18
INFORMATION LITERACY IN HIGHER EDUCATION: POLICY AND PRACTICE IN TAIWAN Mei-Mei Wu, Ph.D Professor, Graduate Institute of Library and Information Studies National Taiwan Normal University [email protected] 吳吳吳 (Mei-Mei Wu) (CC) This work is licensed under the Creative Commons Attribution Noncommercial-Share Alike 3.0 License.2012 2012 ALA Annual Conference How Taiwan is Maximizing Information Services through Public Libraries, Digitalization, LIS Education, Information Literacy, Library Assc. & Globalizing, Anaheim Conventional Center 202C, 20120625 8:00-10:00.

Information Literacy in Higher Education: policy and Practice in Taiwan

  • Upload
    silvio

  • View
    22

  • Download
    0

Embed Size (px)

DESCRIPTION

2012 ALA Annual Conference How Taiwan is Maximizing Information Services through Public Libraries, Digitalization, LIS Education, Information Literacy, Library Assc . & Globalizing, Anaheim Conventional Center 202C, 20120625 8:00-10:00. - PowerPoint PPT Presentation

Citation preview

Page 1: Information Literacy in Higher Education:  policy and  Practice in Taiwan

INFORMATION LITERACY IN HIGHER

EDUCATION: POLICY AND PRACTICE IN

TAIWANMei-Mei Wu, Ph.D

Professor, Graduate Institute of Library and Information Studies

National Taiwan Normal University

[email protected]

吳美美 (Mei-Mei Wu) (CC) This work is licensed under the Creative Commons Attribution

Noncommercial-Share Alike 3.0 License.2012

2012 ALA Annual Conference How Taiwan is Maximizing Information Services through Public Libraries, Digitalization, LIS Education, Information Literacy, Library Assc. & Globalizing, Anaheim Conventional Center 202C, 20120625 8:00-10:00.

Page 2: Information Literacy in Higher Education:  policy and  Practice in Taiwan

2

Outline

Background -- An information Literacy Environment in Taiwan

Government’s efforts Making online course standards and online

course accreditation IL course as liberal Art Education

Phase one contribution Phase two contribution

Teaching Information Literacy in Higher Education

Closing remarks

Page 3: Information Literacy in Higher Education:  policy and  Practice in Taiwan

3

Information Literacy Publication profile1989 to 2011

民 79 民 83 民 84 民 85 民 86 民 87 民 88 民 89 民 90 民 91 民 92 民 93 民 94 民 95 民 96 民 97 民 98 民 99 民 100

0

5

10

15

20

25

30

35

40

45

50

碩博士論文筆數 期刊論文筆數Thesis Journal articles

200119901989

A total of 597 publications since1989 to 2011,

among them, 253 journal papers and 344 thesis

.

1994 2000 20052010

Page 4: Information Literacy in Higher Education:  policy and  Practice in Taiwan

4

-Pre 民 79 民 80- 民 84 民 85- 民 89 民 90- 民 94 民 95- 民 99 民 100 至 8 月 0

100

200

300

400

500

600

700

800

Pre-1990 1991-1995 1996-2000 2001-2005 2006-2010 2010- Aug 2011

Some flavor: A similar trend

ERIC

CEPS

Page 5: Information Literacy in Higher Education:  policy and  Practice in Taiwan

5

GOVERNMENT’S EFFORTS 1

Started eLearning Accreditation in 2006

Since 2006, 372 applied, only 193 approved (51.9%)

Three various levels:

Material level

4 codes

Course level

8 codes

Program level

5 codes

Page 6: Information Literacy in Higher Education:  policy and  Practice in Taiwan

6

Government’s Efforts 2

Promoting Information Literacy related courses

Make three IL related courses as the core in Liberal

Arts education in colleges and universities

Library and Information Literacy (LIL) is one of the

three courses

Page 7: Information Literacy in Higher Education:  policy and  Practice in Taiwan

7

Phase One: Developing 18 units of Digital Learning Materials (2008-2010)

A total of 18 modules of digital learning objects (DLO) for LIL as Liberal Arts education for university and college students had been developed at this stage by Chun-Chih U, NTU, ShihShin U.

An important education policy to promote students’ information literacy skills as well as e-Learning skills.

Page 8: Information Literacy in Higher Education:  policy and  Practice in Taiwan

8

Digital Learning Materials in MOE’s UPS

Page 9: Information Literacy in Higher Education:  policy and  Practice in Taiwan

9

Phase Two: Promoting Information Literacy related courses – (Project 2010-11)

• (1) Coordinate ten faculties from various colleges and universities for self-training and sharing of experiences and practices in LIL teaching;

• (2) Design and deliver LIL courses through e-Learning modes;

• (3) Develop four new sets of digital learning materials taking problem-based learning approach; and

• (4) Deliver professional development workshops for faculties teaching Liberal Arts courses.

