Information Services Support for Learning
Handbook, 2000 edition, continued
|5. Additional Campus Support (non-IT)||6. The Role of the IS Team Member Assigned to an LC||7. The Role of Information Technology in Learning Communities||8. The Information Services Liaison and the Eight Competencies|
|Carol Kuhlthau's model of the Information Search Process|
|5. Additional Support (non-IT)|
Faculty Technology Resources
Instructional Development and Faculty Technology Resources
Faculty Computing Resource Center, Student Computing Complex SCC110
A limited amount of software is available for checkout to faculty members who wish to practice techniques they learn, or who might simply like to experiment on their own. In addition, workshops are scheduled during the semester to cover topics related to multimedia authoring, classroom presentation, and innovative uses of the web for instruction.
For more information on student computing services, please visit the IT Student Computing Handbook available at http://web.indstate.edu/acns/user-serv/handbook/content.html.
|6. The Role of the IS Team Member Assigned to an LC|
The IS Team Member can assist faculty with incorporating library work (especially in fielding creative ideas for assignments), computing skills, etc. into a syllabus; assist in the creation of library assignments; find useful Internet sites for a particular class, project, or subject area; connect faculty to other services/resources.
The IS Team Member can help students in large or small groups, or individually, in narrowing topics for research projects, instruction in the online catalog, evaluating web pages.
The Office of Library Instruction (LI) prepares library users for academic research by providing them with the skills needed to effectively use either paper-based or electronic library resources. Library Instruction can provide you with library assessment samples. You can either use them or develop your own. Do not simply ask students:
|7. The Role of Information Technology in Learning Communities|
Information Technology (IT) is a service unit organized to provide computing resources to Indiana State University students, faculty, and staff. Reporting to the Associate Vice President for Information Services, Information Technology supports several mainframe and minicomputers, a host of data communications hardware, 14 microcomputer laboratories for use by students, faculty, and staff, a campus wide local area network, and connections to the Internet.
Information Technology is available to support learning communities in a variety of activities. Hands-on workshops can be conducted on computing at ISU, computing basics, or software applications.
Computing at ISU could be used to explore information technology at ISU, including the availability of student network accounts, email, Internet access, network access, lab usage, and availability of help and training services.
Basic computing workshops could cover operating systems Windows 98 or Macintosh. Students could learn to access class discussion groups, Blackboard accounts, or email.
Lessons on specific software applications can support course content. Excel could be taught in conjunction with building a simple budget. A lesson in Word could cover formatting a report. A PowerPoint or web publishing lesson might support the students' presentation of research results.
Training documentation on the web or in print can be provided as reference tools.
|8. The ISL and the Eight Competencies|
Information Services support can be utilized within any/all of the basic competencies. While more obvious within some competencies than others, the examples below illustrate how course assignments can be developed to build upon the basic instructional experience. Some of the examples would work better in the subject class, some in the Univ 101 (or equivalent), or the LS Team may coordinate/breakdown the assignment between both courses. Students can/should utilize electronic resources, not just when they need to find materials for a research paper; they can begin to see how knowing where to go and what to do when they get there can help them in all aspects of their academic and personal life. Throughout their freshman year (and perhaps throughout all of their collegiate career), students can build a portfolio of articles, citations, websites, etc. to represent their personal interests, academic major/minor, specific projects, etc.
Competency 1: Communicating Effectively and Interpreting with Insight
(b) Have students read a popular magazine article and a research journal article on the same topic and compare and contrast what they find. They should incorporate characteristics of magazines and journals into their comments.
|Model of the Information Search Process|
|Stages*||Task initiation||Topic selection||Prefocus exploration||Focus formulation||Information collection||Search closure||Starting writing|
|Feelings||Uncertainty||Optimism||Confusion, frustration and doubt||Clarity||Sense of direction/confidence||Relief||Satisfaction or dissatisfaction|
|Thoughts||Ambiguity --------------------------------------------------à specificity|
|Increased interest --------------------à|
|Actions||Seeking relevant information -----------------------à Seeking pertinent information|
Topic Selection: students identify and choose a research topic (librarians traditionally not involved at this level).
Prefocus Exploration: students examine information on their topics in preparation for developing a focus. (often the most difficult stage for students)
Focus Formulation: students consider the information discovered, and identify ideas or areas on which to focus.
Information Collection: students gather and assimilate information related to the focused topic
Search Closure: students conclude the information search and get ready to write or present their research findings.