Keiser Wuhan

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Published on October 21, 2008

Author: BEKINC

Source: slideshare.net

Description

Information literacy action planning

Strategies for implementing successful IL action plans Barbie E. Keiser UNESCO IL TTT Workshop Wuhan University October 2008

What we’ll cover during this session Strategic planning for IL Environmental scanning SWOT/TOWS analysis Critical Success Factors (CSFs) The team Needs assessment Methods for conducting

Strategic planning for IL

Environmental scanning

SWOT/TOWS analysis

Critical Success Factors (CSFs)

The team

Needs assessment

Methods for conducting

And what we won’t Organizational structure and programmes within UNESCO Education Communication & information (IFAP) Bangkok ( http://www.unescobkk.org/index.php?id=662 ) Differentiating among education, training, and guidance ACRL Information Literacy IQ (Institutional Quotient) Test ( http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/professactivity/iil/immersion/infolitiqtest.cfm )

Organizational structure and programmes within UNESCO

Education

Communication & information (IFAP)

Bangkok ( http://www.unescobkk.org/index.php?id=662 )

Differentiating among education, training, and guidance

ACRL Information Literacy IQ (Institutional Quotient) Test ( http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/professactivity/iil/immersion/infolitiqtest.cfm )

What do we know about strategic planning? Concerns the relationship of an organization to its environment Involves wide-range scanning of external and environmental factors Flexible, dynamic and continually reworked plans maximize results Participative Shorter and longer-range plans are interwoven into a continuous strategy Forward-looking; future-oriented Iterative, ongoing effort Proactive; seek opportunities Bottom-up decision process Environment considered ever-changing and dynamic Integrated focus Requires creativity to deal with new opportunities and choices Incentives given for overall performance of the organization

Concerns the relationship of an organization to its environment

Involves wide-range scanning of external and environmental factors

Flexible, dynamic and continually reworked plans maximize results

Participative

Shorter and longer-range plans are interwoven into a continuous strategy

Forward-looking; future-oriented

Iterative, ongoing effort

Proactive; seek opportunities

Bottom-up decision process

Environment considered ever-changing and dynamic

Integrated focus

Requires creativity to deal with new opportunities and choices

Incentives given for overall performance of the organization

Key planning issues Review past performance Understand reasons for past failures Identify opportunities Determine client/customer and learner preferences Understand the impact of IL training on existing operations and staff function Marketing

Review past performance

Understand reasons for past failures

Identify opportunities

Determine client/customer and learner preferences

Understand the impact of IL training on existing operations and staff function

Marketing

Potential planning pitfalls Inability to get management and/or staff involved Lack of clear objectives Not relating IL goals and objectives directly to those of our organization/ institution Other?

Inability to get management and/or staff involved

Lack of clear objectives

Not relating IL goals and objectives directly to those of our organization/ institution

Other?

What strategies can we use to assure that we do not fall into these traps? Establish strong partnerships (Jamaica) Early, strong, consistent, and growing Be careful in selecting your champion (Quebec) Listen Be responsive Learn how to say “no” Appreciate the art of persuasion Tell stories (Quebec) Storytelling trumps statistics Demonstrate value to all stakeholder groups (WIIFM and ROI) Share the information expertise of your staff with other knowledge workers Added benefits? Employ the vocabularies of target stakeholder groups (i.e., no library jargon) Changing the message and the focus Demonstrate the need Place IL skills in context Identify where IL skills are already being taught/in use An added bonus : A focus for our advocacy efforts “ New” product(s) to “market” Reinvented service A case for proactivity in a way we haven’t seen before Opportunity to market Sources : Caroline Stern

Establish strong partnerships (Jamaica)

Early, strong, consistent, and growing

Be careful in selecting your champion (Quebec)

Listen

Be responsive

Learn how to say “no”

Appreciate the art of persuasion

Tell stories (Quebec)

Storytelling trumps statistics

Demonstrate value to all stakeholder groups (WIIFM and ROI)

Share the information expertise of your staff with other knowledge workers

Added benefits?

Employ the vocabularies of target stakeholder groups (i.e., no library jargon)

Changing the message and the focus

Demonstrate the need

Place IL skills in context

Identify where IL skills are already being taught/in use

An added bonus : A focus for our advocacy efforts

“ New” product(s) to “market”

Reinvented service

A case for proactivity in a way we haven’t seen before

Opportunity to market

Where are we in the strategic planning process for IL? Perform an environmental scan Conduct a SWOT/TOWS analysis Initial assumptions (and their bases in fact ) Never assume! Extant data (collected and reviewed) Identify Critical Success Factors (CSFs) Indicators Measures Develop vision, mission, and values statements Envisioning your IL programme

Perform an environmental scan

Conduct a SWOT/TOWS analysis

Initial assumptions (and their bases in fact )

Never assume!

