Developing students’ critical thinking skills through peer assessment and information literacy<br />Richard Owen<br />Univ...
“Knowledge is of two kinds.  We know a subject ourselves, or we know where we can find information upon it.”<br />Dr Samue...
Can you see the data in there?<br />
Information overload can increase student uncertainty and lower performance<br />
Stage and Cognitive Apprentice Theory <br />
Naming the concept<br />informacy<br />Information literacy and skills<br />Information problem solving skills<br />Inform...
Definitions of Information Literacy (1)<br />	“knowledge of one’s information concerns and needs, and the ability to ident...
Definitions of Information Literacy (2)<br />	“the competencies to recognise information needs and to locate, evaluate, ap...
Definitions of Information Literacy (3)<br />	&quot;Information literacy is knowing when and why you need information, whe...
Definitions of Information Literacy (4) <br />Multi-disciplinary<br />Lifelong – primary, secondary and tertiary education...
Is Information Literacy a “fad”?<br />Complaints of “information overload” or “data smog” have been in existence since the...
Distinction between Information Literacy and Critical Thinking (Albitz 2007, p. 101)<br />		Information Literacy<br />	Eff...
Research used to be done exclusively in libraries<br />
“Grab and Go” Research<br />
“Grab It and Go Research” – missing the big picture<br />
Embedded Librarian<br />
Embedded Librarian<br />	Information literacy education is the shared responsibility of all educators and information prov...
End of this?<br />
Goodbye to “the sage on the stage”?<br />
Hello to “the guide on the side”?(King 1993, cited in Andretta 2006)<br />
Coursework Assignment<br />Essay writing skills (10%)<br />Critical thinking skills (60%)<br />Information literacy (30%)<...
“Master Thinker” (Elder and Paul, 1996)Use of Analogies<br />
Formative Assessment<br />Asynchronous  peer assessment (Owen 2009)<br />Cognitive apprentice theory (Collins et al 1991)<...
EU coursework – WTF?<br />
Reducing Assessment Neurosis<br />Allowing resubmission?  <br />
Student Performance<br />Generally, much greater variety of sources intended for academic audiences which was put to bette...
Weaker Performance<br />Lack of transferability of critical thinking<br />Not using suitable sources<br />Not making effec...
References<br />Andretta, S. 2005. Information Literacy: A Practitioner’s Guide. Oxford: Chandos.<br />Albitz, R. 2007. Th...
Bibliography (1)<br />Donham, J. and Steel, M. 2007. Instructional Intervention Across the Inquiry Process. College and Un...
Bibliography (2)<br />	Pope, A. and Walton, G. 2006. Information literacy: recognising the need – an introduction.  In: Wa...
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Developing students’ critical thinking skills through peer assessment and information literacy

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Developing students’ critical thinking skills through peer assessment and information literacy

