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Information literacy: the new "pedagogy of the question?" Paper presented at Information Literacy: recognising the need- May 17 2006, Staffordshire University.

Information literacy: the new "pedagogy of the question?" Paper presented at Information Literacy: recognising the need- May 17 2006, Staffordshire University.

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andretta_staffordmay06 andretta_staffordmay06 Presentation Transcript

  • Information literacy: the new “pedagogy of the question”? Susie Andretta, London Metropolitan University [email_address] http://www.ilit.org
    • Essential aspect of learning
    • Fully integrated in the investigation of disciplines
    • Underpinned by collaboration
    • (faculty, library and administrative staff)
    Information literacy in Higher Education
  • “ a practice that challenges the learners to think critically and to adopt a critical attitude toward the world […] Unlike the pedagogy of the answer, which reduces learners to mere receptacles for pre-spackaged knowledge, the pedagogy of the question gives learners the ‘language of possibility’ to challenge the every constraints which relegate them to mere objects.” “ Quite often a teacher or text book is seen as a font of knowledge that is fundamentally true. Students often don’t question or criticise the source of knowledge and so do not learn how to evaluate knowledge in the ‘real’ post-education world.” Does education empower or domesticate?
    • Pedagogy of the question - finding a voice?
      • “ The question for me as a teacher is not just to become silent now and say bureaucratically to the students that it is time for you to speak (because it is written in the curriculum). What I have to do is learn how to challenge students to [..] find their voices, to get [..] into speech [..] into concreteness, and little by little I also have to go into silence.”
      • Information literacy module & independent learning
    • Empowering the learner through Information literacy
      • 1. Making students responsible for their learning
    • “ non-compulsory attendance increases the trust between the pupil and the tutor. I feel that tutors often think you do little or no work because you have not attended the lectures, but this module proves otherwise.”
    • Empowering the learner through Information Literacy
      • 2. Making learning relevant & at students’ own pace
    • “ I felt control over my learning. I learnt what I needed to at my own pace, rather than learning something new each week at the lectures and not fully understanding what was taught, then having to catch up with those more experienced.. This method also ensured that I kept interested as well as challenged”
    • Challenges faced by information literacy as the pedagogy of the question
      • Power and control
      • Conflicting relations
      • Spoon-feeding expectations from learners
    Does education empower or domesticate? And who should be in charge of the answer?