Extant data (collected and reviewed)

Identify Critical Success Factors (CSFs)

Indicators Measures

Develop vision, mission, and values statements

Envisioning your IL programme

Environmental scanning Detects trends and events important to the project (IL training programmes) Provides early warning of changing external conditions Defines potential threats, opportunities, changes implied by trends and events Promotes a future orientation in the thinking of stakeholders Enables decision-makers to understand current (and potential) changes to determine organizational strategies What are the triggers in your institutions/ organizations/communities (i.e., indicators that IL training is needed that will resonate with your community )?

Detects trends and events important to the project (IL training programmes)

Provides early warning of changing external conditions

Defines potential threats, opportunities, changes implied by trends and events

Promotes a future orientation in the thinking of stakeholders

Enables decision-makers to understand current (and potential) changes to determine organizational strategies

What are the triggers in your institutions/ organizations/communities (i.e., indicators that IL training is needed that will resonate with your community )?

Performing a comprehensive environmental scan IL models and standards (learning theories) Methods ? (MyBookmarks) Your institution/organization/community Methods ? Previous IL (and other training) efforts Understanding reasons for success/failure What kind of extant data do you collect ( and review )?

IL models and standards (learning theories)

Methods ? (MyBookmarks)

Your institution/organization/community

Methods ?

Previous IL (and other training) efforts

Understanding reasons for success/failure

What kind of extant data do you collect ( and review )?

IL models and standards guidelines Country models National Information Literacy Framework (Scotland) Information Literacy Framework for Schools (Hong Kong) Australian and New Zealand IL Framework: Principles, Standards, and Practice (ANZIL) US School Library Media Center Questionnaire ( http://nces.ed.gov/surveys/sass/pdf/0304/sass_ls1a.pdf ) Big6 Information Problem-Solving Process ( http://www.big6.com/what-is-the-big6 ) Task definition Information seeking strategies Location and access Use of information Synthesis Evaluation AASL ( http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf ) and CASL ( http://www.cla.ca/casl/literacyneeds.html ) ACRL (higher education) guidelines (competencies) - http://www.ala.org/ala/acrl/acrlstandards/standardsguidelines.cfm , toolkit http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/standardstoolkit.cfm and http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm Five standards Performance indicators (and outcomes for each) Seven Pillars ( http://www.sconul.ac.uk/groups/information_literacy/sp/sp/model.html ) Information Inquiry, Problem-Solving and Research Process

Country models

National Information Literacy Framework (Scotland)

Information Literacy Framework for Schools (Hong Kong)

Australian and New Zealand IL Framework: Principles, Standards, and Practice (ANZIL)

US School Library Media Center Questionnaire ( http://nces.ed.gov/surveys/sass/pdf/0304/sass_ls1a.pdf )

Big6 Information Problem-Solving Process ( http://www.big6.com/what-is-the-big6 )

Task definition

Information seeking strategies

Location and access

Use of information

Synthesis

Evaluation

AASL ( http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf ) and CASL ( http://www.cla.ca/casl/literacyneeds.html )

ACRL (higher education) guidelines (competencies) - http://www.ala.org/ala/acrl/acrlstandards/standardsguidelines.cfm , toolkit http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/standardstoolkit.cfm and http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm

Five standards

Performance indicators (and outcomes for each)

Seven Pillars ( http://www.sconul.ac.uk/groups/information_literacy/sp/sp/model.html )

Information Inquiry, Problem-Solving and Research Process

Conducting a SWOT analysis Useful when you need to understand your own competitive advantages Provides information helpful in matching your organization’s resources and capabilities to the environment in which it operates Scan of the internal and external environment, beginning externally Environmental factors internal to the institution/organization/library/community = Strengths or Weaknesses Environmental factors external to the institution/organization/library/community = Opportunities or Threats Sometimes can be too inward

Useful when you need to understand your own competitive advantages

Provides information helpful in matching your organization’s resources and capabilities to the environment in which it operates

Scan of the internal and external environment, beginning externally

Environmental factors internal to the institution/organization/library/community = Strengths or Weaknesses

