Wang - A practical model for curricular integration of information literacy in higher education
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  • 1. A practical modelfor curricular integration of IL in higher education LILAC 2011___________________________ Dr. Li Wang Learning Services Manager The University of Auckland, NZ l.wang@auckland.ac.nz
  • 2. An IL integration model
  • 3. An IL integration model LILAC 2011 IL education approaches in HE Extra-curriculum Inter-curriculum Academic Academic IL course IL course curricula curricula Intra-curriculum/ Stand-alone Integration/embedding Academic Academic course IL course IL curricula IL curricula IL
  • 4. An IL integration model LILAC 2011
  • 5. An IL integration model LILAC 2011
  • 6. An IL integration model LILAC 2011
  • 7. An IL integration model LILAC 2011 A recent PhD research Wang, L. (2010). Integrating information literacy into higher education curricula – An IL integration model. Unpublished PhD thesis, Queensland University of Technology. [The thesis will be available on the QUT ePrint site]Sociocultural theories were adopted in the entire study
  • 8. An IL integration model LILAC 2011 Sociocultural theories Human cognition • is developed through engagement in social activities; • is embedded within social events and occurs as an individual interacts with other people, objects, and events. Lev Vygotsky (1896-1934, Russian psychologist) – Mind in society (1978) –Thought and language (1986) Vygotsky
  • 9. An IL integration model LILAC 2011Two phases of the research Phase I – Interviews at three IL active universities Law Medical Education 16 librarians + Business Science 5 academics Engineering Creative Health arts science
  • 10. An IL integration model LILAC 2011 Two phases of the research Phase II – Development at 4th university 14 academics Y4 curriculum 4 librarians working group 7 students Y3 curriculum working group Collaboration: • Course lecturers • Subject librarians • Learning support Y1 curriculum • IT support staff working group • Learning designers • The researcher
  • 11. An IL integration model LILAC 2011 An IL integration model Who: IL curriculum working group How: IL contextualisation, What: IL guidelines in on-going interaction with IL,the intended curriculum collaboration and negotiation Outcome: Information literate students
  • 12. An IL integration model LILAC 2011 An IL integration model- what handout IL outcomes (WHAT) (intended curriculum) Discussion: what is the Graduate Attributes Institution/faculty Endorsed by Inst. Accrediting Org Institutional IL Requirements intended IL standards curriculum in Policy your institution or faculty? IL requirements
  • 13. An IL integration model LILAC 2011 Intended curriculum at UoA (handout) University GraduateIPENZ Graduate Requirements ANZIIL IL Standards Profiles / IL policy 1 and 2 and 3. The information literate1.4 Recognise when further person recognises the need forinformation is needed and be able II 5. An ability to recognise information and determines the natureto find it by identifying, evaluating when information is needed and extent of the information needed;and drawing conclusions from all and a capacity to locate, accesses needed information effectivelypertinent sources of information, evaluate and use this and efficiently. Critically evaluatesand by designing and carrying out information effectively. information and the information seekingexperiments. process.1.7 Communicate effectively, II 7. Ability to access, 5. The information literate person appliescomprehending and writing identify, organise and prior and new information to constructeffective reports and design communicate knowledge new concepts or create newdocumentation, summarising effectively in both written understandings. Communicatesinformation, making effective oral and spoken English and/or knowledge and new understandingspresentations and giving and Maori. / Integrate IL into effectively.receiving clear oral instructions. academic courses
  • 14. An IL integration model LILAC 2011 An IL integration model Who: IL curriculum working group How: IL contextualisation, What: IL guidelines in on-going interaction with IL,the intended curriculum collaboration and negotiation Outcome: Information literate students
  • 15. An IL integration model LILAC 2011 An IL integration model – Who handout IL curriculum working group (WHO) Identify potential/core courses in each year Mechanism of ensuring Head of Faculty/Dept Explore IL integration into identified courses IL integration Communicate and establish relationships Academics - course coordinator/ lecturers Librarians Learning Learning Faculty designer support support support Admin IT Collaboration and negotiation
