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The impact of technology on libraries, librarians and information literacy education


The impact of the Horizon report on information literacy

Lisa Hinchliffe

Horizon Report Library Expert Panel University of Illinois, Urbana- Champaign
United States
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Lisa Janicke Hinchliffe is Professor, Coordinator for Strategic Planning, and Coordinator for Information Literacy Services and Instruction in the University Library at the University of Illinois at Urbana-Champaign. She is also a member of the Association of College and Research Libraries’ (ACRL) Information Literacy Immersion Program faculty since 2003. Lisa is a past-president of ACRL, which launched the Value of Academic Libraries Initiative during her presidency. Along with Debra Gilchrist, Lisa is also the lead designer for ACRL’s training program for the Standards for Libraries in Higher Education and the IMLS-funded Assessment in Action project. She has presented and published widely on information literacy, teaching and learning, the value of academic libraries and library assessment, evaluation, and innovation. Her most recent book is Environments for Student Growth and Development: Libraries and Student Affairs in Collaboration (co-edited with Melissa Autumn Wong). Lisa received her Master of Education in educational psychology/instructional design and Master of Library and Information Science degrees from the University of Illinois at Urbana-Champaign. She earned her Bachelor of Arts degree in philosophy from the University of St. Thomas in Minnesota.


This session will discuss the NMC Horizon Report: 2014 Library Edition which examines key trends, significant challenges, and emerging technologies for their potential impact on academic and research libraries worldwide. The talk will focus on implications for information literacy and library engagement with teaching and learning as well as emerging roles for librarians as educators and learning leaders in their institutions. Attendees will have a chance to consider the timeframes posited in the NMC Horizon Report and whether the implications are coming to their own institutions faster or slower than the overall trends might suggest. Finally, the talk will suggest ways that librarians can build on the opportunities that the trends and technologies offer in order to create value for the institutions.


MOOCs and the impact on IL in libraries

Dr Janet Martin

Higher Colleges of Technology
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Dr. Janet Martin has recently completed her PhD through the University of Queensland in Australia on the topic of technology use by Emirati youth in higher education. Dr. Martin has lived in the UAE for 15 years, and worked as both librarian and within faculty research support. She has been a strong advocate for the development of professional library qualification education in the UAE, and remains involved in professional library organizations such as IFLA, ALIA, and the Information Literacy Network (Gulf region). Dr. Martin has published both journal articles and book chapters, and presented at many regional and international conferences on topics related to librarianship, information literacy, technology use by students, online learning, and professional development.


This short paper will discuss the recent MOOC movement around the world, the potential impact and opportunities offered to libraries and librarians, and in particular, the implications for information literacy (IL) instruction in the Gulf region. Conference presentations and webinars have increasingly appeared in library professional development circles in recent years, including offerings by the ALA, OCLC and IFLA. This is a timely opportunity to flag this important issue to the library community of the Gulf region.

The term MOOC (Massive Open Online Courses) appeared in 2008, but took off in 2011 when Stanford University offered three courses which each drew over 100,000 students. MOOCs have increased rapidly since 2012, with the launch of Udacity, Coursera and EdX (Richter 2014, Mahraj 2012). Many writers have discussed the potential impact of MOOCs on libraries and librarians, including the issues/problems of copyright, access and licensing of library databases and resources to non-students of the institution, and leveraging the relevance of libraries and IL instruction in MOOCs. In many Coursera-affiliated institutions, librarian inclusion in MOOC project teams is now regarded as best practice, but what is happening in this region?

Opportunities offered by MOOCs will be discussed, as universities and libraries all over the world are becoming involved in different ways. Several examples of MOOCs (or mini-MOOCs) offered by libraries will be outlined, and a recommendation to investigate this option further will be made, in the light of the opportunity to expand the reach of IL training, the richness of data streams becoming available which sheds new light on to information seeking behavior, and the need for librarians to better understand this new phenomena.