Environmental factors external to the institution/organization/library/community = Opportunities or Threats

Sometimes can be too inward

SWOT Analysis Threats Opportunities Weaknesses Strengths

Threats

Opportunities

Weaknesses

Strengths

TOWS An extension of the SWOT analysis Analyze the external environment (threats and opportunities) and your internal environment (weaknesses and strengths) to help you think about the strategy of your organization Useful for marketing campaigns Threats and opportunities External environmental factors over which you do not have control (changing demographics) Weaknesses and strengths Internal factors (poor location; bad reputation)

An extension of the SWOT analysis

Analyze the external environment (threats and opportunities) and your internal environment (weaknesses and strengths) to help you think about the strategy of your organization

Useful for marketing campaigns

Threats and opportunities

External environmental factors over which you do not have control (changing demographics)

Weaknesses and strengths

Internal factors (poor location; bad reputation)

TOWS Strategic Alternatives Matrix WT “Mini-Mini” Strategy Strategies that minimize weaknesses and avoid threats WO “Mini-Maxi” Strategy Strategies that minimize weaknesses by taking advantage of opportunities Internal Weaknesses (W) 1. 2. 3. 4. ST “Maxi-Mini” Strategy Strategies that use strengths to minimize threats SO “Maxi-Maxi” Strategy Strategies that use strengths to maximize opportunities Internal Strengths (S) 1. 2. 3. 4. External Threats (T) 1. 2. 3. 4. External Opportunities (O) 1. 2. 3. 4.

What are the CSFs for your IL training programme?

Key questions Is your community ready? What to do if it is not Is your institution/ organization’s culture a barrier? How to deal with that Where did the idea for IL training originate? You or others ACRL What do you want learners to be able to do? What do learners need to know in order to do this well? What type of instruction will best enable the learning? How will the student demonstrate the learning? How will you know that the learner has learned? Source: Ruth Pagell, SMU

Is your community ready?

What to do if it is not

Is your institution/ organization’s culture a barrier?

How to deal with that

Where did the idea for IL training originate?

You or others

ACRL

What do you want learners to be able to do?

What do learners need to know in order to do this well?

What type of instruction will best enable the learning?

How will the student demonstrate the learning?

How will you know that the learner has learned?

Scope of your IL training Comprehensive or narrow(er)? Pilot project approach One subject, that can then be extended to others One tool, that can then be extended to similar tools Our responsibility is to help learners make those connections! Focus on what the learner needs to know, teaching them how to ask the right question (if they want to get the right answer) Begin by asking what the learner already knows about the subject, and then….

Comprehensive or narrow(er)?

Pilot project approach

One subject, that can then be extended to others

One tool, that can then be extended to similar tools

Our responsibility is to help learners make those connections!

Focus on what the learner needs to know, teaching them how to ask the right question (if they want to get the right answer)

Begin by asking what the learner already knows about the subject, and then….

Questions for the learner (Framework for IL – Scotland) What’s the most likely place you will find the answer?: Was this choice “the best”? What words can you use to search effectively to improve on your existing knowledge?: Was the strategy “the best”? How do you know when you’re finished?: Did learner assess correctly? Have you learned something new? Who else should know this (and how should this be shared - ethically )? How will you apply this now? What have you learned from this experience that you can apply elsewhere?

What’s the most likely place you will find the answer?: Was this choice “the best”?

What words can you use to search effectively to improve on your existing knowledge?: Was the strategy “the best”?

How do you know when you’re finished?: Did learner assess correctly?

Have you learned something new?

Who else should know this (and how should this be shared - ethically )?

How will you apply this now?

What have you learned from this experience that you can apply elsewhere?

Overview of the process Goals and objectives Strategies and tactics Target population Type of training Alternatives Project planning

Goals and objectives

Strategies and tactics

Target population

Type of training

Alternatives

Project planning

Team approach Who should be included on the team? Who is responsible? When is it due? Consider what’s needed to gain institutional commitment and stakeholder “buy-in”

Who should be included on the team?

Who is responsible?

When is it due?