Four main missions:

Page 10: Information Literacy in Higher Education:  policy and  Practice in Taiwan

10

(1) COORDINATE TASK FORCE TEAM

Ten faculties in ten

universities and colleges from

island wide participate in the

Task Force Team.

Participatory faculty is

required to select at least six

modules from MOE’s DLM for

their course design and to

participate monthly meetings.

MONTHLY MEETINGS ONLINE ON SITE

Page 11: Information Literacy in Higher Education:  policy and  Practice in Taiwan

11

Ten faculties from ten universities/ colleges

Professor Tzu-Heng Chiu (T02)• Taipei Medical University (TMU)• Introduction to Information

Behaviors

Instructor Chi-Lung Chang (T04)• ChingYun University (CYU)• Internet Resources Organization

and Retrieval

Instructor In-Lin Hu (T05)• Yu Da University (JUST)• Library and Life-Long Learning

Professor Hai-Hon Chen (T08)• National University of Tainan

(NUTN)• Library Resources Uses

Instructor Pei-Chih Chen (T09)• Tainan University of Technology

(TUT)• Library Information and Network

Instruction

Professor Gin Lin (T07)• National Chiayi University (NCYU)• Information Literacy and Learning:

Basics

Professor Yuang-Ling Lai (T06)• National Taichung University of

Education (NTCU)• Application of Information Literacy

and Electronic Resources

Instructor Chi-Chuan Wu (T10)• National Ilan University (NIU)• The Application of Retrieving

Information

Professor Di Yu (T03)• Jinwen University of Science and

Technology (JUST)• Use of Internet and Library

Resources

Professor Mei-Mei Wu (T01)• National Taiwan Normal University

Library (NTNU)• Library and Information Skill

Page 12: Information Literacy in Higher Education:  policy and  Practice in Taiwan

12

(2) ONLINE COURSE TEACHING AND ACCREDITATION

•Using Moodle as eLearning platform

•18 modules of teaching units including 7 asynchrony, 6

synchrony and 5 face to face teaching units.

•Pre- and post- tests as well as questionnaires are

designed for action research.

•Approval of MOE’s eLearning course Accreditation(2011).

Library and Information Literacy, NTNU

Page 13: Information Literacy in Higher Education:  policy and  Practice in Taiwan

13

Use Moodle as Platform

Page 14: Information Literacy in Higher Education:  policy and  Practice in Taiwan

14

Use of Pre- and Post- Questionnaires

Page 15: Information Literacy in Higher Education:  policy and  Practice in Taiwan

15

(3) DESIGN AND DEVELOPMENT PROBLEM-BASED LEARNING MATERIALS

Understanding and

Applying Information

Resources:

Shan’s First Dating

Plan

Searching for Learning

Resources and

Evaluating Information

on Web:

Mary’s English

Learning Tips

Proposal Writing and

Oral Presentation:

Summer Camp for a

Scout Club Project

Integrating and

Cooperative Learning:

Attending Green

Team International

Summit

Page 16: Information Literacy in Higher Education:  policy and  Practice in Taiwan

16

(4) NUMEROUS PROFESSIONAL DEVELOPMENT WORKSHOPS Program to Share New Knowledge

• Experience Sharing: Apply the 18 Modules into

Literal Arts Courses

• Design and Production of DLO

• Problem-Based Learning Approach to

Instructional Design

• Facilitate Social Network

• Certification of DLO and Online Course

• Creative Commons in DLO

Program to Share New Technical tools • Virtual World: Second Life

• Video Conferencing: JoinNet and Adobe Connect

• DLM Design Tool: PowerCam

• DLM Design Tool: Adobe Captivate

Page 17: Information Literacy in Higher Education:  policy and  Practice in Taiwan

17

CLOSING REMARKS

1. Making the Library Information Literacy course as the core in

Liberal Arts Education assures that all students in high education

gain the required information literacy skills in school.

2. The co-development of digital learning materials that enhances

the quality of the teaching materials and saves the time of the

faculty.

3. Supporting collaborative teaching that allows sharing of teaching

materials and teaching experiences.

4. Thus, Education Policy is vital for essential progress in

promoting students’ required skills as well as promoting quality

of teaching and learning.

Page 18: Information Literacy in Higher Education:  policy and  Practice in Taiwan

18

Thank You for Listening

Questions and Comments

?

Mei-Mei Wu, Ph.DProfessor, Graduate Institute of Library and Information StudiesNational Taiwan Normal University

[email protected]