Presentation to ACT Teacher Librarians moderation Day

1. ANU Library: responding to new needs
Roxanne Missingham, University Librarian, ANU

2. • MOOCS – reaching out
• Search and finding
• Cognition and literacy
• Open access – resources at your
fingertips (or almost)
2

3. 3
MOOCs
Arbyreed Shake, rattle and roll http://www.flickr.com/photos/19779889@N00/3010403895/

4. “That's what education should be," I said,
"the art of orientation. Educators should
devise the simplest and most effective
methods of turning minds around. It
shouldn't be the art of implanting sight in the
organ, but should proceed on the
understanding that the organ already has
the capacity, but is improperly aligned and
isn't facing the right way.”
― Plato, The Republic 4

5. Student expectations
5

6. Libraries looking outside the box (or
slipper)
6
Bazely2356 Camoflage http://bazely2356.deviantart.com/art/Camouflage-60301697
support
copyright
Open
access
educational
resources
Online
guides –
Libguides
etc

7. 7

8. Collections and
searching
8
Café press Neil Gaiman quote
http://www.cafepress.com.au/mf/68
351917/libraryfrontwhite_tshirt?pro
ductId=651339039

9. Finding
Jan_June
2014
Jan_June
2013
Change
Average
searches of
Library
Catalogue per
day
38,005 20,901 +%81.82
Average
search of
Supersearch
per day
8,824 8,099 +%8.95
9

10. Content
10
E-Resources
Jan_June
2014
Jan_June
2013
Size of
collection
number of e-
titles available
545,895 449,404 +%21.47
Number of
uses
(downloads/s
earches)
1,808,305 1,486,374 +%21.65

11. Information literacy: Cognition and
learning
• Mayer’s theory of multimedia learning
• Anderson’s theory of ACT-R cognitive
architecture
• Cognitive load
11

12. Cognitive Load Theory
• instructional guidance that promotes
efficient learning is most successful
• the learner’s “working memory” correlates
to their ability to sensually process
information
• Vs Constructivism – which emphasises
deep learning – a conceptual
understanding of the learning material
12
Vogel-Walcutt, J.J., Gebrim, J.B., Bowers, C., Carper, T.M. and Nicholson, D. (2011), Cognitive load theory vs. constructivist approaches:
which best leads to efficient, deep learning?. Journal of Computer Assisted Learning, 27: 133–145. doi: 10.1111/j.1365-2729.2010.00381.x

13. Anderson’s theory of ACT-R cognitive
architecture
• To analyse knowledge processing
• A framework for tasks for learning
• Programmatic approach
13
http://act-r.psy.cmu.edu/

14. Cognitive load
• Building knowledge using schemas
• “encourages learner activities that
optimize intellectual performance”
• worked-examples and goal-free problems.
14
Paas, F., Renkel, A., & Sweller, J. (2004). "Cognitive Load Theory: Instructional Implications of the Interaction between
Information Structures and Cognitive Architecture". Instructional Science 32: 1–8.
doi:10.1023/B:TRUC.0000021806.17516.d0.

15. Redesigning
• Beyond the eye tracking test
• Incorporating narrative
• Taking account of research that supports
MOOC developments
15

16. Open access
16

17. Looking to the future
17
Another Dimension by Felix-L-Gato http://felix-l-gato.deviantart.com/art/Another-Dimension-94929606

18. Changing pace
• Scholarly publishing – taking the bull by
the horns
– ANU’s first eText
• Digitisation
– Copyright
• Collaboration
– Across nations
18

19. Librarians confess their darkest secrets
19
http://www.boredpanda.org/librarian-shaming-confessions/