Consider what’s needed to gain institutional commitment and stakeholder “buy-in”

Needs assessment: Knowing your “market” Definition : a planned, systematic approach to determining the information needs of each distinct customer group Purpose : Help you develop training targeted specifically to each group and need Diverse set of learners, each with distinct set of needs (and learning styles) Understand your targets Why they need to improve their IL skills (direct impact) What would persuade them that IL is important to their success Identify groups with related needs

Definition : a planned, systematic approach to determining the information needs of each distinct customer group

Purpose : Help you develop training targeted specifically to each group and need

Diverse set of learners, each with distinct set of needs (and learning styles)

Understand your targets

Why they need to improve their IL skills (direct impact)

What would persuade them that IL is important to their success

Identify groups with related needs

Methods At-the-elbow Usability-lite testing Easter egg hunt Interviews Surveys Focus Groups Questions Analysis

At-the-elbow

Usability-lite testing

Easter egg hunt

Interviews

Surveys

Focus Groups

Questions

Analysis

Interviewing techniques Know the lingo… enough so that you can ask sensible questions and understand the answers Decide in advance what each person is likely to be able to tell you What he/she would be interested in talking about Show respect for each individual’s expertise and explain your objectives Introduce yourself and why you are calling (in general terms) Do not lie! You are not a student doing a research project. You are not conducting a survey; the objective is to engage them in conversation Allow enough time to do the right job: 2-3 hours to find the right source, exchange voicemails, conduct the interview, and write the summary If you are covering a field on a continuing basis, make interviews part of your routine Listen! Benefits of a two-on-one approach

Know the lingo… enough so that you can ask sensible questions and understand the answers

Decide in advance what each person is likely to be able to tell you

What he/she would be interested in talking about

Show respect for each individual’s expertise and explain your objectives

Introduce yourself and why you are calling (in general terms)

Do not lie! You are not a student doing a research project.

You are not conducting a survey; the objective is to engage them in conversation

Allow enough time to do the right job: 2-3 hours to find the right source, exchange voicemails, conduct the interview, and write the summary

If you are covering a field on a continuing basis, make interviews part of your routine

Listen!

Benefits of a two-on-one approach

The interview Begin with the general and work your way towards the items in which you are really interested Ask the least sensitive questions first, and when they are comfortable, proceed towards the more sensitive. Ask the most sensitive questions last. Develop models or hypotheses that address key questions Focus on what’s most important Don’t take up too much precious time (< 30 minutes) Write a complete summary of the conversation. Capture both facts and nuances. Do not tape the interview . (Illegal in many jurisdictions, unless you notify the party, and that will put them on their guard and they’ll likely not want to continue, or at least not be as forthcoming as you’d like.) Be an attentive listener Get referrals: Ask who else you should contact about the subject next Mention who suggested that you call that individual

Begin with the general and work your way towards the items in which you are really interested

Ask the least sensitive questions first, and when they are comfortable, proceed towards the more sensitive. Ask the most sensitive questions last.

Develop models or hypotheses that address key questions

Focus on what’s most important

Don’t take up too much precious time (< 30 minutes)

Write a complete summary of the conversation. Capture both facts and nuances.

Do not tape the interview . (Illegal in many jurisdictions, unless you notify the party, and that will put them on their guard and they’ll likely not want to continue, or at least not be as forthcoming as you’d like.)

Be an attentive listener

Get referrals: Ask who else you should contact about the subject next

Mention who suggested that you call that individual

Characteristics of …. Surveys Success based on the length, knowledge of questioner (if telephone survey is used), and list Important to pretest items/flow Introduction to participate/ Intro to survey/Follow-up with non-respondents Anonymity/confidentiality Response rate Online Incentives to complete Time Timing of release Time required to complete Sampling Significance Focus groups Less formal way of soliciting consumer feedback on products and services 6-10 people + experienced facilitator Need for ground rules 1.5 hours Record the session Disadvantage: small sample, so composition is key

Surveys

Success based on the length, knowledge of questioner (if telephone survey is used), and list

Important to pretest items/flow

Introduction to participate/

Intro to survey/Follow-up with non-respondents

Anonymity/confidentiality

Response rate

Online

Incentives to complete

Time

Timing of release

Time required to complete

Sampling

Significance

Focus groups

Less formal way of soliciting consumer feedback on products and services

6-10 people + experienced facilitator

Need for ground rules

1.5 hours

Record the session

Disadvantage: small sample, so composition is key

When to use surveys and focus groups for information gathering Use surveys when You need quantitative estimates/confidence intervals You have a clear idea as to the questions you want to ask (and how) You have the time to develop and test the instrument, and analyze and present the results Use focus group when You need insights; quantitative estimates are less important Statistical analysis is not a necessity You want flexibility in pursuing issues discovered during your inquiry Limited in terms of time and/or budget