  • 16. An IL integration model LILAC 2011 An example of identifying potential courses Engineering faculty curriculum Engineering General Maths Engineering Bio/Chem for Materials Elect. & Dig. Computn & PART1 Design Hugh Education Modelling Mechanics Engineers Science Systems Sware Dev. M General Maths PARTII core core core core core core Education Modelling Management Maths PART1II core core core core core Elective for Engineers Modelling Professional and PART1V Project core Elective Elective Elective Elective Sustainability Issues
  • 17. An IL integration model LILAC 2011 Year 2 Semester I Civil 201 Land Civil 210 Introduction to Civil 220 Introductory Engineering Geology Civil 220 Introductory Engineering Geology Civil 230 Fluid Mechanics 1 information Sys (10) S1 Structures (15) S1 (10) S1 Prebble (10) S1 Prebble (10) S1 Tony Swann ENGSCI 211 Math Larkin/St George Omenzetter/Butterworth Principles of physical and structural geology. Principles of physical and structural geology. Fluid properties and definitions. modeling II (15) S1 Aspects of elementary Structural forms and Elementary stratigraphy. Applied Elementary stratigraphy. Applied Hydrostatics and stability of Compulsory for all engineering surveying as systems. Analysis of geomorphology. Geologic surveying and geomorphology. Geologic surveying and floating bodies. Fluid flow, engineering students used for gathering site determinate systems, mapping. Elementary seismology; microzoning mapping. Elementary seismology; microzoning energy and continuity information for the design engineering beam theory, and seismotectonic hazard evaluation. Engineering and seismotectonic hazard evaluation. Engineering relationships. Viscosity. Force and setting out of works. composite beams, elasticity, properties, description and identification of properties, description and identification of and momentum relationship. Land information failure theories. Restriction: geologic materials. General applications of geologic materials. General applications of Dimensional analysis and systems, modern methods ENVENG 210, geology to engineering geology to engineering similarity. Introduction to of gathering, processing RESOURCE 210 Suggestion: research on rocks, list of common Suggestion: research on rocks, list of common turbomachinery. and presenting Opportunity, small design rocks, its property, how it is extracted, how it is rocks, its property, how it is extracted, how it is Potential, report on information for used used experimental engineering purposes Research on landslides: an example of landslide, Research on landslides: an example of landslide, potential GIS db  investigating the case and report your finding, investigating the case and report your finding, engineering solution of preventing such disaster engineering solution of preventing such disaster won’t happened again. Qualitative explanation. won’t happened again. Qualitative explanation. Year 3 Semester I ENGGEN 303 ENGGEN 303 Civil 322 Geomechanics Civil331 Hydraulic Civil360 Transportation Civil360 Transportation Civil 312 Structures and ENVENG 341 (15) ENVENG 341 (15) management for management for 2 (10) S1 Larkin Engineering (10) S1 Melville Engineering 1 (10) S 1 Engineering 1 (10) S 1 Design 2 (15) S1 Megget Environmental Engineering Environmental Engineering engineers S1, Des engineers S1, Des Stability analysis in Pipe flow - fluid resistance, Henning Henning Design of simple 2 S1 Anther & Takis 2 S1 Anther & Takis Compulsory for all Compulsory for all geotechnical engineering; friction factor, simple pipe flow Highway alignment Highway alignment structures in timber, Examines natural Examines natural engineering students engineering students slope stability, soil and minor losses, steady-state geometrics, aesthetics and geometrics, aesthetics and concrete steel and environmental processes and environmental processes and Suggestion: research Suggestion: research pressures on retaining pipe flow and pipe networks. location impact considerations. location impact considerations. masonry to resist gravity, their relevance to engineering. their relevance to engineering. on technology transition on technology transition structures, bearing Open channel flow - energy Basis of mechanistic pavement Basis of mechanistic pavement wind, earth pressure and Soil and water chemistry, Soil and water chemistry, e.g VCR to DVD the e.g VCR to DVD the capacity. Consolidation and momentum, uniform flow design techniques, pavement design techniques, pavement other loads. Elastic and equilibrium and organic equilibrium and organic cause of the change - an cause of the change - an and settlement. and flow resistance, critical materials and bituminous materials and bituminous plastic analysis of chemistry, microbiology, chemistry, microbiology, assignment on business assignment on business Always opportunity, flow, specific energy and flow surfacing. 1 test + 1 exam. surfacing. 1 test + 1 exam. indeterminate structures. biochemistry and biological biochemistry and biological planning, at least 8 planning, at least 8 design and report  force, backwater analysis, Suggestion: research on Suggestion: research on Structural stability. processes will be examined, processes will be examined, references from journals references from journals channel transitions. famous road design e.g. famous road design e.g. Introduction to structural focusing on the application of focusing on the application of  spaghetti junction ,, why it spaghetti junction why it happened, is that good for analysis programs. these in engineering design, these in engineering design, practice and management. happened, is that good for practice and management. traffic; centralized motorways, traffic; centralized motorways, Restriction: RESOURCE 341 Restriction: RESOURCE 341 advantages and disadvantages advantages and disadvantages 
