An Online Self-Paced Faculty
Development Program in Information
Literacy
Brenda Stutsky RN, MScN, EdS, PhD
Judith Littleford MD, BSc, FRCPC
Tania 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
Brenda Stutsky
Judith Littleford
Tania Gottschalk
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
• $17,000.00
• Royal College of Physicians
and Surgeons of Canada
• University of Manitoba,
Department of Anaesthesia
• Faculty of Medicine Dean’s
Office
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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
•
student guidance
Overwhelming
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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.
2.
3.
4.
5.
Ensure Support from Your Leadership Team
Secure Funding for Equipment and Training
Empower the Development Team
Insist on Storyboards
Design for All Learners
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