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Information literacy: developing the reflective practitioner ...

Information literacy: developing the reflective practitioner
Paper presented at the 5th Annual Conference of the LTSN Centre for Information and Computer Sciences, August 31 - September 2 2004, Belfast, Ireland.

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    Belfast04 Belfast04 Presentation Transcript

    • Information Literacy: developing the reflective practitioner Susie Andretta London Metropolitan University www.ilit.org
    • Background information
      • Continuation of ilit.org project
      • Information Literacy: a framework for learning
        • Independent and lifelong learning
        • Recursive learning/reflection on practice
        • Real world assessment
    • Independent and lifelong Relationship between information literacy and lifelong learning (Bundy, 2004: 5)
    • Recursive and reflective
      • Action research cycle (O’Brien, 1998)
    • Applied Information Research
      • AIR - Learning Outcomes:
      • 1. Design a research project exploring an issue relevant to the information profession in support of an application for funding
      • 2. Identify and evaluate relevant literature in order to c contextualise the research proposal.
      • 3. Select research strategies appropriate to the nature of the proposed research project.
      • 4. Communicate the various aspects of the research project using a range of dissemination strategies.
    • Feedback on provision
      • Student:
      • “ challenging”
      • High level of anxiety (topic suitability)
      • Relevant to CPD and career advancement
      • Staff:
      • Formative feedback - extremely resource intensive
      • Facilitator role difficult to maintain when students don’t engage with the resources
      • Continuous reflection on practice
    • Transferable skills?
      • New career linked to AIR project
      • Implementation of AIR proposal
      • Successful completion of the dissertation?
        • Information Literacy competences
        • Reflective attitude
          • Aware of weaknesses
          • Response to feedback
    • Future developments
      • Need to explore students’ lack of engagement with formative tasks
      • Replace questionnaires with feedback session at the end of AIR
      • More practice on implementation-end of the research process