Your SlideShare is downloading. ×
  • Like
Belfast04
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Now you can save presentations on your phone or tablet

Available for both IPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Belfast04

  • 345 views
Published

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.

Published in Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
345
On SlideShare
0
From Embeds
0
Number of Embeds
1

Actions

Shares
Downloads
2
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 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