  • 18. An IL integration model LILAC 2011 Identify potential courses: Y1 to Y4Core course 2 (10 Core course 3 Core course 3 (15)points) J. Smith / D. (10) G. Flint / D. Core course 3 (15) I. Jackson/H. HollyDavis Core course 1 (15) Fisher G. Aby / D. ZhangAspects of / S. Grey Core course 2 (15) J. Smit J. Funk / A. Black Core course 2 (15)elementary PrinciplesR. Irvin / B. Grove of Properties of steel, 2 Core courseengineeringCore course 1 (15) Stability analysis physical and (10) concrete, timber,surveying as used / S. Grey J. Glyn Structural forms and in geotechnicalCore course 1 (15) structural geology. Core course 1 (15) J. Seeger / polymers and other Pipe flow - fluidfor gathering site systems. Analysis of engineering; slope / J. Miller H. Hall Elementary Fluid properties L.Sharp materials… resistance, friction H. Roger/J. Shawninformation for Core course 1 (15) the determinate systems, stability stratigraphy. definitions. and Water quality,course 1 (15) Core factor, simple pipedesign engineeringColiny and S. and setting  Structural forms water and Upton / J.Tilden H. flow and minor course 1 (15) Core Soil H. Zu pressures on Hydrostatics andout of works. Land Analysis of systems. wastewater losses, xxxxx / C. Miller retaining structures, stability of floatin Nature and Introduction toinformationdeterminate systems,  classification of characteristics - Structural forms and engineering  bearing capacity. on Soil pressures soils. Density, physical,structural design --  Consolidationstructures, philosophy, loads, systems. Analysis of retaining and … permeability, stress- determinate systems, codes; design of bearing capacity. strain ….. engineering  …. Consolidation and … Core course 3 (10) G. Troy / D. Todd Core course 3 (10) G. Hale / D. Bush Core course 3 (10) Core course 3 (10) G. Wise / D. Vogt G. Leo / D. King Core course 2 (15) Design of simple structures in Taylor / A. Cook J. Core course 2 (15) Planning for land Project (15) Project (15) timber, concrete transport facilities / A.Zoe J. Franklin Research J. WangonA. Bowen project / Research J. Wang / A. Bowen project- steel and masonry and urban your own selected independent study to resist gravity  alignment Highway development. topic.   Traffic signal timing geometrics, aesthetics Hydrologic analysis. Intersection Arrangement of The application of and location impact processes. Analysis analysis of street networks legal principles to considerations. This of atmospheric and performance….. element of the model problems in civil surface waters. represents IL guidelines engineering and environmental engineering management.
  • 19. An IL integration model LILAC 2011 Integrating IL across curricula Year IV Core course  1 Elective 1 Elective 2 Elective 3 Sem II Research project Core course 1 Elective  1 Elective 2 Elective 3 Sem IYear III Core course 1 Core course 2 Core course 3 Elective 1 Elective 2Sem IISem I Core course 1 Core course 2 Core course3 Core course 4 Elective 1Year II Core course 1 Core course 2 Core course 3 Core course 4 Elective 1Sem IISem I Core course 1 Core course 2 Core course 3 Core course 4 Elective 1Year I Core course 1 Core course 2 Core course  3 Core course 4 Elective 1Sem IISem I Core course 1 Core course 2 Core course 3 Core course 4 Elective 1
  • 20. An IL integration model LILAC 2011 Discussion How would you identify the potential courses for integrating information literacy across the curriculum in an academic programme in your institution?
  • 21. An IL integration model LILAC 2011 Summary: identifying potential courses 1. Identify all courses in each year 2. Identify course coordinators/lecturers for each course 3. List all courses by year and semesters with short description 4. Analyse potential course for IL integration
  • 22. An IL integration model LILAC 2011 An example of collaboration An IL curricular design group Subject Librarian demonstrated process of how to search for what subject librarians do and evaluate them – Learning advisor wrote a demo report based on the process of information searching, referencing, plagiarism – Lecturers, SL & learning advisor worked on a marking schedule – IT support & lecturers set up an online peer marking system
  • 23. An IL integration model LILAC 2011 Discussion Who can you collaborate within your institution to integrate information literacy across the curriculum?