Use surveys when

You need quantitative estimates/confidence intervals

You have a clear idea as to the questions you want to ask (and how)

You have the time to develop and test the instrument, and analyze and present the results

Use focus group when

You need insights; quantitative estimates are less important

Statistical analysis is not a necessity

You want flexibility in pursuing issues discovered during your inquiry

Limited in terms of time and/or budget

Finding participants for surveys and focus groups And how those methods influence the validity of your analysis

And how those methods influence the validity of your analysis

Tips for conducting successful interviews and focus groups Let participants talk, but facilitate the discussion May have a set of questions … but do not force a slavish go-through Assure complete confidentiality – notes are aggregated, no names ever given out If need to “prime the pump”, refer to observations (“we noticed …”) and ask for comments Be aware of interpersonal dynamics and politics Recognize that participants may not want to “look bad” & may tailor comments to what they think is “correct” Validate: Interesting, you are not the first to say so Use “others-find” technique (you too?)

Let participants talk, but facilitate the discussion

May have a set of questions … but do not force a slavish go-through

Assure complete confidentiality – notes are aggregated, no names ever given out

If need to “prime the pump”, refer to observations (“we noticed …”) and ask for comments

Be aware of interpersonal dynamics and politics

Recognize that participants may not want to “look bad” & may tailor comments to what they think is “correct”

Validate: Interesting, you are not the first to say so

Use “others-find” technique (you too?)

Tips for conducting effective surveys Short - Fast – Easy – did I mention short ! Clear, unambiguous (in terms of questions posed) Ask only one question at a time Logical flow of survey sections Ranking of personal priorities (What means more to you?) Minimize the number of open-ended questions http://www.qsrinternational.com/ Do you agree with these statements made by your peers? Lead with interesting questions, enticing people to respond Include quick demographic questions at the end to aid in analysis

Short - Fast – Easy – did I mention short !

Clear, unambiguous (in terms of questions posed)

Ask only one question at a time

Logical flow of survey sections

Ranking of personal priorities (What means more to you?)

Minimize the number of open-ended questions

http://www.qsrinternational.com/

Do you agree with these statements made by your peers?

Lead with interesting questions, enticing people to respond

Include quick demographic questions at the end to aid in analysis

Questions to pose concerning facts Why should I believe it? Does the claim need evidence to support it? If there is evidence provided, how good is the evidence? Other plausible interpretations? What reasonable alternative conclusions are possible?

Why should I believe it?

Does the claim need evidence to support it?

If there is evidence provided, how good is the evidence?

Other plausible interpretations?

What reasonable alternative conclusions are possible?

What we’ll cover during this session Moving from goals and objectives to who will do what (and when) Plus a bit on…. How the training should be delivered Options available Monitoring performance and measuring success Student assessments Overall programme, including cost/benefit (ROI) and value analysis

Moving from goals and objectives to who will do what (and when)

Plus a bit on….

How the training should be delivered

Options available

Monitoring performance and measuring success

Student assessments

Overall programme, including cost/benefit (ROI) and value analysis

The overall goal is information fluency and developing the lifelong learner 1 Establish specific objectives for your IL training program 2 Develop IL training strategies 3 Implement IL training programme(s) 4 Evaluate IL training accomplishments Grade level; undergrad/grad/ researcher/ worker Classroom/Online BI, ICT, and more General/Basic, stand-alone Integrated, subject-specific Required or optional? One-time or semester? Credit/other reward/incentive? IMPROVE!

1a. Establish objectives What (specific) competencies must your “audience” possess? Focus on the ends, not the means From four perspectives Audience(s)/learners Competence Condition under which performance will be observed Criteria for success What gaps must be addressed? Identify required and desired proficiencies Identify deficiencies ( and their causes ) Identify non-training (e.g., availability equipment) and training (e.g., skills of trainers) issues What innovative approaches can be used? Benefits of blended learning Social networks for viral spreading knowledge gained Web 2.0 to reinforce over time

What (specific) competencies must your “audience” possess?

Focus on the ends, not the means

From four perspectives

Audience(s)/learners

Competence

Condition under which performance will be observed

Criteria for success

What gaps must be addressed?

Identify required and desired proficiencies

Identify deficiencies ( and their causes )

Identify non-training (e.g., availability equipment) and training (e.g., skills of trainers) issues

What innovative approaches can be used?

