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Joining up the dots presentation for lt conference-20100119.am
- 5. ‘ IL is not a set of generic skills, but a set of abilities to be used in purposeful ways that relate to task, situation and context’ (Limberg, 2007)
- 11. ‘ Telling’ or facilitating?
- 12. ‘ students saw little value in information literacy instruction that was repetitive , not building on existing knowledge and skills , not contextualised by specific curricululm content and required learning tasks, and not clearly and explicitely linked to their goal of completing their research efficiently and successfully’ (Todd, 2005)
- 14. Our definitions of IL
- 17. Cog-ignition
- 23. Joined up dots ‘ Active engagement with and transformation of information to achieve changes in individual knowledge structure’ (Markless, 2007)
- 24. References CIBER (2008). Information behaviour of the researcher of the future. London: CIBER: University College London. McKie, A. (2009). Mapping the Territory: a new direction for information literacy in the digital age . Journal of Learning Development in Higher Education. http://www.aldinhe.ac.uk/ . Limber, L. (2006) Teaching information seeking: relating information literacy education to theories of information behaviour . Information Research. Vol. 12 No. 1 October. Retrieved on 16 December 2009 at http://informationr.net/ir/12-1/paper280.html Markless, S. (2008). A New Conception of Information Literacy for the Digital Learning Environment .. Nordic Journal of Information Literacy in Higher Education. ISSN: 890-5900 Newman, M. (2009). Business firmly woven into the fabric of the new framework. Times Higher Education Supplement. Retrieved on 16 December 2009 from http://www.timeshighereducation.co.uk/story.asp?storycode=408936 Oblinger, D.G & Oblinger, J.L. (2005). Educating the net generation. Retrieved on 16 December 2009 from http://www.educause.edu/ir/library/pdf/pub7101.pdf
Notes de l'éditeur
- Diagram taken from: Viscocky O’Grady, Jennifer & Viscocky O’Grady Kenneth (2006) A Designer’s Research Manual: succeed in design by knowing your client and what they really need. Massachusetts: Rockport Publishers, Inc.
- In terms of progression
- Here I have just picked out some key areas from the Common Inspection Framework for Further Education and Skills
- Dots in learning and understanding of using library resources. Whilst Information Literacy is embedded within the courses, Student attendance is very good for library inductions, but starts to tail off for the rest of the course. Library Induction Electronic resources workshop Essay workshop Dissertation research workshop ‘ Knowing when and why you need information, where to find it and how to evaluate it, use and communicate it in an ethical manner’ (CILIP, 2009) Too often IL is viewed as: Libraries and resources Searching for an accessing information Finding the right web page Technical procedures and tools Librarians have traditionally delivered content in this way, because of timetable constraints (we often only limited time with students) and we may feel it is our duty to promote expensive electronic resources to ensure usage in the future. We tend to adopt a ‘just in case’ as opposed to just in time. But if we are just demonstrators or sales people, teaching a set of skills in isolation of the course, we are really underselling our skills and in danger of disengaing students from using our resources… … and just look at the teaching environment….! Assumptions of what we provide
- What is interesting about this picture? Discuss We have largely relied on the demonstrator approach, particularly when introducing students to the more complicated electronic resources. Whilst this dependency model (which rests on the librarian being the font of all knowledge), provides a strong draw for students, it disengages others who then default to previous learned behaviours, such as using Google. Oblinger and Oblinger, 2005 did some research in 2005 that forecast the next generation of student will be digitally literate, highly internet familiar, connected via networked media, conditioned to expect immediate resposes and will therefore be more predisposed to experiential learning nformation literacy is defined as a set of generic skills here…it should be a set of abilities to be used in purposeful ways, that relate to task, situation and context (Limberg, 2007) We aspire to a wider claim that IL should be about underpinning academic practice, Not all about turning learners into systematic researchers or pseudo librarians
- In art and design context, we can do this by exploiting the constructivist approaches to teaching – students approaches that emphasise active engagement with, and transformation of information to achieve changes in individual knowledge (Bruce, Edward & Lupton, 2007) Constructivist teaching (Vygotsky) techniques are based on constructivist learning theory . This theoretical framework holds that learning always builds upon knowledge that a student already knows; this prior knowledge is called a schema . Because all learning is filtered through pre-existing schemata, constructivists suggest that learning is more effective when a student is actively engaged in the learning process rather than attempting to receive knowledge passively. A wide variety of methods claim to be based on constructivist learning theory. Most of these methods rely on some form of guided discovery where the teacher avoids most direct instruction and attempts to lead the student through questions and activities to discover, discuss, appreciate and verbalize the new knowledge
- This fits in with the constructivist approach that is used in teaching art and design
- IL is not about turning all learners into systematic researchers or pseudo librarians…what is important in the 21 st cebtury is the ability to use information for problem-solving, not the technology of finding.
- Librarians are making new partners and delivering engaging content that is context specific: resources can be accessed any time, any where and can be delivered in the library, the studio or from your desktop – blended learning Skills Map: Not just skills in isolation of the course – to be used as and when students need them – an iterative process – offers student choice and reflection
- The group will also enable the department to achieve the 2009-10 Academic Strategy Action Plan recommendation to ‘develop flexible and innovative approaches to learning and research in the creative arts by exploiting new and emerging technologies’ as we harness new technologies to deliver content to our users. ‘ developing students' skills in ways which are sensitive to the needs of creative arts practitioners and to varied learning styles’
- To learn is not to receive information and knowledge, but is about changing the relationship between a person and the world (Limberg, 2007)