  • 24. An IL integration model LILAC 2011 An IL integration model Who: IL curriculum working group How: IL contextualisation, What: IL guidelines in on-going interaction with IL,the intended curriculum collaboration and negotiation Outcome: Information literate students
  • 25. An IL integration model LILAC 2011 An IL integration model – How handout Learning IL curriculum dev (Offered curriculum) and IL Course Year1 curricula Ongoing interactions with theories curriculum Evaluation Learning Pedagogy & Year 2 curricula outcomes information Contextualisation learning theories Assignments (sociocultural Year 3 curricula theories; Class activities Bloom’s Lab activities taxonomy) Self-study Year 4 curricula activities Six Frames for week1 …....... week 12 IL Education Online activities Ongoing interactions IL Standards Assessments with information
  • 26. An IL integration model LILAC 2011 Application of Bloom’s taxonomy Levels of thinking Examples of IL learning outcomes (Bloom’s taxonomy)The students are able to list three Boolean operators. Memory / recallWhen given a research topic, the students are able toidentify the search terms and write a search strategy Comprehensionusing Boolean operators.The students are able to apply search strategy usingBoolean operators to conduct the searches in Applicationdifferent databases.The students are able to analyse the search results Analysisand refine their search by using Boolean operators.The students are able to synthesise different searchresults and to evaluate search strategies and Synthesis and evaluationreconstruct their search by using Boolean operators.
  • 27. An IL integration model Bloom’s taxonomy (handout) LILAC 2011 Bloom’s taxonomy Year 1 Year 1 Year 3 Year 4 Know how to cite resources in a Know when to give credit toKnowledge remembering or Acknowledge cultural, ethical, Know how to interpret preferred reference style and information and ideas fromrecognising something and socioeconomic issues references in course reading understand that different types of others and how to citewithout necessarily related to access to, and use of list or bibliographies. literature require different forms resources using differentunderstanding. information. of citation. reference styles. Understand the difference Understand the differences Understand basic methods ofComprehension between keyword and exact between books, journals, obtaining information, e.g. Develop a research proposal.understanding the material searching techniques (title, conference papers, reports or keyword or author search.being communicated. author, journal, subject). patents. Construct basic search e.g.Application Construct and implement Use the advanced search title and author search inusing general concept to solve effective keyword searches using functions e.g. field search, set Conduct a literature review. library catalogue, databasea particular problem. appropriate synonyms. limits, and save searches. and Internet. Analyse the number and Critically assess number andAnalysis Sort search results by title, relevance of information relevance of information Recognise inaccuracies inbreaking something down into author, publication date etc. retrieved and refine search retrieved and refine search information retrieved.parts. strategy as required. strategy as required. Recognises interrelationshipsSynthesis Write a short report or essay Compare ‘knowledge gained’ Summarize the main ideas from between concepts and drawscreating something new by by summarising information with prior knowledge to information obtained. conclusions based oncombining different ideas. obtained. determine the value added. information gathered. Analyse and evaluate Evaluate web resources by Analyse and evaluate information by a variety ofEvaluation using basic evaluation criteria information on its reliability, Distinguish facts, opinion, and criteria such as reliability,judging the value of materials such as authority, currency, accuracy, authority and bias of information retrieved. validity, accuracy, authority,or methods audience, etc. timeliness. timeliness, and point of view or bias.