Benefits of blended learning

Social networks for viral spreading knowledge gained

Web 2.0 to reinforce over time

Worksheet 1 Deficiencies identified Competencies sought

The Plan Positioning statement : How do you want the project to be perceived? Key message(s) : What is the most important message that you wish to deliver?

Positioning statement : How do you want the project to be perceived?

Key message(s) : What is the most important message that you wish to deliver?

Creating priorities within competencies sought (ISD) Based on the importance of knowing what your target learners need to DO How frequently is the task performed? How critical is the task to performance? How difficult or complex is the task? If a subset of collective tasks, what is the relationship among tasks? To what extent will training for this task be encountered elsewhere? Ability to apply knowledge What prerequisite skills, knowledge, and abilities are required to perform the task? What is the current/desired criteria for acceptable performance? What behaviors distinguish good performers from poor? What behaviors are critical to the performance of the task?

Based on the importance of knowing what your target learners need to DO

How frequently is the task performed?

How critical is the task to performance?

How difficult or complex is the task?

If a subset of collective tasks, what is the relationship among tasks?

To what extent will training for this task be encountered elsewhere? Ability to apply knowledge

What prerequisite skills, knowledge, and abilities are required to perform the task?

What is the current/desired criteria for acceptable performance?

What behaviors distinguish good performers from poor?

What behaviors are critical to the performance of the task?

Non-training and training issues Have all library staff (faculty) been trained to facilitate IL learning? Knowledge/skills Are there mechanisms in place to measure performance and provide feedback to performers? Trainers? How do achievers receive recognition? What are the consequences of not attaining IL goals? What resistance exists? Motivational factors align incentives/remove disincentives Will learners have adequate access to tools/technology, resources, or information to achieve these goals? What are the standards or expectations beyond the academic? Do “rules” facilitate or impede goal attainment? Environmental factors acknowledge that training alone is unlikely to resolve performance gaps Questions to ask Types of causes

Have all library staff (faculty) been trained to facilitate IL learning?

Are there mechanisms in place to measure performance and provide feedback to performers? Trainers?

How do achievers receive recognition? What are the consequences of not attaining IL goals?

What resistance exists?

Will learners have adequate access to tools/technology, resources, or information to achieve these goals?

What are the standards or expectations beyond the academic?

Do “rules” facilitate or impede goal attainment?

People learn differently! Doers Thinkers Feelers Seeing is believing vs. auditory (Wharton study) Importance of reinforcement Storyboarding, scenario building, case studies/examples

Doers

Thinkers

Feelers

Seeing is believing vs. auditory (Wharton study)

Importance of reinforcement

Storyboarding, scenario building, case studies/examples

1b. Establish objectives How does each contribute to the overall strategic goal for information fluency ? What approach(es) will you take? What has been successful for you in the past (and why)? What specific results (outcomes) must be accomplished so that you can get closer to your goal of information fluency? How those results will be achieved is explained in Step 2 How will you “market” this effort?

How does each contribute to the overall strategic goal for information fluency ?

What approach(es) will you take?

What has been successful for you in the past (and why)?

What specific results (outcomes) must be accomplished so that you can get closer to your goal of information fluency?

How those results will be achieved is explained in Step 2

How will you “market” this effort?

Worksheet 2 Expressed as a Noun Expressed as a Verb For each activity or task there is a result For each objective, there is an activity or task Assess-ment Result/ Outcome Rationale Objective

2a. Develop IL training strategies What training ( content ) could address IL competence gaps? What format should that training take? Learning environment How do you make those decisions? Staff competencies and time available Generate alternative training strategies for addressing (specific) IL gaps List all trainings considered/selected (and rationale) What innovative approaches can be used?

What training ( content ) could address IL competence gaps?

What format should that training take?

Learning environment

How do you make those decisions?

Staff competencies and time available

Generate alternative training strategies for addressing (specific) IL gaps

List all trainings considered/selected (and rationale)

What innovative approaches can be used?

Is “classroom” training appropriate? Tool: MS Visio

Training worksheet Why use/discarded Types of training considered

2b. Develop IL training strategies What are the projected (life-cycle) costs for (developing and implementing ) each type of training to be offered? Specific benefits anticipated, both tangible and non-tangible? What are the consequences to the organization and library strategic goals of not offering IL training?

What are the projected (life-cycle) costs for (developing and implementing ) each type of training to be offered?

Specific benefits anticipated, both tangible and non-tangible?

What are the consequences to the organization and library strategic goals of not offering IL training?

