Fine Art Wiki:Reflections on using the read/write web to develop information literacy skills in first year Fine Art studen...
Outline<br />Background<br />Programme re-development<br />Theoretical context<br />Evaluation and reflections<br />
Background<br />Library teaching input for number of years in the Fine Art curriculum<br />Variable feedback led to concer...
Background<br />Incorrect assumption that students in Art and Design:<br />Are unfamiliar with academic sources<br />Have ...
Programme re-development<br />Appropriate level content<br />Aligned to needs of the programme<br />Greater level of peer ...
Wiki task<br />Wiki task set to provide practical application of skills:<br />Focussed on summer project set by the Facult...
Links to the literature:Group interaction<br />	Students retention rates for group interactivity rises to 70% and 80% for ...
Links to the Literature:Feedback<br />	‘the most powerful enhancement to learning is feedback during learning’ (p.97) <br ...
Links to the Literature:Peer learning<br />	‘A high degree of learner activity’ (p.17) and peer interaction are critical f...
Links to the Literature:Deep vs surface learning<br />	Surface approach to learning<br />Focus on discrete elements withou...
Evaluation<br />Confidence/skills in finding range of information<br />Confidence/skills in evaluating Internet sources<br...
Evaluation<br />Confidence/skills in finding range of information – 97% agreed/strongly agreed<br />Confidence/skills in e...
EvaluationMost interesting/useful:<br />Having the tools to research collaboratively as well as individuals<br />Hearing w...
Strengths of wiki task<br />Provided context and application<br />Provided focus for the session<br />Facilitated peer int...
Challenges of wiki task<br />Patchy attendance by some group members<br />Need to ensure only one group member edited wiki...
References<br />BIGGS, J. and TANG, C. (2007) Teaching for quality learning at university: what the student does, 3rd ed. ...
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Fine Art Wiki: Reflections on using the read/write web to develop information literacy skills in first year Fine Art students

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De Montfort University has a strong tradition in teaching information literacy to students at all levels and across all faculties.

The Faculty of Art and Design has a range of information literacy sessions integrated within the curriculum for the majority of its programmes, including Fine Art. In 2009 the library revised teaching for Fine Art ,and developed a wiki as a formative assessment tool to provide focus and structure.

This presentation reflected upon the wiki as a learning and assessment tool, presenting feedback within a theoretical context, and was followed by a demonstartion of the wiki.

The presentation was given at LILAC 2010 in Limerick on Wednesday 31st March 2010 by Amanda Poulton

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Fine Art Wiki: Reflections on using the read/write web to develop information literacy skills in first year Fine Art students

  1. 1. Fine Art Wiki:Reflections on using the read/write web to develop information literacy skills in first year Fine Art students<br />Amanda Poulton<br />Academic Team Manager (Learning and Skills Development)<br />De Montfort University<br />apoulton@dmu.ac.uk<br />
  2. 2. Outline<br />Background<br />Programme re-development<br />Theoretical context<br />Evaluation and reflections<br />
  3. 3. Background<br />Library teaching input for number of years in the Fine Art curriculum<br />Variable feedback led to concerns by Faculty and Library that teaching was not effective<br />Meeting with Head of Studies to establish student profile and needs<br />
  4. 4. Background<br />Incorrect assumption that students in Art and Design:<br />Are unfamiliar with academic sources<br />Have additional learning needs<br />Are unused to producing written work <br />Head of Studies revealed that Fine Art students:<br />Have the highest average A level points at the university<br />Are highly motivated, confident and effective learners<br />
  5. 5. Programme re-development<br />Appropriate level content<br />Aligned to needs of the programme<br />Greater level of peer interaction and engagement<br />Integrate formative feedback<br />More robust evaluation<br />
  6. 6. Wiki task<br />Wiki task set to provide practical application of skills:<br />Focussed on summer project set by the Faculty to ensure relevance<br />Enabled peer interaction and discussion<br />Formative assessment took place in final session <br />Feedback provided on developing information literacy skills<br />
  7. 7. Links to the literature:Group interaction<br /> Students retention rates for group interactivity rises to 70% and 80% for doing real-life tasks compared to 10% for reading<br />Glassner as quoted by Biggs and Tang (2007) <br />
  8. 8. Links to the Literature:Feedback<br /> ‘the most powerful enhancement to learning is feedback during learning’ (p.97) <br />Biggs and Tang (2007) <br />
  9. 9. Links to the Literature:Peer learning<br /> ‘A high degree of learner activity’ (p.17) and peer interaction are critical factors in encouraging a deep approach to learning. <br />Biggs as quoted by Toohey (1999)<br />
  10. 10. Links to the Literature:Deep vs surface learning<br /> Surface approach to learning<br />Focus on discrete elements without integration<br /> Deep approach to learning<br />Vigorous interaction with content <br />Relate concepts to everyday experience<br />Entwhistle (1981) and Marton and Säljö (1976) as cited by Savin-Baden and Major (2004, p.26)<br />
  11. 11. Evaluation<br />Confidence/skills in finding range of information<br />Confidence/skills in evaluating Internet sources<br />Wiki task helped understand how the skills could be applied<br />Enjoyed working on the wiki task<br />
  12. 12. Evaluation<br />Confidence/skills in finding range of information – 97% agreed/strongly agreed<br />Confidence/skills in evaluating Internet sources – 94% agreed/strongly agreed<br />Wiki task helped understand how the skills could be applied – 92% agreed/strongly agreed<br />Enjoyed working on the wiki task – 83% agreed/strongly agreed<br />
  13. 13. EvaluationMost interesting/useful:<br />Having the tools to research collaboratively as well as individuals<br />Hearing what other people had to say and seeing their different approaches<br />Communicating within a group to find information resources<br />Finding useful information about the artist and working in a group<br />
  14. 14. Strengths of wiki task<br />Provided context and application<br />Provided focus for the session<br />Facilitated peer interaction and learning<br />Opportunity to provide formative feedback<br />Introduced students to wikis as a research tool<br />
  15. 15. Challenges of wiki task<br />Patchy attendance by some group members<br />Need to ensure only one group member edited wiki page at one time<br />Technically challenging to review other groups’ wiki pages<br />Some students did not understand importance of selecting and referencing (not just copying and pasting)<br />More in depth teaching needed for referencing<br />
  16. 16. References<br />BIGGS, J. and TANG, C. (2007) Teaching for quality learning at university: what the student does, 3rd ed. Maidenhead: Society for Research into Higher Education & Open University Press.<br />SAVIN-BADEN, M. and MAJOR, C. (2004) Foundations of Problem-based learning. Maidenhead: Society for Research into Higher Education & Open University Press.<br />TOOHEY, S. (1999) Designing courses for Higher Education. Buckingham: The Society for Research into Higher Education & Open University Press.<br />

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