Slides for the presentation by Richard Owen and Sue House (University of Glamorgan) at LILAC10.

1. Developing students’ critical thinking skills through peer assessment and information literacy Richard Owen University of Glamorgan

2. “Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information upon it.” Dr Samuel Johnson (1709 – 1784)

3. Can you see the data in there?

4. Information overload can increase student uncertainty and lower performance

5. Stage and Cognitive Apprentice Theory

6. Naming the concept informacy Information literacy and skills Information problem solving skills Information problem solving information empowerment Information fluency Information Mastery Information competence Information competency Information handling skills Information competencies Information literacy competence Information mediacy infoliteracy skills of information literacy Information competence skills Information literacy skills

7. Definitions of Information Literacy (1) “knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand; it is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of lifelong learning.“ Prague Declaration of 2003

8. Definitions of Information Literacy (2) “the competencies to recognise information needs and to locate, evaluate, apply and create information within cultural and social contexts.” Alexandria Proclamation of 2005

9. Definitions of Information Literacy (3) "Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner." Chartered Institute of Library and Information Professionals (CILIP), 2004

10. Definitions of Information Literacy (4) Multi-disciplinary Lifelong – primary, secondary and tertiary education and beyond Educational, economic and social benefits

12. Is Information Literacy a “fad”? Complaints of “information overload” or “data smog” have been in existence since the 1860s It meets a need Transliteracy

13. Distinction between Information Literacy and Critical Thinking (Albitz 2007, p. 101) Information Literacy Effective use of all sources that enable assessment of situation Critical Thinking Skills Knowledge Comprehension Application Analysis Synthesis Evaluation

14. Research used to be done exclusively in libraries

15. “Grab and Go” Research

16. “Grab It and Go Research” – missing the big picture

17. Embedded Librarian

18. Embedded Librarian Information literacy education is the shared responsibility of all educators and information providers...Effective information literacy education depends upon a co-operation between information specialists and discipline experts to achieve curriculum innovations which foster information literacy. (Bainton2001, cited in Andretta (2006, p. 52).

19. End of this?

20. Goodbye to “the sage on the stage”?

21. Hello to “the guide on the side”?(King 1993, cited in Andretta 2006)

22. Coursework Assignment Essay writing skills (10%) Critical thinking skills (60%) Information literacy (30%)

23. “Master Thinker” (Elder and Paul, 1996)Use of Analogies

24. Formative Assessment Asynchronous peer assessment (Owen 2009) Cognitive apprentice theory (Collins et al 1991) Modelling – the Czech opt-out Scaffolding – Treaty of Lisbon blog

25. EU coursework – WTF?

26. Reducing Assessment Neurosis Allowing resubmission?

27. Student Performance Generally, much greater variety of sources intended for academic audiences which was put to better use

28. Weaker Performance Lack of transferability of critical thinking Not using suitable sources Not making effective use of sources Difficulties in distinguishing between fact and opinion More assessment of process?

29. References Andretta, S. 2005. Information Literacy: A Practitioner’s Guide. Oxford: Chandos. Albitz, R. 2007. The What and Who of Information Literacy and Critical Thinking in Higher Education. Portal: Libraries and the Academy Vol. 7 No. 1 pp. 97 – 109. Chartered Institute of Library and Information Professionals (CILIP). 2004. Information literacy: definition [online]. London: CILIP. Available at: http://www.cilip.org.uk/get-involved/advocacy/learning/information-literacy/Pages/definition.aspx. [Accessed on 5 January 2010]. Collins, A., Seely Brown, J. and Holum, A. 1991. Cognitive Apprenticeship: Making Thinking Visible American Educator 15, 3: 6-11, 38-46. Elder, L. and Paul, R. 1996. CriticalThinking Development: A Stage Theory [online]. Dillon Beach, CA: The Foundation for Critical Thinking. Available at: http://www.criticalthinking.org/articles/ct-development-a-stage-theory.cfm [Accessed on 16 December 2009]. Owen, R. 2009. Turning the Assessed into Assessors: Using Asynchronous Tutor-Mediated Peer Assessment to Develop Students’ Academic, Professional and Personal Skills, Journal of Applied Research in Higher Education Vol. 1 No. 2 pp. 45 – 55. The Society of College, National and University Libraries (SCONUL) (1999) Information Skills in Higher Education: a SCONUL Position Paper [online]. Prepared by the Information Skills Task Force on behalf of SCONUL. Available at: http://www.sconul.ac.uk/groups/information_literacy/papers/Seven_pillars2.pdf [Accessed on 6 Januaru 2010]. United Nations Scientific, Educational and Scientific Organisation (UNESCO). 2003. The Prague Declaration - "Towards an Information Literate Society" [online]. Paris: UNESCO. Available at: http://portal.unesco.org/ci/en/ev.php-URL_ID=19636&URL_DO=DO_TOPIC&URL_SECTION=201.html [Accessed on 5 January 2010]. United Nations Education, Scientific, and Cultural Organisation (UNESCO), National Forum on Information Literacy (NFIL) and the International Federation of Library Associations and Institutions (IFLA). 2005. High-Level Colloquium on Information Literacy and Lifelong Learning Bibliotheca Alexandrina, Alexandria, Egypt, November 6-9, 2005[online]. Available at: http://archive.ifla.org/III/wsis/High-Level-Colloquium.pdf [Accessed on 5 January 2010].

30. Bibliography (1) Donham, J. and Steel, M. 2007. Instructional Intervention Across the Inquiry Process. College and Undergraduate Libraries Vol. 14 (4) pp. 3 – 18 Ellis, E. and Whately, K. 2008. The Evolution of Critical Thinking Skills in Library Instruction, 1986 – 2006: A Selected and Annotated Bibliography and Review of Selected Programs. College and Undergraduate Libraries Vol. 15 (1 -2) pp. 5 – 20. Godwin, P. 2006. Keeping up with the Google generation: the challenge for Information Literacy teachers. In: Walton, G. and Pope, A. (eds) Information Literacy: Recognising the Need. Oxford: Chandos Hayes-Bohanan, P. and Spievak, E. 2008. You Can Lead Students to Sources, but Can you Make Them Think? College and Undergraduate Libraries Vol. 15 (1 – 2) pp. 173 – 210. Nentl, N. and Zietlow, R. 2008. Using Bloom’s Taxonomy to Teach Critical Thinking Skills to Business Students. College and Undergraduate Libraries Vol. 15 (1 – 2) pp. 159 - 172

31. Bibliography (2) Pope, A. and Walton, G. 2006. Information literacy: recognising the need – an introduction. In: Walton, G. and Pope, A. (eds) Information Literacy: Recognising the Need. Oxford: Chandos Transliteracy Research Group. No date. Transliteracy Working Definition [online]. Leicester: Transliteracy Research Group. Available at: http://nlabnetworks.typepad.com/transliteracy/ [Accessed on 5 January 2010]. Walker, J.S. 2006. From "Information Literacy Makes All the Wrong Assumptions" by Stanley Wilder [online]. Statesboro, GA: Learning in Information Literacy Across the Curriculum (LILAC) Group. Available at: http://lilac-group.blogspot.com/2006/11/from-information-literacy-makes-all.html [Accessed on 5 January 2010]. Zohar, A. and Dori, Y. 2003. Higher Order Thinking Skill and Low-Achieving Students: Are They Mutually Exclusive? The Journal of Learning Sciences Vol. 12 (2) pp. 145 – 181.