3. Implement IL training programme(s) Write your IL training goals and make them known Collaboration, teamwork, marketing/pr Identify performance measures and indicators (outcomes and impact) How will you benchmark performance prior to taking the training (e.g., pre-testing)? Mechanisms for assessing IL post-training Immediate and longer-term Continuous improvement process Measuring self-sufficiency achievements Understanding Top Box scores Develop an action plan

Write your IL training goals and make them known

Collaboration, teamwork, marketing/pr

Identify performance measures and indicators (outcomes and impact)

How will you benchmark performance prior to taking the training (e.g., pre-testing)?

Mechanisms for assessing IL post-training

Immediate and longer-term

Continuous improvement process

Measuring self-sufficiency achievements

Understanding Top Box scores

Develop an action plan

Action plans Strategy Tactics Evaluation and control Results

Strategy

Tactics

Evaluation and control

Results

Develop an action plan What will be done? Key tactics to support the strategies Identify specific tasks to be completed By whom? For whom? By when? Timelines for each objective What resources are required (including financial)? Who should know/be involved? Collaborators and stakeholders How will you “market” the effort?

What will be done?

Key tactics to support the strategies

Identify specific tasks to be completed

By whom?

For whom?

By when?

Timelines for each objective

What resources are required (including financial)?

Who should know/be involved?

Collaborators and stakeholders

How will you “market” the effort?

Worksheet 3 When Who What Timetable Personnel (Lead) Training Opportunity Requirements (Resources/$) Action step (initiative/task)

Sample Gantt chart presentation             Prepare detailed business plans 2.5         Impact analysis of different scenarios 2.4       Specify technical developments required 2.3       Review of existing facilities 2.2     Inventory of resources in selected regions 2.1                             Specification of Integrated System 2     Evaluation of methodology 1.3           Draft of methodology 1.2   Workshop on user needs 1.1               Development of Methodology 1 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Description Months Task

4. Evaluate IL training goal accomplishments (ISD) Did you achieve the training goal? How much did it cost? Did accomplishing your IL training goal help the organization/institution achieve larger goals? What modifications should be made to the plan, based on the evaluation findings?

Did you achieve the training goal?

How much did it cost?

Did accomplishing your IL training goal help the organization/institution achieve larger goals?

What modifications should be made to the plan, based on the evaluation findings?

Training costs Development costs (personnel and equipment) Direct implementation costs (e.g., training materials, instructor travel/per diem, facilities) Indirect implementation costs (overhead, G&A) Compensation for participants Lost productivity or costs of “backfilling” positions during training Developer Instructor Faculty

Development costs (personnel and equipment)

Direct implementation costs (e.g., training materials, instructor travel/per diem, facilities)

Indirect implementation costs (overhead, G&A)

Compensation for participants

Lost productivity or costs of “backfilling” positions during training

Developer

Instructor

Faculty

Training benefits Time/resource savings Improved quality Error reduction Allow the learner to do something not possible before

Time/resource savings

Improved quality

Error reduction

Allow the learner to do something not possible before

Your business case Are the projected benefits (to the individual, library, faculty, school, organization, community) consistent with strategic performance goals? What are the consequences if IL training did not occur (or did not occur here)? Do the potential benefits outweigh the costs? What is the value added from closing IL competency gaps?

Are the projected benefits (to the individual, library, faculty, school, organization, community) consistent with strategic performance goals?

What are the consequences if IL training did not occur (or did not occur here)?

Do the potential benefits outweigh the costs?

What is the value added from closing IL competency gaps?

Best practices for implementing training programmes Demonstrate results: Performance measures should tell each target group how well it’s achieved its goals (individual, faculty, library, school) Limited to the vital few: Measures should cover key performance dimensions – Too much data may obscure rather than clarify (expensive) Link to departments: Performance measures should be linked directly to offices responsible for making training work (library and faculty)

Demonstrate results: Performance measures should tell each target group how well it’s achieved its goals (individual, faculty, library, school)

Limited to the vital few: Measures should cover key performance dimensions – Too much data may obscure rather than clarify (expensive)

Link to departments: Performance measures should be linked directly to offices responsible for making training work (library and faculty)

How can we assess learning and training goal achievement? Pre- and post-testing Delayed post-tests Anonymity Interviews (in-person, phone) Survey Work samples/co-grading reports Existing monitoring and reporting mechanisms (extant data) Each data collecting method has advantages and disadvantages

Pre- and post-testing

Delayed post-tests

Anonymity

Interviews (in-person, phone)

