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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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  • 1. Information Literacy: developing the reflective practitioner Susie Andretta London Metropolitan University www.ilit.org
  • 2. 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
  • 3. Independent and lifelong Relationship between information literacy and lifelong learning (Bundy, 2004: 5)
  • 4. Recursive and reflective
    • Action research cycle (O’Brien, 1998)
  • 5. 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.
  • 6. 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
  • 7. 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
  • 8. 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