ACRL VWIG Program March 16, 2014

"Discussion of the ACRL Draft Framework for
Information Literacy Standards in Higher Education"

March 16, 2014

Esther Grassian  Information Literacy Consultant & Distinguished Librarian (UCLA)

 

Esther Grassian (Alexandria Knight in SL) moderated and presented at this program to get feedback on the newly proposed ACRL Framework for Information Literacy in Higher Education Standards.  The goal was to see what librarians and educators thought of part 1 of the draft, and for the VWIG to provide feedback to ACRL based on the comments and feedback of attendees.

Esther provided a history and review of the existing Information Literacy standards which were issued by ACRL in 2000 as the Competency Standards for Higher Education.  She pointed out that there was a lot of initial resistance to using the Information literacy as opposed to Bibliographic instruction.  It's generally accepted that Information Literacy includes and expands on the activities that make up Bibliographic Instruction. These skills focus on cognitive skills, are generic and are

The new draft standards focus on 2 concepts:  "Metaliteracy"  & "Threshold Concepts".  It also attempts to include dispositions or an affective component to balance out the cognitive approach of the existing standards. The draft propose 4 generic Information Literacy Threshold concepts:

-Format as Process

-Authority is constructed & contextual

-Information as a commodity

-primary sources & disciplinarity

The consensus of the group was that they favored the inclusion of the "disposition" affective aspects of learning in the new standards.  There was however, much confusion over thresholds and we felt it needed further elaboration and discussion.  Also we felt the draft should provide more guidance on how to deal with subjects that cross disciplines.    In fact, there were questions raised about whether or not the proposed threshold concepts really affected what librarians have to do.  It was agreed that librarians are faced with teaching Information Literacy in a culture that focuses more on content production and disposable media.

 

The concensus of the group was that a complete revision of the existing Information Literacy Standards was a good idea.  It was hoped that new standards would include much of the old standards as a basic concepts section.  Suggestions to be forwarded to ACRL include; using simpler language with less jargon; removing the theoretical parts from the body of the draft and including it as a separate section; expanding the glossary; and offering examples of self-reflection and assessment.

Esther's slide show and bibliography are available here:

Slide show

Bibliography

San Jose State University Colloquia Series Program March 6, 2014

San Jose State University SLIS/VCARA Virtual Worlds

Panel Discussion on

"Learning & Creating in Second Life"

March 6, 2014

VCARA Amphitheater in Second Life

This panel discussion by students in the Library & Information Sciences program at San Jose State University who have taken or worked on courses by Lori Bell and Pat Franks on  "Living in Tudor Times" or "Birth of the Renaissance" during 2013/2014. 

 Marie Vans (Amvans Lapis in Second Life) moderated the program which had 4 presenters speaking on a variety of topics and which focused on what it is like to be a student in Second Life.

 

 Chris Nelson (Snow Scarmon in SL), presented "Finding Your Inner Avatar".  Her talk focused on personal identification with ones' Second Life avatar as an extension of self.  She pointed out that this was an important component of immersive learning.

 Snow spoke about what Second Life is and isn't.  She pointed out that the "hook" for most people happens when they begin to identify with their avatars. This is what allows them to connect to other people, and ultimately that is what an immersive environment is about.

 Marie Vans (Amvans Lapis in Second Life) next spoke about documenting experiences in virtual worlds.  She pointed out that, aside from course assignments there are many reasons and several modes for doing so. 

Among the reasons for doing it; you might want to recreate a place for another event, to capture spontaneous events such as class presentations, social events or even to record builds that no longer exist. 

 Also important is to capture your own work and experiences in virtual worlds.

 Amvans recommended that students in virtual worlds  document their educational experiences using photos and machinma.  She gave some very useful tips about creating photos and videos (including recommendations for some video editing programs.)  She finished by pointing out that documenting allows you to keep a record of your work and experiences outside of the virtual world in which they were created.

Sarah Fihe (Sarah Bookworm in SL) was up next to speak about the value of in-world "field trips" in virtual learning courses.  She pointed out that the field trips help make her Second Life experience a richer, more fulfilling and meaningful learning experience.

 The field trips help students move beyond their "comfort zones", helped to demonstrate the power of virtual learning environments and overall, made the learning experience (and Second Life) more meaningful.

 

She talked about her experiences visiting different types of environments in Second Life.  These included interactive museums & libraries, historical role-playing sims and immersive learning simulations.  She pointed out that visiting builds such as the U.S. Holocaust Museum, and historical role-playing sims added a depth and connection that allows students to actually experience historical events.   These interactive field trips broaden the learning experience for students and helped make stale facts more accessible to students.  The interaction and immersion these learning environments  provide to students help make them among the most powerful educational experiences in virtual worlds.  In conclusion, Sarah pointed out that one of the true powers of virtual worlds is that they allow students to be truly immersed in whatever it is they are studying.  They can reinforce learning and offer students experiences outside the confines of a classroom.

 Sarah Walker (Veronica Gambara in SL) was the next presenter.  She focused on ways that educators who are considering using virtual worlds could make this experience more powerful and less difficult for students.  She discussed methods for improving the experience for students.

She pointed out that it's very important to be clear and honest about what's involved in participating in a course in a virtual world.  There is a steep learning curve, computer/technical requirements.  She suggested that instructors consider giving in world orientation sessions before registration.  A pre-class training session helps to alleviate student anxiety to learning about virtual activities. She also recommended places in world that provide Second Life orientations to students.

She also provided tips for structuring classes such as leaving time for exploration, discussion and social interaction.  She also wisely suggested preparing backup plans in case there are any technical difficulties with voice or sound. Such issues are commonplace in world and its best to be prepared for them just in case.

Sarah emphasized the importance of remembering how frustrating and intimidating virtual worlds can be when you're new at them.  It important that student understand that the experience may be frustrating.  Instructors should encourage student to help one another, and they should take advantage of the culture of helping that pervades Second Life.  She ended by pointing out that, while teaching can be a challenge in virtual worlds, the payoffs and accomplishments can be as rewarding as traditional classes.