DULS Experience Dr S Majumdar Former University Librarian University of Delhi Presently Chief Librarian India International Centre UNESCOs document Global Media and Information Literacy Assessment Framework published in 2013 recognises ID: 200848
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Information Literacy ProgramDULS Experience
Dr. S.
Majumdar
Former University Librarian,
University of Delhi
Presently
Chief Librarian
India International CentreSlide2
UNESCO’s document “ Global Media and Information Literacy Assessment Framework ” published in 2013 recognises that
The
research and teaching of information literacy and media literacy have their roots within LIS
and media/civic studies disciplines respectively.
Historically
, information literacy is a well-established field that evolved from education courses and materials for library users.
Since
1974, the term information literacy has been used to emphasize the importance of access to information, the evaluation, creation and sharing of information and knowledge, using various tools, formats and channels. Slide3
“ Understanding Information Literacy: Primer of UNESCO”
written by Frost Woody Horton
Has been considered a basic document providing the insight on the Information Literacy issues
It says
:
People from all walks of life
have
come
to the conclusion that computers, the Internet, and hand-held wireless devices are driving today profound changes in the way pictures, voice, and information are being created, transmitted, accessed and stored.
But learning
computer and media technologies are not enough if nations, institutions and individuals are to reap the full benefits of the global knowledge societies.
Hence, information
literacy
that mean
to “empower people in all walks of life to seek, evaluate, use and create information effectively
for achieving
their personal, social, occupational and educational goals has become a new paradigm in the information and communication
landscape”.
Slide4
The Alexandria Proclamation recognises I L as the
“Beacons of the Information Society, illuminating the courses to development, prosperity and freedom”
The
Eleven Stages of the Information Literacy Life
Cycle
Stage
One:
Realize that a need or problem exists that requires
information
Stage Two to Four:
Know how to accurately identify and define the information
needed; determine and find the availability of needed information;
Stage
Five:
Know how to create, or cause to be created, unavailable information that you need;
Stage Six:
Know how to fully understand found information, or know where to go for help if needed to understand it
.
Slide5
The Eleven Stages of the Information Literacy Life Cycle
Stage Seven & Eight:
Know how to organize,
analyze
, interpret and evaluate information, including source reliability; and present the same in usable format
Stage
Nine:
Know how to utilize the information to solve a problem, make a decision or meet a need.
Stage
Ten & Eleven:
Know how to preserve, store, reuse, record and archive information for future
use and dispose that is no longer needed.
Slide6
Types of Skills
Conceptual
Skills :
each individual brings to the task of defining an information requirement, and then going about searching for the information, his or her own distinctive information style and conceptual framework
;
Practical, Hands-On Skills :
for utilizing a particular kind of information resource or tool, such as how to use a search engine, or use a spreadsheet software package, or prepare Power Point presentation.Slide7
Information Literacy Framework
UNIT 1: CONCEPTS AND APPLICATIONS OF INFORMATION LITERACY
UNIT 2: LEARNING ENVIRONMENTS AND INFORMATION LITERACY
The
Big 6 – guide to information problem-solving in six
stages :
1
. Task
definition; 2.
Information-seeking
strategies; 3
. Locate and
access ; 4
. Use of
information; 5
.
Synthesis; 6
. Evaluation:
UNIT 3: DIGITAL INFORMATION LITERACY
The
nature of online information
Exploring
computer hardware and software
Copyright
laws in the digital information age. Protecting computer software and electronic data
Digital
services, including machine translation, speech to text and audio transcription;
Learning
via the Internet (i.e. e-learning)
Digital
preservation and digital formatsSlide8
While IL Programs at Community level through Public Libraries should not be undermined;
The focus would be to provide an insight into the IL programs useful for students and teachers of Schools, Colleges and UniversitiesSlide9
IL Program at University of Delhi
With this background, I would like to share my experience in handling the IL
Programs
at University of Delhi from 2006 to
2010 (the formation period).
