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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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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. ...

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

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