  1. 1. Developing students’ critical thinking skills through peer assessment and information literacy<br />Richard Owen<br />University of Glamorgan<br />
  2. 2. “Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information upon it.”<br />Dr Samuel Johnson (1709 – 1784)<br />
  3. 3. Can you see the data in there?<br />
  4. 4. Information overload can increase student uncertainty and lower performance<br />
  5. 5. Stage and Cognitive Apprentice Theory <br />
  6. 6. Naming the concept<br />informacy<br />Information literacy and skills<br />Information problem solving skills<br />Information problem solving<br />information empowerment<br />Information fluency<br />Information Mastery<br />Information competence<br />Information competency<br />Information handling skills<br />Information competencies<br />Information literacy competence<br />Information mediacy<br />infoliteracy<br />skills of information literacy<br />Information competence skills<br />Information literacy skills<br />
  7. 7. Definitions of Information Literacy (1)<br /> “knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand; it is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of lifelong learning.“<br />Prague Declaration of 2003<br />
  8. 8. Definitions of Information Literacy (2)<br /> “the competencies to recognise information needs and to locate, evaluate, apply and create information within cultural and social contexts.”<br />Alexandria Proclamation of 2005<br />
  9. 9. Definitions of Information Literacy (3)<br /> &quot;Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.&quot; <br />Chartered Institute of Library and Information Professionals (CILIP), 2004<br />
  10. 10. Definitions of Information Literacy (4) <br />Multi-disciplinary<br />Lifelong – primary, secondary and tertiary education and beyond<br />Educational, economic and social benefits <br />
  11. 11.
  12. 12. Is Information Literacy a “fad”?<br />Complaints of “information overload” or “data smog” have been in existence since the 1860s<br />It meets a need<br />Transliteracy<br />
  13. 13. Distinction between Information Literacy and Critical Thinking (Albitz 2007, p. 101)<br /> Information Literacy<br /> Effective use of all sources that enable assessment of situation<br />Critical Thinking Skills<br />Knowledge<br />Comprehension<br />Application<br />Analysis<br />Synthesis<br />Evaluation <br />
  14. 14. Research used to be done exclusively in libraries<br />
  15. 15. “Grab and Go” Research<br />
  16. 16. “Grab It and Go Research” – missing the big picture<br />
  17. 17. Embedded Librarian<br />
  18. 18. Embedded Librarian<br /> Information literacy education is the shared responsibility of all educators and information providers...Effective information literacy education depends upon a co-operation between information specialists and discipline experts to achieve curriculum innovations which foster information literacy. (Bainton2001, cited in Andretta (2006, p. 52).<br />
  19. 19. End of this?<br />
  20. 20. Goodbye to “the sage on the stage”?<br />
  21. 21. Hello to “the guide on the side”?(King 1993, cited in Andretta 2006)<br />
  22. 22. Coursework Assignment<br />Essay writing skills (10%)<br />Critical thinking skills (60%)<br />Information literacy (30%)<br />
  23. 23. “Master Thinker” (Elder and Paul, 1996)Use of Analogies<br />
  24. 24. Formative Assessment<br />Asynchronous peer assessment (Owen 2009)<br />Cognitive apprentice theory (Collins et al 1991)<br />Modelling – the Czech opt-out<br />Scaffolding – Treaty of Lisbon blog <br />
  25. 25. EU coursework – WTF?<br />
  26. 26. Reducing Assessment Neurosis<br />Allowing resubmission? <br />
  27. 27. Student Performance<br />Generally, much greater variety of sources intended for academic audiences which was put to better use<br />
  28. 28. Weaker Performance<br />Lack of transferability of critical thinking<br />Not using suitable sources<br />Not making effective use of sources<br />Difficulties in distinguishing between fact and opinion <br />More assessment of process?<br />
  29. 29. References<br />Andretta, S. 2005. Information Literacy: A Practitioner’s Guide. Oxford: Chandos.<br />Albitz, R. 2007. The What and Who of Information Literacy and Critical Thinking in Higher Education. Portal: Libraries and the Academy Vol. 7 No. 1 pp. 97 – 109. <br /> Chartered Institute of Library and Information Professionals (CILIP). 2004. Information literacy: definition [online]. London: CILIP. Available at: http://www.cilip.org.uk/get-involved/advocacy/learning/information-literacy/Pages/definition.aspx. [Accessed on 5 January 2010].<br /> Collins, A., Seely Brown, J. and Holum, A. 1991. Cognitive Apprenticeship: Making Thinking Visible American Educator 15, 3: 6-11, 38-46. <br /> Elder, L. and Paul, R. 1996. CriticalThinking Development: A Stage Theory [online]. Dillon Beach, CA: The Foundation for Critical Thinking. Available at: http://www.criticalthinking.org/articles/ct-development-a-stage-theory.cfm [Accessed on 16 December 2009].<br /> Owen, R. 2009. Turning the Assessed into Assessors: Using Asynchronous Tutor-Mediated Peer Assessment to Develop Students’ Academic, Professional and Personal Skills, Journal of Applied Research in Higher Education Vol. 1 No. 2 pp. 45 – 55.<br /> The Society of College, National and University Libraries (SCONUL) (1999) Information Skills in Higher Education: a SCONUL Position Paper [online]. Prepared by the Information Skills Task Force on behalf of SCONUL. Available at: http://www.sconul.ac.uk/groups/information_literacy/papers/Seven_pillars2.pdf [Accessed on 6 Januaru 2010]. <br /> United Nations Scientific, Educational and Scientific Organisation (UNESCO). 2003. The Prague Declaration - &quot;Towards an Information Literate Society&quot; [online]. Paris: UNESCO. Available at: http://portal.unesco.org/ci/en/ev.php-URL_ID=19636&URL_DO=DO_TOPIC&URL_SECTION=201.html [Accessed on 5 January 2010].<br /> United Nations Education, Scientific, and Cultural Organisation (UNESCO), National Forum on Information Literacy (NFIL) and the International Federation of Library Associations and Institutions (IFLA). 2005. High-Level Colloquium on Information Literacy and Lifelong Learning Bibliotheca Alexandrina, Alexandria, Egypt, November 6-9, 2005[online]. Available at: http://archive.ifla.org/III/wsis/High-Level-Colloquium.pdf [Accessed on 5 January 2010].<br />
  30. 30. Bibliography (1)<br />Donham, J. and Steel, M. 2007. Instructional Intervention Across the Inquiry Process. College and Undergraduate Libraries Vol. 14 (4) pp. 3 – 18<br /> Ellis, E. and Whately, K. 2008. The Evolution of Critical Thinking Skills in Library Instruction, 1986 – 2006: A Selected and Annotated Bibliography and Review of Selected Programs. College and Undergraduate Libraries Vol. 15 (1 -2) pp. 5 – 20. <br /> Godwin, P. 2006. Keeping up with the Google generation: the challenge for Information Literacy teachers. In: Walton, G. and Pope, A. (eds) Information Literacy: Recognising the Need. Oxford: Chandos<br /> Hayes-Bohanan, P. and Spievak, E. 2008. You Can Lead Students to Sources, but Can you Make Them Think? College and Undergraduate Libraries Vol. 15 (1 – 2) pp. 173 – 210.<br />Nentl, N. and Zietlow, R. 2008. Using Bloom’s Taxonomy to Teach Critical Thinking Skills to Business Students. College and Undergraduate Libraries Vol. 15 (1 – 2) pp. 159 - 172 <br />
  31. 31. Bibliography (2)<br /> Pope, A. and Walton, G. 2006. Information literacy: recognising the need – an introduction. In: Walton, G. and Pope, A. (eds) Information Literacy: Recognising the Need. Oxford: Chandos<br />Transliteracy Research Group. No date. Transliteracy Working Definition [online]. Leicester: Transliteracy Research Group. Available at: http://nlabnetworks.typepad.com/transliteracy/ [Accessed on 5 January 2010].<br /> Walker, J.S. 2006. From &quot;Information Literacy Makes All the Wrong Assumptions&quot; by Stanley Wilder [online]. Statesboro, GA: Learning in Information Literacy Across the Curriculum (LILAC) Group. Available at: http://lilac-group.blogspot.com/2006/11/from-information-literacy-makes-all.html [Accessed on 5 January 2010]. <br />Zohar, A. and Dori, Y. 2003. Higher Order Thinking Skill and Low-Achieving Students: Are They Mutually Exclusive? The Journal of Learning Sciences Vol. 12 (2) pp. 145 – 181.<br />

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