The
Programs
devised
by the Library System
has been recognised
and accepted by
the
Academic Community
and is continuing.Slide10
Size of the Outreach Program
Teachers
:
950
Departmental Level Teachers
College Teachers : 6000 College Teachers
PG
Students :
10500
PG Students in
various
Departments
Research
Scholars : 3800
Size
of the DU
Library Resources
:
Books
– 16 lakhs;
E-resources
--- about 56
databases
Number
of Libraries
-- 33
Staff Strength – about 500Slide11
Approach to IL
Class
Room for PG students at the beginning of the semester session
;
Orientation Programs
for Teachers at CPDHE;
Advanced Orientation Programs for Teachers at CPDHE;
IL
program
for College Librarians
Visit to Cluster of Colleges:
The
colleges selected are : Sri
Venkateswara
College;
Hindu
College;
Keshav
Mahavidyalaya
, Lady Irwin
College;
Shaheed
Rajguru
College of Applied Sciences for
Women;
Workshop
under the aegis of NASSDOC on Information Competency Programme for
doctoral
students in the Social Sciences, Humanities and Science disciplineSlide12
Departments Covered
Economics
Sociology
Management Studies and S.P. Jain Institute of Management
Geography
Psychology
Linguistics
East Asian Studies
Music
Operation Research
Computer Science
Statistics
Botany
Zoology
Adult Education
ACBR Slide13
2006
500 Post-graduate students;
150 Research
S
cholars;
About 100 Teachers of different colleges;
2007
657
P
ost-graduate
students and
Research
S
cholars
;
318
T
eachers
from different colleges;
and
66
L
ibrary Professionals from the DULS and Colleges
.Slide14
Department of Information Technology Recognised the Program
2007
A
grant of
Rs
. 7.20 lakhs to built an ICT Infrastructure for hands-on
practice to achieve following objectives:
To acquaint the users with the power of Internet;
To
acquaint
as to what is there on Internet related to their course of study;
To show how web resources could be of immense use in their academic pursuit and research;
To show the usefulness of various multimedia resources on web related to their syllabi;
Slide15
Objectives ……
To
promote the use of subscribed databases and its specific features;
To
acquaint with the various search techniques;
To
promote that Information Competency is for participants’ academic and vocational success and for lifelong learning;
To provide course-integrated instruction in collaboration with the faculty and in alignment with course objectives; Slide16
2008
40
IL Programs
in various departments and colleges;
30
E-Resource Orientation Programs;
08
Hands on Training;
02
one day workshops for research
scholars.
A total of 820 P.G. Students, 295 Research Scholars, 504 Faculty members, and 66 library
professionals
.
2009
51 IL Programs
in various departments and colleges
;
39 E-Resource Orientation Programs;
10
Hands on Training Sessions;
02
One Day Workshops for Research Scholars in Social Sciences.
A total of 956 P.G. Students, 295 Research Scholars, 857 Faculty members, and 66 library professionals have attended the ILP. Slide17
2010
60 IL Programs
in various departments and colleges;
47
E-Resource Orientation Programs;
10
Hands on Training Sessions;
03
One Day Workshops for Research Scholars in Social Sciences and
01
one day workshop for research scholars in Sciences
.
A total of 1282 P.G. Students, 526 Research Scholars, 869 Faculty members, and 66 library professionals have attended the ILP.
2011
74
IL Programs
in various departments and colleges
;
56
E-Resource Orientation programs;
10
Hands on Training Sessions;
07
One Day Workshops for Research Scholars in Social Sciences.
A
total of 2210 P. G. Students, 1079 Research Scholars, 985 Faculty members, and 167 library professional have attended the ILP.Slide18
Content
Introduction to IL Program
Information Sources : Print vs E-resources
Exposure to E-Resource Databases and Concept Mapping
Subject based Open
Access/Public Domain Resources
Searching Techniques
Bibliographic
Citations
One
day Workshops
with Hands
on Training
based on Syllabi
E-mail
Alerts
and End Notes
Copyright
and Plagiarism Issues
Virtual
R
eferencing
Citation
Analysis Databases
like Web
of Science and Scopus;
Exposure
to various online services
and tools available
through the DULS Web SitesSlide19
Kinds of SearchesSlide20
Online Tutorial
The DULS has been able to develop Online
Tutorial
on IL initially with 5 Modules:
MODULE
1 : BASIC COMPUTING
MODULE 2 : WEB BROWSER
MODULE 3 : ONLINE E-RESOURCES AND
SEARCHING
TECHNIQUES
MODULE 4 : WEB RESOURCES
MODULE 5 : CITATIONSSlide21
Online Objective Test
INSTRUCTION TO HANDLE OBJECTIVE QUESTIONS
ONE HAS TO CREAT AN ACCOUNT USING THEIR EMAIL
ID
AND PASSWORD.
TEXT IS AVAILABLE FOR READING AND THE QUESTIONS ARE BUILT UP BASED ON THE READINGS.
10 QUESTIONS IN EACH MODULE
RESULTS ARE INSTANT
50% OF THE ANSWERS SHOULD BE RIGHT TO SWITCH TO ANOTHER MODULE ELSE DO IT AGAIN.
EACH
TIME DIFFERENT SET OF QUESTIONS IN EACH MODULE.Slide22
Credit Point Course Another Milestone
The
Library has also received feedback after the completion of each programme and a close analysis of the total feedback
provided encouraging
figures and facts.
