public company information: Assessing students‚Äô use of library resources. Journal of Business & Finance Librarianship, 14(3), 230-247.
Martz, B., Braun, F., & Hughes, J. (2011). Business informatics and the information systems perspective: Implementing the IS 2010 curriculum. Journal of Business & Finance Librarianship, 16(3), 229-242.
McKinney, P., & Sen, B. A. (2012). Reflection for learning: Understanding the value of reflective writing for information literacy development. Journal of Information Literacy, 6(2)
Md Zahid, H. S. (2011). Information literacy competency of freshman business students of a private university in bangladesh. Library Review, 60(9), 762-772.
Michelle, K. D., & Michael, T. O. (2011). Formative assessment: Transforming information literacy instruction. Reference Services Review, 39(1), 24-41.
Mottaghifar, H. (2011). Systematic library instruction in academic libraries: Cooperative learning. Interdisciplinary Journal of Contemporary Research in Business,3(7), 1181-1190.
Nazari, M. (2011). A contextual model of information literacy. Journal of Information Science, 37(4), 345-359.
Nazari, M., & Webber, S. (2012). Loss of faith in the origins of information literacy in e-environments: Proposal of a holistic approach. Journal of Librarianship and Information Science, 44(2), 97-107.
Payne, P., Crawford, J., & Fiander, W. (2004). Counting on making a difference: Assessing our impact. VINE, 34(4), 176-183.
Polkinghorne, S., & Wilton, S. (2010). Research is a verb: Exploring a new information literacy–embedded undergraduate research methods course. Canadian Journal of Information & Library Sciences, 34(4), 457-473.
Salisbury, F., & Sheridan, L. (2011). Mapping the journey: Developing an information literacy strategy as part of curriculum reform. Journal of Librarianship and Information Science, 43(3), 185-193.
Scharf, D., Elliot, N., Huey, H. A., Briller, V., & Joshi, K. (2007). Direct assessment of information literacy using writing portfolios. Journal of Academic Librarianship,33(4), 462-477.
Scott, M. (2009). Guidelines for broadcasters on promoting user-generated content and media and information literacy. London : England: Commonwealth Broadcasting Association; U.N.S.C.O.
Senior, H., Wu, K., Martin, D. M., & Mellinger, M. (2009). Three times a study: Business students and the library. Journal of Business & Finance Librarianship, 14(3), 202-229.
Serenko, A., Detlor, B., Julien, H., & Booker, L. D. (2012). A model of student learning outcomes of information literacy instruction in a business school. Journal of the American Society for Information Science and Technology, 63(4), 671-686.
Simon, C. (2009). Graduate business students and business information literacy: A novel approach. Journal of Business & Finance Librarianship, 14(3), 248-267.
Strittmatter, C. (2012). Developing and assessing a library instruction module for a core business class. Journal of Business & Finance Librarianship, 17(1), 95-105.
Toby, L. M. (2006). New forms of information literacy. Reference Services Review, 34(1), 156-163.
Tooman, C., & Sibthorpe, J. (2012). A sustainable approach to teaching information literacy: Reaching the masses online. Journal of Business & Finance Librarianship, 17(1), 77-94.
Walsh, A. (2009). Information literacy assessment: Where do we start? Journal of Librarianship and Information Science, 41(1), 19-28.
Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K., & Cheung, C. (2011). Media and information literacy curriculum for teachers. Paris : France: U.N.E.S.C.O.
Xue Zhang, , Majid, S., & Foo, S. (2010). Environmental scanning: An application of information literacy skills at the workplace. Journal of Information Science,36(6), 719-732.
Yuhfen, D. W., & Susan, L. K. (2006). Teaching faculty’s perspectives on business information literacy. Reference Services Review, 34(1), 86-96.
You can access my open bibliography on business information literacy to download these records directly in your favorite reference manager.
Also, please let me know if anything is missing – the comments are open !
“To flip” is getting a new definition in the education setting: that of delivering lectures via video or other out-of-classroom vehicles and using class time for exercises and other active learning exercises. At least, that’s my sense for a series of articles discussing the developments around Kahn Academy.
First off, Clive Thompson provides a fascinating description of the initiative in August 2011’s Wired Magazine. In a nutshell, Kahn Academy provides free training videos and exercises mainly in the math, sciences or economics fields and has been deploying classroom “operating systems” or dashboards that allow teachers to monitor in real-time the progress of each student. As Thompson points out,
Khan’s videos are anything but sophisticated. He recorded many of them in a closet at home, his voice sounding muffled on his $25 Logitech headset. But some of his fans believe that Khan has stumbled onto the secret to solving education’s middle-of-the-class mediocrity. Most notable among them is Bill Gates, whose foundation has invested $1.5 million in Khan’s site. “I’d been looking for something like this—it’s so important,” Gates says. Khan’s approach, he argues, shows that education can truly be customized, with each student getting individualized help when needed.
Not everyone agrees. Critics argue that Khan’s videos and software encourage uncreative, repetitive drilling—and leave kids staring at screens instead of interacting with real live teachers. Even Khan will acknowledge that he’s not an educational professional; he’s just a nerd who improvised a cool way to teach people things. And for better or worse, this means that he doesn’t have a consistent, comprehensive plan for overhauling school curricula.
More recently, The Economist offers a few articles this week on the subject of education reform (The great schools revolution ), education theory (The horse before the cart) and Kahn Academy (Flipping the classroom).
I have to admit that Kahn Academy is the main inspiration behind the library training videos I’ve built for the John Molson School of Business (with the invaluable help of John Bentley, at Concordia University’s Center for Teaching and Learning).