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Jonathan Smart,
University of Plymouth,
17.3.08
We’re in this together – getting
involved through information
literacy str...
Outline
Context
Connecting with the curriculum
The nature of the assignment
Reflective approach
Collaborative teaching
IL ...
‘...evidence suggests that IL is still treated
as an elective skill set on the periphery of
the core curriculum in most di...
Context
PGCE / Cert Ed students, HE levels – 3 / 1.
NQF levels 6 / 4
F/t / p/t
SWAST
Diverse backgounds
c. 50% SWAST cohor...
Connecting with the curriculum
Essential to connect IL with curriculum
(Bundy 2004, Johnston & Webber 2003,
Grafstein 2002...
Schon’s reflective practitioner
Reflection-in-action: thinking on their feet – try apply
prior experience to new situation...
Other Reflection models
Kolb: Concrete experience; Observation &
reflection; Forming abstract concepts; Testing in
new sit...
The assignment
Induction - orientation
Hands-on ‘Facilitated Discovery’. Learn by
doing with help of coaching (Refl
Practi...
The assignment
As a consequence of the session you have received and
the follow-up work you have done, consider the follow...
You will then research around issues of diversity,
inclusion and equality of opportunity, producing a 500
word reflexive s...
1. Information strategies you have found most effective
2. How you assess and critically evaluate what you find
3. What yo...
Diagnostic checklist
Diagnostic checklist cont.
The reflective approach
Get them thinking
Cognitive, higher order skills
Reflection key part of course and practice
Raisin...
Assignment: prior knowledge
‘I started with Diversity. I have quite a lot of
background knowledge in this area as I was th...
Assignment: reflection
‘By using the basic reflective cycle of action;
reflection; revised action and reflection (Wallace,...
Assignment: cascading benefits
‘Once I have mastered the art of e-resources I feel
that it will benefit my research and ul...
Collaborative teaching
Natural move to team teaching
Learning from each other
‘Shared’ cognitive authority
Reflexive proce...
Study skills & scholarship
Request from PCET while planning programme
Study skills & IL have natural fit
More ‘territories...
Student collaboration
Groups in refectory
Wiki
Joint tutorials with me
‘By spending more time accessing the resources
by t...
Questionnaire
Students’ perceptions
100 % found FD either v.useful or useful
80% thought assignment useful for thinking
through IL issue...
‘Other comments’
‘without the practical session...would have appeared
very daunting’
‘Having never attended university pri...
Concluding thoughts
Recipe for success(?):
Think outside own territory
Continuous communication
Relate to curriculum – don...
Question
Where would/do you as an information professional
draw the line in terms of what you are prepared to
teach in ord...
References
Bundy, A. (2004) Australian and New Zealand
information literacy framework: principles, standards
and practice....
References (cont.)
McGuinness, C. (2007) Exploring strategies for
integrated information literacy. Communications in
infor...
Bibliography
Boyer (1990) Scholarship reconsidered: priorities
of the professoriate. Carnegie Foundation for the
Advanceme...
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We’re in this together – getting involved through information literacy strategies that encourage reflection through collaboration between faculty, student and information professional. Smart

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We’re in this together – getting involved through information literacy strategies that encourage reflection through collaboration between faculty, student and information professional. Smart

