An Online Self-Paced Faculty Development Program in Information Literacy

Brenda Stutsky RN, MScN, EdS, PhDJudith Littleford MD, BSc, FRCPCTania Gottschalk BA, Med, MSc

Overview

In this presentation I will:• Provide an overview of the project background• Use an instructional design framework to illustrate

project steps• Outline a few development tips

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Our Development Team

Judith Littleford Tania GottschalkBrenda Stutsky

Librarians: Carol Cooke, Orvie Dingwall, Mê-Linh Lê, Hal Loewen, Janet Rothney, Daisy Santos, Sherri Vokey, and Andrea Szwajcer

Winnipeg, Manitoba, Canada

Two Campuses

Disclosure/Funding

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• $17,000.00• Royal College of

Physicians and Surgeons of Canada

• University of Manitoba, Department of Anaesthesia

• Faculty of Medicine Dean’s Office

Information Literacy (IL)

• Means - Healthcare practitioners are able to use available tools to approach the literature in an organized and efficient manner, including the ability to locate, evaluate, and use information effectively to accomplish a specific purpose (Association of College and Research Libraries [ACRL] 2004).

• IL skills are:• an essential component of evidence-informed

clinical care and scholarly work• are foundational to continuing professional

development (CPD) and lifelong learning

Instructional Problem

• General lack of IL skills• Students:

• influences information-seeking behaviours

• Faculty:• Physical library Instant access

Overwhelming• student guidance

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Learner Characteristics

• Health sciences students, faculty, and practitioners

• Mixture of: • learning

preferences• computer literacy

skills• healthcare

knowledge & experiences

• busy work & school schedules

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Task Analysis

• Literature review• Faculty/student survey• Information literacy

competencies

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Instructional Objectives

• Terminal objectives • Instructional objectives

for 9 modules

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Content Sequencing

1. Getting Started

2. Quick Questions Need Quick Answers

3. Going Mobile at Point of Care

4. Practice Changing Literature

5. Monitoring the Literature

6. Monitoring the Literature: Mobile

7. Complex Clinical Research Questions

8. Organizing and Managing Articles

9. Preparing Presentations and Course Materials

Strategies/Designing the Message

• Self-directed/self-paced• Time limitations of

learners major consideration

• Segment into 3-5 min. screencasts to reduce cognitive load

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Development of Instruction

• Camtasia Studio 7 to produce screencasts• University’s video production studio• Desire2Learn• University toolkit

Evaluation

• Summative evaluation for learners wishing to obtain CPD credit

• Program evaluation to be completed

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Development Tips

1. Ensure Support from Your Leadership Team2. Secure Funding for Equipment and Training3. Empower the Development Team4. Insist on Storyboards5. Design for All Learners

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