B
ased
on these feedbacks that the introduction of
Optional Credit
P
oint Course
was accepted in principle
The nomenclature of the course was rectified as
‘
Information
Literacy for Research
Competency (ILRC)’
Reading
materials
for various modules was developed.
As
a pilot
program, a 60
hours paid course
was introduced
on 7th August 2010Slide23
ILRC Pre- Course Test
The Pre-course
Questionnaire
was
designed to evaluate
the
individual participants’ knowledge on in
various aspects
of ICT and make necessary arrangements to groom them to
uniform
level, so that
the
course is easily and equally understood by
all including carrying out hands-on-practice.
It covered the issues like knowledge on:
Computing environment; File & Desktop Management; Word Processing; Cut , Copy & Paste; Printing; E-mailing; Basic Housekeeping Skills; Internet/ Intranet; Citations etc. Slide24
Credit Point Course Content
Content
Brief Description of the content.
Information Literacy
Definition, philosophy and overview, objective and purpose, standards, coverage and indicators, components, models, recent trends.
General Computer concepts
Introduction to computers, hardware, software, system software, application software, various operating systems, general purpose software suit like MS-Office.
Hands on practice
MS-Office
Basics of Networking & Internet
Networking concepts. Introduction, history, architecture, & components of Internet. WWW, e-mail management, etc.
Research Strategies
How to do a research?, research setting and design, critical thinking skills, formulation of research questions; identify research topics by applying critical thinking to research questions, identify keywords/ key ideas in the research questions.
SPSS
Basics of SPSS
Slide25
Credit Point Course Content
Hands on practice
Using SPSS for data analysis
Sources & Types of Information
Use of library, format of sources of information -print vs e-resources, and finding aids, popular vs scholarly journals. Library reference collection and services in print. Ordering materials from various sources (inter-library loan, for example) Library homepage familiarization activities (e.g., checking borrower information at the library via the homepage, asking librarians questions via virtual reference), Critical issues in scholarly communications.
Database concepts
Overview of databases, scope, coverage. Creation and updation of databases. SQL concepts. Review of database functions.
General Databases
Overview of databases, scope, coverage and search features, search result analysis and limiting, expanding the search results. Registering with data base(s).
Hands on Practice
With various general databases
Web Resources
Introduction to web resources. Subject directories, search engines, meta search engines. OAI, RSS,
wikies
, blogs, newsgroups & forums. Application of critical thinking skills to using web resources, evaluate web resources. Slide26
Credit Point Course Content
Hands on Practice
Using subject directories, search engines, meta search engines.
Online Resources & Searching Techniques
Features of online e-resources, Information Retrieval System, formulating a search strategy, recall vs relevance, search techniques, employing specific search techniques. Title, subject, author, keyword searches.
Hands on Practice
Formulating a search strategy, employing specific search techniques for online searching with examples.
Discipline specific databases(Two groups: Science and Social Science) optional
Overview of databases, scope coverage and search features, search result analysis and limiting expending the search result, registering with the data bases.
Hands on Practice
With various subject specific databases
Information use Ethics
Define plagiarism, what constitute plagiarism, how to aviode plagiarism, Demonstrate ethical use of information, copy right issues.
Group Discussion & Brain Storming
Plagiarism & Copy Right Issues
Citation Standards
Importance of citations, ranking system and standardization of bibliographical references using standard tools, various citation patterns and their use.
Reporting research
Writing research out come, drafting, editing and final communication.Slide27
Does the UNESCO
Framework
in
Promoting
IL is
Suitable
to
Indian
Condition
?
According to Internet World Stats : the Internet penetration as on 2013 is
still not more
than 15.8 per cent;
Nations
Priorities are different;
Inappropriate and imbalanced ICT infrastructure;
Large segment of students
compared to Western Countries are mostly unaware
of
many things which could give them an edge in advancement of their career.
e.g
.
Awareness about how to systematically pursue the knowledge paradigm; Slide28
IL course in Library Science Departments
O
ut
of 40 Library Science Departments whose course curriculum for MLISC level was analysed, only 11 have so far introduced IL in their program by mentioning its name except few departments which had given various segments of the IL course including the reading material.
But IL requires total practical approach. Hence, hands on practice is utmost important.Slide29
Who should undertake IL Course
Does Involving
teachers who have little knowledge about the inter-connected relevance of various topics taught in Library Science Schools which is the backbone of effective IL
programs will yield desired result ?
Why
not explore the possibility of having a Library Science trained teacher posted in every school to take on the IL courses beginning from
Plus
two
levelSlide30
HENCE !
Bring
out the IL
Program
from
Plus Two Level
so
that by the time student reaches to PG level he/ she is in a position to comprehend on the ways and means to explore the knowledge
paradigmSlide31
LET US THINK
ABOUT THE FUTURE OF
YOUNG MIND
?
EMPOWER THEM