  1. 1. Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection through collaboration between faculty, student and information professional
  2. 2. Outline Context Connecting with the curriculum The nature of the assignment Reflective approach Collaborative teaching IL & study skills Student feedback Concluding thoughts
  3. 3. ‘...evidence suggests that IL is still treated as an elective skill set on the periphery of the core curriculum in most disciplines’ McGuinness (2007 p26)
  4. 4. Context PGCE / Cert Ed students, HE levels – 3 / 1. NQF levels 6 / 4 F/t / p/t SWAST Diverse backgounds c. 50% SWAST cohort no education beyond secondary school Demanding & challenging curriculum Strong need for effective IL skills
  5. 5. Connecting with the curriculum Essential to connect IL with curriculum (Bundy 2004, Johnston & Webber 2003, Grafstein 2002 etc.) PBS students – relevance to business success Reflective practice integral to curriculum + PDP Dual function as diagnostic – mutual gain Study skills element
  6. 6. Schon’s reflective practitioner Reflection-in-action: thinking on their feet – try apply prior experience to new situations for new understanding Reflection-on-action: later stage – write up account of ‘journey’ , reflect in order to change / adapt. Action following reflection - new theories & responses. Constructivist.
  7. 7. Other Reflection models Kolb: Concrete experience; Observation & reflection; Forming abstract concepts; Testing in new situations Boud & Walker – 3 stages of reflection: R. in action; R. mid-experience & R. after an event John: Situation relates to other experiences? Could have handled differently? Consequences of alternative actions? Feelings now? Experience changed way I know?
  8. 8. The assignment Induction - orientation Hands-on ‘Facilitated Discovery’. Learn by doing with help of coaching (Refl Practicum) ‘Safe’ environment First written assignment Importance of initial positive experience Diagnostic for PCET staff, students & me
  9. 9. The assignment As a consequence of the session you have received and the follow-up work you have done, consider the following diagnostic checklist of information literacy skills and identify both the ones in which you feel that you have now accomplished a working level of competency (i.e. you can use them as part of the process of researching for your coursework) and those that you consider you are still in need of developing.
  10. 10. You will then research around issues of diversity, inclusion and equality of opportunity, producing a 500 word reflexive summary reflecting on your own personal progress in acquiring and applying information literacy skills, reflecting on both your successes and areas that you are aware you still need to develop. You should include the following:
  11. 11. 1. Information strategies you have found most effective 2. How you assess and critically evaluate what you find 3. What you have learned from the process 4. What further actions you need to take to further develop your information literacy skills 5. How you will use the knowledge you have gained to instil information literacy skills in your students
  12. 12. Diagnostic checklist
  13. 13. Diagnostic checklist cont.
  14. 14. The reflective approach Get them thinking Cognitive, higher order skills Reflection key part of course and practice Raising levels of (self) awareness Reflexive for us too PDP key element of the course
  15. 15. Assignment: prior knowledge ‘I started with Diversity. I have quite a lot of background knowledge in this area as I was the lead person for the Ambulance service this year at Plymouth’s Respect festival....As a ‘mature’ student I will probably take longer than the ‘normal’ student to grasp things although I bring life skills with me and the experiences that I have had so far in life.’
  16. 16. Assignment: reflection ‘By using the basic reflective cycle of action; reflection; revised action and reflection (Wallace, 2007) both myself and my students could analyse information literacy. Therefore if I reflect by exploring if I am acquiring the correct information, I can revise my action by seeking another method to get information, for example from another data base or use a different key word and then reflect again.’
  17. 17. Assignment: cascading benefits ‘Once I have mastered the art of e-resources I feel that it will benefit my research and ultimately my skills as a teacher. In time I am certain that I will be able to do this efficiently and with confidence in my ability.’
  18. 18. Collaborative teaching Natural move to team teaching Learning from each other ‘Shared’ cognitive authority Reflexive process for us Mutual trust & confidence in each other as professionals Expand horizons Part of tutorial programme Listed as ‘tutor’ in handbook
  19. 19. Study skills & scholarship Request from PCET while planning programme Study skills & IL have natural fit More ‘territories’ (LD & Academic Support) Scholarship – overlap. Boyer (1990) E-learning – shared & adapted slides Predicated around faculty’s needs Relevance of AS confirmed Professionally stretched Directly addressed faculty need Information professional directly alongside faculty – shared territory
  20. 20. Student collaboration Groups in refectory Wiki Joint tutorials with me ‘By spending more time accessing the resources by trial and error, discussing best practice with colleagues and listening to there [sic] experiences, it will make me more efficient enabling me to spend time on relevant material’ ‘Critical evaluation from these sources is vital. Sharing findings and resources with fellow students helps to expand resource information’
  21. 21. Questionnaire
  22. 22. Students’ perceptions 100 % found FD either v.useful or useful 80% thought assignment useful for thinking through IL issues 70% FD most useful 10% reflective assignment 20% both in conjunction 100% transferable to further coursework
  23. 23. ‘Other comments’ ‘without the practical session...would have appeared very daunting’ ‘Having never attended university prior to this course, I found this exercise very useful’
  24. 24. Concluding thoughts Recipe for success(?): Think outside own territory Continuous communication Relate to curriculum – don’t be semi-detached Mutual understanding of drivers Comfort in shared professional spaces If in doubt - take it on Step outside comfort zone – it’s good for us...
  25. 25. Question Where would/do you as an information professional draw the line in terms of what you are prepared to teach in order to promote the integration of IL in the curriculum?
  26. 26. References Bundy, A. (2004) Australian and New Zealand information literacy framework: principles, standards and practice. 2nd ed. Adelaide: Australian and New Zealand Institute for Information Literacy Grafstein, A. (2002) A discipline-based approach to information literacy. J of Academic Librarianship, 28 (4) pp197-204 Johnston, B., Webber, S. (2003) Information literacy in higher education: a review and case study. Studies in Higher Education, 28 (3) pp 335-352
  27. 27. References (cont.) McGuinness, C. (2007) Exploring strategies for integrated information literacy. Communications in information literacy, 1 (1) pp 26-38 [Online] . Available at: http://www.comminfolit.org/index.php/cil/article/view/Spr (Accessed 3.3.2008) Pilerot (2006) How do students develop information literacy – through formal education or social participation? Paper presented at E-Lit conference. Smart, J. (2005) Cabinet reshuffle: from the Business to the education portfolio – a practitioner’s reflections, Education libraries J. 48 (3) pp 5-8
  28. 28. Bibliography Boyer (1990) Scholarship reconsidered: priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching. McGuinness, C. (2003) Attitudes of academics to the library’s role. In: Martin, A. Rader, H. Information and IT literacy: enabling learning in the 21st century. Facet Publishing, 244-254.

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