Survey

Work samples/co-grading reports

Existing monitoring and reporting mechanisms (extant data)

Each data collecting method has advantages and disadvantages

Moving from teacher-centered to learning and learner-centered training Source: Cox and Lindsay Learning Outcome(s) Learning Objective(s) Learning Goal

Measuring targeted learning behaviors Source: Cox and Lindsay Proficient Low proficiency Not proficient Targeted behaviors

Worksheet 4 Noun Verb Assessment (method and impact) Result/ Outcome Rationale Objective

Types and quality of assessments (ACRL)/ Examples Types Formal Informal Traditional (test) Authentic (real life task) Integrated Knowledge/Content-based Formative Summative Self-Assessment (pre-and post) Peer Portfolio Quality Collaborative Multi-dimensional Holistic Assess the thinking process Include critical thinking elements Managed

Types

Formal

Informal

Traditional (test)

Authentic (real life task)

Integrated

Knowledge/Content-based

Formative

Summative

Self-Assessment (pre-and post)

Peer

Portfolio

Quality

Collaborative

Multi-dimensional

Holistic

Assess the thinking process

Include critical thinking elements

Managed

Creating your assessments Create a list of KSAs: What should learners know and be able to do? Identify standards that the learners need to meet Design some tasks that will illustrate whether learners have grasped concepts Determine what signifies “good” performance Develop rubrics to be used in grading and course redesign

Create a list of KSAs: What should learners know and be able to do?

Identify standards that the learners need to meet

Design some tasks that will illustrate whether learners have grasped concepts

Determine what signifies “good” performance

Develop rubrics to be used in grading and course redesign

Assessment models and samples TRAILS: Tool for Real-time Assessment of Information Literacy Skills ( http://www.trails-9.org/ ) http://www.paccd.cc.ca.us/library/ilhandbook/il_assessform.htm http://jonathan.mueller.faculty.noctrl.edu/toolbox/ http://school.discoveryeducation.com/schrockguide/assess.html iSkills from ETS Additional assessment resources ( http://www2.acs.ncsu.edu/UPA/assmt/resource.htm )

TRAILS: Tool for Real-time Assessment of Information Literacy Skills ( http://www.trails-9.org/ )

http://www.paccd.cc.ca.us/library/ilhandbook/il_assessform.htm

http://jonathan.mueller.faculty.noctrl.edu/toolbox/

http://school.discoveryeducation.com/schrockguide/assess.html

iSkills from ETS

Additional assessment resources ( http://www2.acs.ncsu.edu/UPA/assmt/resource.htm )

Monitoring your performance as well Establish a tracking system to monitor both plan execution and impact For each scheduled milestone, compare the actual performance with the anticipated, and report results For all variances in scheduled performance…

Establish a tracking system to monitor both plan execution and impact

For each scheduled milestone, compare the actual performance with the anticipated, and report results

For all variances in scheduled performance…

Ask the following: How does the reported performance compare with the previous performance? Benchmark the starting line Is the performance/schedule variance likely to prevent goal achievement? Particularly when the “ stepped approach ” has been used Are external factors affecting performance? Which? Is the variance due to unrealistic expectations (from planning stage)? What adjustments should be made? What modifications should be made to the action plan? What performance information should be collected now ?

How does the reported performance compare with the previous performance?

Benchmark the starting line

Is the performance/schedule variance likely to prevent goal achievement?

Particularly when the “ stepped approach ” has been used

Are external factors affecting performance? Which?

Is the variance due to unrealistic expectations (from planning stage)? What adjustments should be made?

What modifications should be made to the action plan?

What performance information should be collected now ?

Establishing the worth Of training Subjective method for establishing the worth of improved performance (as a result of IL training) Comparing costs and benefits by calculating total Return on Investment (ROI) Assessing results

Of training

Subjective method for establishing the worth of improved performance (as a result of IL training)

Comparing costs and benefits by calculating total Return on Investment (ROI)

Assessing results

A more detailed illustration of the process

What you should have at the end of this session Model worksheets for creating action plans Ideas to use as the starting points for your IL training efforts Resources to consult My bookmarks How you can share yours

Model worksheets for creating action plans

Ideas to use as the starting points for your IL training efforts

Resources to consult

My bookmarks

How you can share yours

Comments? Questions? Suggestions? Thank you! Barbie E. Keiser [email_address] [email_address]

Thank you!

Barbie E. Keiser

[email_address]

[email_address]

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