preparing 21st century teens for lifelong learning: a collaborative, interactive, web-based tutorial...
TRANSCRIPT
Preparing 21st Century Teens for Lifelong Learning: A Collaborative, Interactive, Web-Based Tutorial Project
Bridget Kowalczyk, San José State University
Pamela Jackson, San Diego State University
June 10, 2006 LOEX-of-the-West
Kohala (Kona) Coast of Hawaii's Big Island
Public & Academic Library Collaboration: Playing on
Strengths• Public Library strengths:
– Established relationships with High School Teachers and School Library Media Specialists
– Teens Reach Group– Knowledge of California Dept. of Education Content Standards
and Curriculum Frameworks
• Academic Library strengths:– Experience infusing information literacy into the curriculum – Experience creating learning objectives and outcomes – Experience with creating content and quizzes for online
tutorials – Technical support for the creation and maintenance of online
tutorials – Continuing education opportunities in assessment,
instructional design,… – Budget to support the Information Literacy Program – Established relationships with departments on campus
Web-Based Tutorials:Changing the Way We
Teach Information Literacy
Why Make Web-based Education a Priority for InfoLit
Instruction?
• Students’ educational expectations
• Convenience of virtual space
• Reaching the masses
Enhancing Information Literacy Instruction with
Tutorials• Allows for progressive reinforcement
of information literacy concepts
• In-person instruction with students can be more advanced and student-centered
• Pre-college tutorials may help better prepare teens for college-level research
Concepts Taught via Teen Information Literacy
Tutorial• Developing a Research Topic• Writing a Thesis Statement• Identifying Popular and Scholarly
Literature• Understanding and Recognizing Primary
Research• Researching Pro/Con issues• Listening and Note Taking• Plagiarism• And much more!
Student Learning Outcomes
Popular vs. Scholarly Module
Learning Objective(s): – Student learns to recognize the difference
between popular and scholarly journals based on author, audience, language, appearance, references, and status (peer-reviewed or not).
Assessment of Learning Outcome(s):– Step 1: Prequiz to determine student's
understanding of the concepts to be taught. – Step 2: Tutorial Quiz results measure student's
understanding of the concepts taught in the corresponding module.
– Step 3: Student's ability to apply the concepts taught in successful completion of the corresponding high school assignment.
Measuring Student Learning
• Quizzes at the end of each module test students’ knowledge upon completion.
• Quiz data can be used to tailor content of both library and course instruction.
• Library is able to provide teachers and librarians with data about their students’ knowledge.
Quizzes and Queries
• Students register to take a tutorial. • Quiz scores are automatically emailed
to the student upon completion. • Results are stored in a local database.• Queries allow us to see quiz scores by
class, student, semester (includes class averages and scores by question).
Automated Email Received from Tutorial
Emailed Quiz Results
Query by Student Name and School
Developing and Managing our Web-Based Teen
Tutorial Project:
Resources, Staffing, Budget
Development Team
• Librarians and the Information Literacy Specialist responsible for creating the content and quizzes, and overseeing the overall direction of the tutorial
• Two Programmers responsible for HTML, PHP, JavaScript, and back-end Oracle quiz databases and queries
• Two Graphic Artists/Designers responsible for the artwork, Flash animations, and overall look of the tutorial
• Sound engineer and/or digital media specialist to record voiceovers
Information Technology / Web Team Support
• A web server dedicated to tutorial projects
• Ability to support the exploration of a
variety of technologies for instruction
• Dedicated personnel
Budget
• Ongoing, committed support for programming and graphic design
• Funding, as needed, to keep up with the times and try new, interactive technologies to reach 21st century learners
Software and Technology Expertise
– HTML– PHP– CSS (cascading style sheets)– JavaScript– Relational Database (e.g., MySQL or Oracle)– Macromedia Flash– Adobe Photoshop CS– Adobe Illustrator– Streaming Video and VoIP– Browser Compatibility
Accessibility
• ADA Requirements• ADA issues with Flash Animations• Voice Over• Alt Tags for Images
Timeline to Complete a Tutorial
• Tutorials are ongoing projects—they take significant time and nurturing
• Average time to build a short, solid tutorial from start to finish can be a little as 3-6 months, but typically takes longer
• Initial tutorials are usually launched and “tinkered” with every few months
TRAMS: A Tutorial for Teens
TRAMS Tutorial
• A series of interactive, web-based instructional modules for high school students
• Modules based on the AASL Information Literacy Standards and actual student assignments
TRAMS Collaboration: How many minds does it take to
create a teen tutorial?• Bridget Kowalczyk, SJSU’s Information Literacy Specialist• Pamela Jackson, SDSU’s Information Literacy Librarian, formerly
a librarian at SJSU• Andrea Schacter, SJPL Youth Services Librarian• Dawn Imada, SJPL Youth Services Librarian• Hilary Langhorst, SJPL Web Team Programmer• Jie (Jessie) Cai, Chirag Bhalgami, Veer Vivek Kaushik,
Programmers • Wan Si Wan, Eric Szeto, and Nobuko Kimura, SJSU students in
Graphic Design and Animation/Illustration.• Mike Adams, TRFT Chair & Ramon Navarro Johnson, KSJS disc
jockey: character voiceovers and technical support/use of the KSJS recording studio to capture voiceovers.
• Chuck Manthe, Theater instructor and Lincoln High School and none high school theater students providing character voiceovers.
• Two local high school teens, consulting the team on ways to present interesting content to their peers.
• Focus groups with teensReach, a youth council for the San José Public Library.
The Result
http://tutorials.sjlibrary.org/trams/
ThanksQuestions/Comments
Bridget KowalczykInformation Literacy
SpecialistSan Jose Staté University
Pamela JacksonInformation Literacy
LibrarianSan Diego State [email protected]
Presentation and handouts can be found online at:Presentation and handouts can be found online at:http://www-rohan.sdsu.edu/~pjackson/#Presentations
Other Tutorials Available at SJSU • Library Essentials
– Library Basics– InfoPower– 5 Ways– Plagiarism: The Crime of Intellectual
Kidnapping• Subject-Specific
– Company Information Tutorial – Computer Science 100w – Health Professions 100w (down for revision)– LOTSS (for library school students)
• Prospective Students– Stairway to Success– TRAMS (coming soon to a computer near you)