FACULTY LEARNING COMMUNITY: An approach to developing ICT Literacy Skills

Anna Stoute, Head of Education and OutreachUniversity of Miami Libraries

How do we define FLC

• Engagement• Motivation• Knowledge • Innovation• Assessment

Definition of ICT Literacy

Information, Communication and Technology Literacy(ICT literacy) is the ability to appropriately use

digital technology , communication tools, and / or networks to solve information problems in order to

function in an information society .

This includes having the ability to use technology as a tool to research, organize, and

communicate information and having a fundamental understanding of the ethical/ legal issues

surrounding accessing and using information (The National Higher Education Information and Communication Technology Initiative, 2004)

ICT Literacy Criteria

• Define: Identify an information need

• Access: Collecting and retrieving

• Manage: Organizing or classifying

• Integrate: Summarizing and contrasting

• Evaluate: Determining accuracy

• Create: Constructing, adapting or designing

• Communicate: Disseminate to audience

FLC Goals

• To use the initial FLCs to provide a model for structured faculty collaboration and professional development that is supported and rewarded by the University.

• To help faculty acquire or increase their facility with ICT Literacy in order to improve their teaching, revise or devise a course, and enhance students’ learning.

• To help strengthen and reshape faculty culture by disseminating the results of the FLCs through workshops, seminars, and collective events.

• To design, develop , and implement a framework for sustainable FLC programming and assessment at the University of Miami.

Yes and No!

Data Collection

Are we going in the right direction?

Required Criteria 0 - Unsatisfactory 1 - Partially Proficient 2 -Proficient 3 - Exemplary POINTS

DefineUsing digital tools to identify and represent an information need

Information need not identified; no understanding of using digital tools

Digital tool applied; information need not identified

Appropriate digital tool used; information need generally identifiable

Information need clearly outlined and addressed; used more than one relevant digital tool;

AccessCollecting and/or retrieving information in digital environments

Collection/retrieval not performed; no understanding of various digital environments.

Minimal collection/retrieved of information; information not relevant; digital environment used improperly

Relevant information; information generally organized; appropriate digital environment applied

Relevant information collected/retrieved; information well organized; very knowledgeable about various digital tools; uses advanced features available in digital environment

ManageUsing digital tools to apply an existing organization or classification scheme for information

No understanding of information management; digital tools not used

Incorrect tool used; organization or classification scheme applied incorrectly

Appropriate tool used; generally understands concepts for information management;

Used alternative tools; organization of information clear and concise; applies the concepts of information management appropriately

IntegrateInterpreting and representing information, such as by using digital tool to synthesize summarize, compare, and contrast information from multiple sources

No use of digital tools to integrate information; does not understand the general concepts of synthesizing, summarizing, etc.

Ineffective use of digital tool; purpose partially achieved

Interpretation and representation of information is clearly identifiable; basic use of digital tool; multiple sources not used to contrast

Information fully integrated; organization precise; effective comparison and contrast; understands and applies the concepts of integrating information

EvaluateJudging if the information satisfies the needs of an information problem, including determining authority, bias, and timeliness

Sources biased and unscholarly; materials irrelevant or marginally relevant to topic; outdated information; own and other’s biases and assumptions not recognized

Most sources scholarly or reliable; materials generally relevant to topic; generally current; own and other’s biases and assumptions recognized but not analyzed

All sources scholarly or reliable; all materials relevant to topic and current; own and other’s biases and assumptions generally analyzed

All sources scholarly or reliable; primary sources may be included; all materials relevant to topic and current; own and other’s biases and assumptions analyzed methodically

CreateAdapting, applying, designing or constructing information in digital environments

Information not created within digital environment

Ineffective approach for creating information; minimal use of digital tools

Consistent and effective creation of information; understanding of the digital tools

Innovative and effective approach to creating information; deep understanding of the digital tools

CommunicateDisseminating information relevant to a particular audience in an effective digital format

No understanding of how to disseminate information in digital format; audience not considered

Dissemination of information is organized although inconsistent; ineffective digital format used; audience generally understood

Digital format of information is organized and consistent; audience understood

Innovative approach used for digitizing and disseminating information; advanced features of digital tool are used; audience understood and addressed

FLC

RU

BRIC

Review of FLC Program 2011

• Lack of participation

• Library has no voice

• Minimal technology

• No Community

• Poor data collection

Open to Change

Negative Positive

Participation Increase

0 2 4 6 8 10 12 14 16 18

2014

2013

2012

2011

2010

2009

Number of Participants

Outcomes of Co-Facilitation

Co-Facilitator

Resource Awareness

Learning Workshops

Recognition

Course Embedding

Technology within a Community

• FLC Yammer Community: FLC 2014 Group

• FLC Website: UM Faculty Learning Community

• Digital Media Lab: DML

Improving Data Collection

Samples of Student Assignments

ENG 219 – Creative WritingJudy Hood

ARC 2014 – Graduate studentsEric Firley - Slab in the Face

Business Summer ProgramJackie Collins - Flickr

Less

ons

Lear

ned

Continuous program

assessment

Open dialogue

Willing to change

Assessing data collection

Collaboration

Ongoing support

Can Librarians implement FLCs?

• Assess institution culture

• Determine your role in the FLC

• Buy-in from colleagues

• Tools needed for sustainability

• Reach out to faculty

• Formulate a collegial environment

• Buy-in from library and/or institution administration

YES

Resources

• Miami University, Oxford, Ohio:• www.units.miamioh.edu/flc/

• Education Testing Service:• www.ets.org

• University of Miami, Coral Gables, Florida:• scholar.library.miami.edu/flc/

• Yammer:• www.yammer.com

FLC Technology Advisor

Vanessa RodriguezE-Learning & Emerging Technologies LibrarianUniversity of Miami Libraries

Email: vrodrigu@miami.eduUML: www.library.miami.edu

Thank You

Anna StouteHead of Education and OutreachUniversity of Miami Libraries

Email: astoute@miami.edu

UML: www.library.miami.edu