Brief overview of New Curriculum for IL
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Brief overview of New Curriculum for IL
- 1. Jane Secker & Emma Coonan Wolfson College, Cambridge A New Curriculum for Information Literacy Front cover image: ‘Tulip staircase at the Queens House, Greenwich’ by mcginnly http://www.flickr.com/photos/mcginnly/2197675676/ (licensed under Creative Commons)
- 6. The Information Literacy landscape
- 9. What our experts said… Modular, flexible holistic, embedded, Relevant to students Format and structure of the curriculum Online / face to face Active learning: discussion and reflection Training > Teaching Teaching style and method of delivery Who teaches? When?
- 10. And don’t forget…. Use of audits Meaningful assessment Learning outcomes How to market IL to different audiences Assessment Marketing / hooks Aligning the curriculum content to discipline specific knowledge, skills and behaviour
- 15. But seriously what was I doing?
- 16. Cheers!
Hinweis der Redaktion
- We selected the image on the front cover to reflect several key themes and ideas that arose from our research. Most notable among these is the concept of learning as an iterative and spiral process which progresses by building upon previously achieved insights. The image also suggests aspiration, development and upwards movement. Finally, the coincidental resemblance to an eye recalls the metaphor of vision often used as an analogy for the researcher’s mission: “ If I have seen further, it is by standing upon the shoulders of giants ” (Newton).
- Jane
- Jane
- Modified Delphi approach (used in forecasting the future) - consultation with experts in the education and information fields via e-mail questionnaire and interviews Including trainee teachers, school librarians, academic librarians, educational technologists and others Literature review Developing a curriculum plus various supporting resources Examples of best practice Evidence toolkit Mapping of curriculum to SCONUL 7 pillars Preliminary findings presented at workshop
- Emma UNESCO 2005 Alexandria Proclamation
- Emma – issues around terminology and mapping of the concept in different fields
- Emma
- Emma holistic: supporting the whole process of researching and writing rather than just teaching traditional library skills modular: ongoing classes to meet the developing needs of students during their whole academic career, not just one-shot sessions embedded and flexible: can be implemented and taught not only by librarians but by study skills advisors, learning developers, supervisors and lecturers (depending on the needs and structure of the institution) active and assessed: containing a significant element of active and reflective learning, including peer assessment elements, in order to help students develop into informed and autonomous learners Transitional Transferable Transformational Transition occurs in learners, who enter university from a wide variety of backgrounds, but often need to make the transition from school to higher education. They also have to make the transition from dependent to autonomous learning. The curriculum content needs to be transferable, forming a part of education, not simply ‘library training.’ Information literacy fosters and develops appropriatebehaviour, approaches, cognitive functions and skills surrounding the use of information. In essence information literacy equips students with the capacity to generate their own strategies for dealing with new information contexts, for example when they leave higher education and enter the workplace. Finally, information literacy should be transformational for the learner, changing their attitude, behaviour, outlook and even their world-view. Therefore this curriculum has the potential to change lives and make a real difference to society.
- Jane
- Jane
- Jane
- Transition from school to higher education Becoming an independent learner Developing academic literacies Mapping and evaluating the information landscape Resource discovery in your discipline Managing information Ethical dimension of information Presenting and communicating knowledge Synthesising information and creating new knowledge Social dimension of information literacy
- Drinking cocktails (and quite a lot of port) Attending balls and formal halls at Wolfson College Cycling round Cambridge Eating lunch at Wolfson College and making new friends