Using technology to deliver student centred curriculum.

Dr. Nicole Johnston

University College London
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Dr Nicole Johnston is a Lecturer in Library and Information Studies at UCL Qatar. She lectures on a range of areas in the MA Library and Information Studies degree including information retrieval, information literacy and collection management. Dr Johnston holds a PhD from Queensland University of Technology in Brisbane, Australia where she conducted research about information literacy and EFL students. She is currently the chair of the professional development committee of the information literacy network of the Gulf region.


This presentation will discuss how to use technology to develop student centred curriculum. The presentation will showcase two methods of how to create interactive and collaborative activities in the classroom using technology. The first method involves the development of information literacy activities using iPad apps and iBooks. Literature on using mobile technology in education has found that it fosters collaboration and interactivity in the classroom and feedback on a project developing iBooks for a foundations English program in the UAE found that the “hands on” nature of the activities and the interactivity provided by the apps contributed to student engagement in the lessons. The second teaching method using technology that will be discussed is using Lecture Capture software to flip the classroom. Flipping the classroom involves, “Interactive group learning activities inside the classroom and direct computer-based individual instruction outside of the classroom” (Bishop & Verleger 2013). The presentation will discuss how to flip the classroom and the benefits of using this teaching approach to students with diverse learning requirements.


Connecting librarians worldwide through social media and virtual collaboration: good practice from IFLA’s New Professionals Special Interest Group.

Sebastian Wilke

Information Services Librarian, Music
Qatar National Library
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Sebastian Wilke is Music Information Services Librarian at Qatar National Library. He holds a Master's degree in Library Science and Musicology from Humboldt-Universität zu Berlin, Germany. Since 2006, Sebastian has been actively involved in international project work through his studies and on an associational level at IFLA (International Federation of Library Associations and Institutions), focusing on community building activities for new professionals in the library field. For the past five years, he chaired IFLA's New Professionals Special Interest Group. In this capacity, he has given numerous talks and facilitated (un)conferences, workshops, sessions and webinars on topics related to LIS students and new librarians. For more information check out his website. https://sebastianwilke.wordpress.com/


In a global organization such as the International Federation of Library Associations and Institutions (IFLA), it can be challenging at times to work with members that are spread over multiple continents and time zones. The New Professionals Special Interest Group (NPSIG) of IFLA is a good example of how to achieve this by incorporating social media and virtual collaboration into associational work. Going beyond Facebook and Twitter, NPSIG is actively using various social media platforms and is generally very open to trying out the latest trends and making use of them for its work. The group is also well-known for its innovative use of online conferencing tools to facilitate webinars and virtual business meetings. This lets NPSIG effectively reach out to a global network of new librarians and supporters on a regular basis and provide them various ways to stay in touch with each other and to contribute to the group’s work within IFLA. Being the chair of NPSIG from 2010 to 2014, Sebastian Wilke largely contributed to this development. After a brief introduction to the scope and structure of NPSIG, he will give insights into the way the group works with selected tools and share practical advice on how librarians can benefit from them in different scenarios.

Gordana Rauski

Gordana Rauski is an Information Services Librarian at the Petroleum Institute in Abu Dhabi, UAE. She has over 14 years of professional experience in large academic libraries. Gordana earned her MLS from the University of British Columbia, Vancouver, Canada and a BA in Linguistics and Education the University of Novi Sad, Serbia. Her research areas include mobile learning, information seeking behavior, library instruction, and STEM information and reference services.


The proposed short panel presentation will present results of the survey “Attitudes of Information Professionals in the GCC region toward emerging technologies in teaching and instruction” This presentation will summarize survey results about attitudes and use of new technologies in library instruction and provide a list of recommended educational technologies and tools that can be easily adopted in order improve teaching and learning in the Arabian Gulf libraries.


Teaching with technology, Information literacy and emerging technologies and tools (Web 2.0, Web 3.0, mobile technologies); Information literacy in the future.

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