  • 28. An IL integration model LILAC 2011 Example of IL learning outcomes (handout) Accrediting Blooms Examples of Examples of Examples of Examples of Graduate professional ANZIIL Taxonomy of IL learning IL learning IL learning IL learning Attributes requirements IL standards Cognitive outcomes outcomes outcomes outcomes (GA) (APR) Processes in Year 1 in Year 2 in Year 3 in Year 4 • Recognise other • Know about types of • Know of the core library services 1.2 Understand • Know how to use information in journals in studied e.g. Reference the purpose, Knowledge document delivery additional to subject; and Lending scope and a Remember services; books and • Recognise when services, how to5(a) Respect for variety of previously-learned •Email/download / journals; further information get coursethe ethics of 1.8 Understand the information materials by print/export • Be able to name is needed and be material, where toresearch and role of engineers sources; recalling facts, information in a major reference able to find it by get help;scholarly and their 4.2 Organise terms, basic variety of formats books, academic drawing • Be aware of theactivity. responsibility to information; concepts and from various journals and conclusions from different types of society by 6. Use answers, e.g. recall sources; databases in their all pertinent literature (journalII 4. Intellectual demonstrating an information with data or • Understand the subject field of sources of article, referenceintegrity, respect understanding of understanding information.D7 www leads to study; information; book, textbook);for truth and for the general and some excellent • View and save • Manage • Remember thatthe ethics of responsibilities of acknowledging Related terms: resources but records in various information by the Internet doesresearch and a professional cultural, ethical, define, name, evaluation skills formats; using a citation not containscholarly engineer. economic, legal, memorise, list, are required; • Recognise management everything andactivity. and social issues duplicate, label, • Record all important system; quality of Internet surrounding the order, arrange, pertinent citation elements within a • Record all search resources varies; use of repeat, recognise. information; record and strategies, sources information. understand the used, locations of significance of sources; the citation;
  • 29. An ILoutcomes IL integration model IL curriculum working group (WHO) Mechanism of ensuring IL integration Communicate and establish personal relationship LILAC 2011 Head of Faculty/Dept (WHAT) (intended curriculum) Explore possibility of IL integration into identified courses Institution/faculty Accrediting Org Institutional IL Requirements IL standards / Identify potential/core courses in each year Framework Attributes Graduate Guidelines Policy Academics - course coordinator/ lecturers Feedback IT support Learning Librarian Learning designer support support Admin Faculty s IL requirements Collaboration and negotiation IL curriculum development (offered curriculum) (HOW) Learning and IL Year1 curricula Ongoing interactions theories Course curriculum with information IL Evaluation Learning Pedagogy and Learning outcomes Year 2 curricula Contextualisation outcomes learning theories Assignments (e.g. sociocultural Class activities Year 3 curricula theories, Bloom’s Lab activities taxonomy) Self-study activities Year 4 curricula Six Frames for IL Online activities wk 1……….......wk 12 Education Assessments Ongoing interactions IL Standards with information Face to face Online delivery Feedback Evaluation & Information literate students (OUTCOMES) feedback
  • 30. An IL integration model LILAC 2011 Situational analysisAssessment Curricular IL curricular integration&evaluation intentions model (2010) Curriculum Teaching Curriculum analysis experience content IL assessment IL learning McGee’s curriculardevelopment model (1995) &evaluation outcomes IL learning Contextualisation activities & ongoing
  • 31. An IL integration model LILAC 2011 Discussion How would you apply the model in your faculty or institution to integrate information literacy across the curriculum?
  • 32. An IL integration model LILAC 2011 Model application in Education Using information to Year 1 – Support & scaffolding Year 2 – Developing independence Year 3 – Independent learning learnNB Categories below Bloom’s Taxonomy– knowledge, Bloom’s Taxonomy - application, analysis Bloom’s Taxonomy– synthesis, evaluationdeveloped from items in comprehension SOLO - Relational SOLO – Extended abstractblue: SOLO – Unistructural, multistructuralRecognise need for E.g.: E.g.: E.g.:information/decide Be familiar with the appropriate learning Examine assignment topics and develop Recognise when further information isGraduate Profile II (e) management system – Cecil/Moodle keywords for searching needed and be able to find it from relevantUoA IL Policy - Skills (a) Generate ideas using thinking tools such sourcesANZIIL IL Standards (1) as brainstorming Understand the assignment questions and requirementsLocate/find/sort E.g.: E.g.: E.g.:information  Be familiar with the Education Library  Develop a keyword concept map for  Familiarity with searching GoogleGraduate Profile II (e) – know how to get course readings, searching the Catalogue and Scholar and the Education set ofUoA IL Policy - Skills (b) find books, check out and return Databases databases for finding articlesANZIIL Standards (2) books, lending policies, where to get  Mental map of Catalogue, Databases  Use the advanced search features study help, special collections and Internet (Google) – understand of the Catalogue such as saving  Interpret items on a reading list – limitations of Internet searches and using facets understand differences between  Be aware of the major NZ educational  Carry out advanced journals, articles, book chapters, journals Internet/database searching books  Source material from outside the effectively – use social bookmarking  Find the full-text of an article both Epsom and University libraries by to store and retrieve information electronically and in print using intercampus delivery and  RSS and alerting feeds interloan
  • 33. An IL integration model LILAC 2011 Model application in Planning
  • 34. An IL integration model LILAC 2011
  • 35. An IL integration model LILAC 2011
  • 36. An IL integration model Any questions? ______________________________________ Dr. Li Wang Learning Services Manager The University of Auckland, NZ l.wang@auckland.ac.nz