And, finally, here’s the continuation of Twitter WILU coverage. Most tweets were by me unless otherwise noted. I missed a couple sessions on Thursday so there’s not as much coverage from that day.
in session 5d on map and spatial literacy in the digital age, presented by Concordia colleagues.
Unless a Geo/GIS librarian, many librarians may be thrown when students ask for a map at the ref desk.
Geospatial data not as scary as it seems. It’s the raw data that is used to create maps.
Other geospatial data – Raster data, Images, pixel based data (e.g. elevation).
Geospatial info literacy – ability to find, use, and interpret and analyze info using maps, atlases, data, dioramas, etc.
a lot of literature available on map literacy, mainly for k-12, but not much in terms of libraries and/or university level.
Study on *perception* of undergrad’s geospatial literacy. Given hypothetical assignment, how well would 1st yrs, 3rd yrs do?
Also looked at how well resources serve users & how aware are users of resources. Resources are good, awareness low.
Majority of respondents said workplace does not have geospatial info literacy & there’s no discussion on it.
Decision-makers are overall unaware of geospatial literacy issues.
“Learning to Think Spatially” is THE handbook on topic. http://bit.ly/dpmwR4
Some fun ways to practice skills: play with Google earth or find house on Google Streetview; geocaching; use a MAP next road trip.
I guess the difficulties with geospatial resources & use is similar to any specialized resource, except it is certain that students even outside of Geography type programs would benefit from using more map & GIS data in their studies.
4Bes: @copystar great idea to play games for your presentation and tempt us to participate with prizes
Late, but made it to @copystar’s pres on gaming in libraries. We’re playing a game on her prezi.
library games are educational games and educational games suck. Games are leisure, not mandatory.
UofM did project to see if students would play games to learn library research. Even had $ prize. No students wouldn’t play.
games are about learning but flow is important. A challenge, but not too hard or too easy. “flow” opposite “cognitive dissonance”
4Bes: If your game isn’t fun people aren going to play it …but how do you define fun?
If game not fun, people aren’t going to play it. Audience member now asking how we define “fun”.
“Theory of Fun for Game Design” http://amzn.to/c4MVvb
Jesper Juul – two layers of game, rules & fiction. The fiction engages us at start, but as we play it’s the mechanics we focus on.
4Bes: students don’t want to waste their time with a game ABOUT something…instead try a game TO DO something.
so @copystar is a moderator at http://www.urgentevoke.com/ She has special power “Knowledge Share” (so sort of librarianish).
I think Mita’s session tied in nicely with the opening plenary. Games need to be fun but they can still teach players (or students) certain concepts or skills. I don’t think the future of Information Literacy lies in creating some super awesome research video game – that just won’t work.
Closing Keynote by Steven J. Bell
4Bes: Steven Bell: “Play is very important to the design process”
CanuckLibrarian: In closing keynote by @blendedlib. He’s talking about design and importance of play.
CanuckLibrarian: The biggest mystery is what’s the next mystery. That’s what drives us to learn.
4Bes: Mystery Box TED talk http://www.ted.com/talks/j_j_abrams_mystery_box.html
4Bes: Blended Librarian video clips – http://bit.ly/bVcRv7
CanuckLibrarian: What is a Blended Librarian. Librarian that also has skills in instructional technology & design. http://blendedlibrarian.org/
CanuckLibrarian: What’s the mystery of information literacy?
4Bes: How do we systematically change student’s research behaviour?
CanuckLibrarian: The mystery for @blendedlib “How do we systematically change students’ research behaviour?”
uinen: If you change someone’s behaviour, they’ve learn something new.
4Bes: If we’re not changing student’s behaviours, we’re not helping them learn.
CanuckLibrarian: We’ve tried to move information literacy instruction through the knowledge funnel.
CanuckLibrarian: Are we exploiting the same mystery over & over instead of exploring new mystery? Has this created a Wicked Problem for us?
weelibrarian: What are the new mysteries of il?
4Bes: nice stick men graphics used by @blendedlib to show the knowledge funnel
CanuckLibrarian: Wicked IL Problems: making a diff.? Students learning what we say they are? Academically successful? creating lifelong learners?
CanuckLibrarian: Libraries using the “algorithm” for IL more than intuition.
StewartCaroline: My question: Do students even want to be lifelong learners? Am I selling something that there is no market for?
CanuckLibrarian: @StewartCaroline I don’t think many set out thinking they want to be a lifelong learner – it just sort of happens.
CanuckLibrarian: I bet when we say “lifelong learner” to most students they must think “oh God I don’t want to be in school the rest of my life!”
CanuckLibrarian: Interestingly, 1 core value of my sorority is “Lifelong learning” so thousands of young women out there who do want that.
uinen: Assessment tools can help us approach wicked problem of “are we making a difference”
4Bes: I’ve never played with Blackboard’s assessment module – it sounds like it could help explore some of my own mysteries
4Bes: great list of resources provided by @blendedlib to accompany his #wilu2010 talk http://bit.ly/bDqiPR
4Bes: Slides for @blendedlib’s great #wilu2010 closing plenary http://bit.ly/aow1mI
I haven’t been a librarian too long (MLIS ’05) but it does seem the same IL issues are talked about over and over again and that little progress is being made. Yes, there are barriers, as with any challenge, but I think what Bell was getting at with the ‘mystery box’ is that we’re not tackling the real mystery of Information Literacy. Bell said that he has noticed (and I’m sure some of us have as well) that even after librarians teach students (& there is evidence of learning) they still return with the same questions weeks later. So, as noted in the Tweets above, we may not be tackling the right ‘mystery’; we need to work on real change in student behaviour.