This presentation was delivered by Carol Perry, Jenny Marvin and M.J. D'Elia (me) at the OLA SuperConference 2009 in Toronto. Here's the description from the program: Librarians commonly encounter ‘guest speaker syndrome’ when they’re invited to deliver instructional sessions: the content may be interesting and useful, but students often view the session as supplemental to the course. This presentation will focus on strategies used in the Information Management course at the University of Guelph to demonstrate how an embedded approach can encourage students to access, evaluate and use information effectively.

1. Habits of Information Literacy: An Embedded Approach to Instruction OLA 2009 Jennifer Marvin, GIS Librarian Carol Perry, Government Publications Librarian M.J. D’Elia, Marketing & Consumer Studies Librarian

2. Information Literacy framework The embedded approach (case study) Considerations Information Technology People Design Implementation & Assessment Best practices Agenda 2 OLA 2009

3. Supplemental Services Generic instruction Self selected sessions, subject guides Integrated Services Customized instruction Single session directed towards course assignment Embedded Services Incorporated into the curricula From development through to assessment 1. Information Literacy Framework 3 OLA 2009

4. 2. Embedded Approach “subject-specific education programs which are developed, designed and delivered in partnership with academic teaching staff and integrated into course and unit curricula where appropriate” Learning for life: information literacy framework & syllabus. Queensland University of Technology, 2001. 4 OLA 2009

5. Embedding Examples Embedded instructor Shared responsibility for instruction Embedded project Assignment design aligned with course design Embedded technology Technical skills matched to course objectives 5 OLA 2009

6. Context MCS*2020: Information Management Required for Bachelor of Commerce 3 sections of 75 students Dual roles: Librarian and Instructor Information systems (people, information, technology) Topics: intellectual property, databases, ethics, data security, Internet, technology trends 6 OLA 2009

7. Context [cont’d] Mock corporation Students pose as employees of a grocery store Semester-long metaphor (group role-playing) Provides context for decision-making Ownership over key information issues Strategic emphasis (not operational) 7 OLA 2009

8. 8 OLA 2009 Context [cont’d]

9. Debate scenarios facing the company Corporate espionage Reputation management Selling customer data Investigate technology or develop policy Biometric technology for security Employee monitoring policies Context: Assignments 9 OLA 2009

10. Context: Assignments [cont’d] Identify potential locations for expansion Collect census data Map data with a Geographic Information System Examine results Make recommendation for new location Defend decision 10 % final mark (group assignment) 10 OLA 2009

11. Example of student project map 11

12. Why bother? Uphold professional obligation Develop information literacy competencies Broaden awareness of information Provide access to key information sources Expose users to cutting edge technology Equip students with tools for future employment Respond to user community Desire to include GIS/data into curriculum 12 OLA 2009

13. 3. Considerations Information Complexity, access, non-textual Technology Software, hardware, infrastructure People Students, faculty, librarians Design Scalability, resources, assessment 13 OLA 2009

14. Information Complexity Beyond the standard IL coverage Unique organizational structure Access Location of information Usage restrictions Non-textual Unfamiliar file formats (.ivt, .dbf, .shp….) Numbers and visualization 14 OLA 2009

15. Information: Complexity OLA 2009 15 Number of families with income Actual income in dollars

16. Information: Access OLA 2009 16

17. Information: Non-textual OLA 2009 17

18. “I think the GIS assignment was very interesting, and learning GIS concepts are definitely of value to business.” - MCS*2020 student (Fall semester 2008) 18 OLA 2009

19. Technology Software Steep learning curve Short time frame Availability Support Hardware & infrastructure Availability of machines and labs Reliability Troubleshooting 19 OLA 2009

20. Software Hardware and infrastructure Public computer pool Computer lab for scheduled drop-in sessions Portable media for data (USB key) 20 OLA 2009

21. “Yes, [GIS] is practical in the business world and I already can’t wait to use B2020 [software] in the future (seriously!).” - MCS*2020 student (Fall semester 2008) 21 OLA 2009

22. People Students Inexperience with concepts Inability to recognize value and relevance From a variety of programmes Faculty and Librarians Receptiveness to collaboration Familiarity with concepts Trust and comfort levels 22 OLA 2009

23. “At first I thought the GIS assignment was too much trouble, but it’s actually very useful and I learned that location is important to business.” - MCS*2020 student (Fall semester 2008) 23 OLA 2009

24. Design Scalability Randomization Delivery and support Resources Impact on staff Time constraints Technical Versatility Changing themes and updated information To be used in other contexts 24 OLA 2009

25. “I liked the GIS assignment. It was sort of tedious, but we were so happy being able to see it come together. I think it’s a great business tool and the situation we were given made it seem very purposeful.” - MCS*2020 student (Fall semester 2008) 25 OLA 2009

27. Introduce assignment and key concepts

28. Drop-in help sessions

29. Provide technical help

30. Clarify instructions

31. Observe user behaviour

32. Frustration level related to skill level

33. Identify problems as they happen26 OLA 2009

35. Identify repetitive errors

36. Target areas for improvement

37. Faculty feedback

38. Share anecdotal observations and impressions

39. Informal feedback

40. Deliver year-end course survey

41. Provide focus group opportunities27 OLA 2009

42. “Yes, GIS was awesome! Every group got to play with cool, legit computer programs for data analysis. Plus, the results looked professional.” - MCS*2020 student (Fall semester 2008) 28 OLA 2009

43. “The GIS was kind of cool and kind of a pain. I think it is a good skill, but then again you could always get a geography major to do it for you.” - MCS*2020 student (Fall semester 2008) 29 OLA 2009

44. 5. Best Practices Pre-test assignment design Multiple user groups Provide multiple support modes Lecture, modules, FYI’s, drop-in help Develop a plan for assessment Formal and informal Include: instructor, librarians, students Expect to refine the assignment Based on observations and feedback 30 OLA 2009

45. Ferrer-Vinent, Ignacio and Christy Carello. Embedded library instruction in a first-year biology laboratory class. Science & Technology Libraries, Vol. 28(4) 2008. Lougee, Wendy Pradt. Diffuse libraries: Emergent roles for the research library in the digital age. Council on library and Information Resources. 2002. Matthew, Victoria and Ann Schroeder. The embedded Librarian Program. Educause Quarterly Vol. 29 (4) 2006. Queensland University of Technology. Learning for Life: Information literacy framework & syllabus. 2001. OLA 2009 31 Selected Readings