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Role delineation in an iterative,
cognitive skills based model of
Information Literacy
Judith Keene and John Colvin, Unive...
Lecturer’s Optimistic View
• Problem (2004)
– In academic writing
• Inappropriate research
• Solution!!
– E-journals now a...
Reality
• Little or no improvement
• Submitted assignments suggested
– Research
• Lecture Notes
• Un-refereed www sites
• ...
Project 1 – using e-journals
AIMS
• Encourage use of e-journals
• Improve electronic searching skills
WHAT DID WE DO?
• Me...
Project 1 - outcomes
• Significant rise in quotient
– Making greater use of using journals
– Making more use of advanced s...
Project 2 – better quality information
AIMS
• Encourage students to select high quality resources
• Develop strategies for...
Project 2 - outcomes
• Significant rise in quotient
• Better quality bibliographies (peer reviewed
journals and quality we...
Common themes
• Delivery by:
– Collaboration
– Reinforcement
• Delivery
– Embedding in curriculum
– Assessment Related
– T...
Identify Information
Needs
Locate /
Retrieve
Evaluate
Solve
Problem
Model
Problem
Solution
Identify
Information
Needs
Locate /
Retrieve
Evaluate
Solve
Problem
Model: Locate/Retrieve Stage
Problem
Solution
Locate /
Retrieve
Cognitive Skills
Knowledge: (Low level)
Awareness of
Relevant journals & magazines
Library Stock
Interne...
Identify
Information
Needs
Locate /
Retrieve
Evaluate
Solve
Problem
Model: Evaluate
Problem
Solution
Evaluate
Cognitive Skills
Analysis: (High Level)
Identifying relevant
extracts
Facts
Definitions
Techniques
Evaluation - F...
Identify
Information
Needs
Locate /
Retrieve
Evaluate
Solve
Problem
Model: Information Needs
Problem
Solution
Identify
Information
Needs
Cognitive Skills
Awareness: (Low Level)
Concepts associated with problem
Analysis: (High Level)...
Identify
Information
Needs
Locate /
Retrieve
Evaluate
Solve
Problem
Model: Solve Problem
Problem
Solution
Solve
Problem
Cognitive Skills
Analysis: (High Level)
Decompose problem
Evaluation: (High Level)
Information (against deta...
Teaching Computing Students
• Recent L&T Project
• Our students do not instinctively employ higher-
level cognitive skills...
How/Who: Locate / Retrieve Stage
Knowledge: (Low level)
Awareness of
Relevant journals & magazines
Library Stock, Internet...
How/Who: Locate / Retrieve Stage
Application: (Medium Level)
Able to use a variety of search engines using
Keywords, Boole...
How/Who: Evaluation Stage
Analysis: (High Level)
Identifying relevant extracts
Delivery
Short Joint presentation
Student C...
How/Who: Evaluation Stage
Evaluation - Fixed Criterion: (Medium/High)
Delivery
Short Joint presentation
Student Centred Ac...
How/Who: Information Needs
Awareness: (Low Level)
Concepts associated with problem
Delivery
Routine Delivery of Course
Sup...
How/Who: Information Needs
Analysis: (High Level)
Analysing problem to identify
Problem aspects requiring further informat...
How/Who: Problem Solving Stage
Analysis: (High Level)
Decompose problem
Evaluation: (High Level)
Information (against deta...
How/Who: Problem Solving Stage
Application: (Medium Level)
Apply techniques e.g.
Report structuring
Referencing
Delivery
S...
Identify Information
Needs
Locate /
Retrieve
Evaluate
Solve
Problem
Information Literacy v Model
Problem
Solution
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Role delineation in an iterative, cognitive skills based model of information literacy. Keene

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Role delineation in an iterative, cognitive skills based model of information literacy. Keene

  1. 1. Role delineation in an iterative, cognitive skills based model of Information Literacy Judith Keene and John Colvin, University of Worcester, U.K. Justine Sissons, Worcester College of Technology
  2. 2. Lecturer’s Optimistic View • Problem (2004) – In academic writing • Inappropriate research • Solution!! – E-journals now available • On-line access would suit Computing students Therefore • Students would use e-journals • Research would improve
  3. 3. Reality • Little or no improvement • Submitted assignments suggested – Research • Lecture Notes • Un-refereed www sites • Set texts (Possibly!!) • Little independent broader academic research – Journals – Other texts
  4. 4. Project 1 – using e-journals AIMS • Encourage use of e-journals • Improve electronic searching skills WHAT DID WE DO? • Measured student skills and searching behaviour (L&T quotient) • Gave an e-journal induction • Reinforced use of e-journals • Re-measured the quotient • Collected other information
  5. 5. Project 1 - outcomes • Significant rise in quotient – Making greater use of using journals – Making more use of advanced search techniques • Better quality bibliographies (more journal articles) • Positive feedback from focus groups
  6. 6. Project 2 – better quality information AIMS • Encourage students to select high quality resources • Develop strategies for promoting and embedding evaluation skills in the L&T process WHAT WE DID • Measured quotient • Tested different approaches • Remeasured quotient • Collected other information
  7. 7. Project 2 - outcomes • Significant rise in quotient • Better quality bibliographies (peer reviewed journals and quality websites) • Changes to delivery methods in response to interim results and feedback
  8. 8. Common themes • Delivery by: – Collaboration – Reinforcement • Delivery – Embedding in curriculum – Assessment Related – Timely – Contextualised learning activities
  9. 9. Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model Problem Solution
  10. 10. Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Locate/Retrieve Stage Problem Solution
  11. 11. Locate / Retrieve Cognitive Skills Knowledge: (Low level) Awareness of Relevant journals & magazines Library Stock Internet Resources Application: (Medium Level) Able to use a variety of search engines using Keywords Boolean Operators Phrase/Proximity Searches
  12. 12. Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Evaluate Problem Solution
  13. 13. Evaluate Cognitive Skills Analysis: (High Level) Identifying relevant extracts Facts Definitions Techniques Evaluation - Fixed Criterion: (Medium/High) Evaluating identified extracts against Relevance Authority of Source Timeliness etc.
  14. 14. Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Information Needs Problem Solution
  15. 15. Identify Information Needs Cognitive Skills Awareness: (Low Level) Concepts associated with problem Analysis: (High Level) Analysing problem to identify Problem aspects requiring further information Key words
  16. 16. Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Solve Problem Problem Solution
  17. 17. Solve Problem Cognitive Skills Analysis: (High Level) Decompose problem Evaluation: (High Level) Information (against detailed problem needs) Synthesis: (High Level) Build a solution from retrieved information Application: (Medium Level) Apply techniques e.g. Report structuring Referencing
  18. 18. Teaching Computing Students • Recent L&T Project • Our students do not instinctively employ higher- level cognitive skills • Project Team recognised ‘traditional’ approach is inappropriate • Constructive Alignment: Biggs (2003) • Find ‘group’ activities successful in encouraging the use of higher-order cognitive skills Colvin & Phelan (2006) Colvin, Price & Wright (2008)
  19. 19. How/Who: Locate / Retrieve Stage Knowledge: (Low level) Awareness of Relevant journals & magazines Library Stock, Internet Resources Delivery Short Joint presentation Slides/Notes for Student use Support General Info Desk Enquiries
  20. 20. How/Who: Locate / Retrieve Stage Application: (Medium Level) Able to use a variety of search engines using Keywords, Boolean Operators Phrase/Proximity Searches Delivery Short Joint presentation Individual Student Centred Activities Support 1-1 Librarian Support
  21. 21. How/Who: Evaluation Stage Analysis: (High Level) Identifying relevant extracts Delivery Short Joint presentation Student Centred Activities in Groups Joint Consolidation Support 1-1 Support: Lecturer or Subject Specialist
  22. 22. How/Who: Evaluation Stage Evaluation - Fixed Criterion: (Medium/High) Delivery Short Joint presentation Student Centred Activities in Groups Joint Consolidation Support 1-1 Librarian Support
  23. 23. How/Who: Information Needs Awareness: (Low Level) Concepts associated with problem Delivery Routine Delivery of Course Support 1-1 Support: Lecturer or Subject Specialist Librarians
  24. 24. How/Who: Information Needs Analysis: (High Level) Analysing problem to identify Problem aspects requiring further information Key words Delivery Short Joint presentation Student Centred Activities in Groups Joint Consolidation Support 1-1 Support: Lecturer or Subject Specialist Librarian
  25. 25. How/Who: Problem Solving Stage Analysis: (High Level) Decompose problem Evaluation: (High Level) Information (against detailed problem needs) Synthesis: (High Level) Build a solution from retrieved information Delivery Routine Delivery of Course Support 1-1 Support: Lecturer or Subject Specialist Librarians
  26. 26. How/Who: Problem Solving Stage Application: (Medium Level) Apply techniques e.g. Report structuring Referencing Delivery Short Joint presentation Slides/Notes for Student use Support 1-1 Support: Lecturer or Librarian
  27. 27. Identify Information Needs Locate / Retrieve Evaluate Solve Problem Information Literacy v Model Problem Solution

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