Developing students’ critical thinking skills through peer assessment and information literacy
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Slides for the presentation by Richard Owen and Sue House (University of Glamorgan) at LILAC10.

Slides for the presentation by Richard Owen and Sue House (University of Glamorgan) at LILAC10.

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

  • Developing students’ critical thinking skills through peer assessment and information literacy
    Richard Owen
    University of Glamorgan
  • “Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information upon it.”
    Dr Samuel Johnson (1709 – 1784)
  • Can you see the data in there?
  • Information overload can increase student uncertainty and lower performance
  • Stage and Cognitive Apprentice Theory
  • Naming the concept
    informacy
    Information literacy and skills
    Information problem solving skills
    Information problem solving
    information empowerment
    Information fluency
    Information Mastery
    Information competence
    Information competency
    Information handling skills
    Information competencies
    Information literacy competence
    Information mediacy
    infoliteracy
    skills of information literacy
    Information competence skills
    Information literacy skills
  • Definitions of Information Literacy (1)
    “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.“
    Prague Declaration of 2003
  • Definitions of Information Literacy (2)
    “the competencies to recognise information needs and to locate, evaluate, apply and create information within cultural and social contexts.”
    Alexandria Proclamation of 2005
  • Definitions of Information Literacy (3)
    "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."
    Chartered Institute of Library and Information Professionals (CILIP), 2004
  • Definitions of Information Literacy (4)
    Multi-disciplinary
    Lifelong – primary, secondary and tertiary education and beyond
    Educational, economic and social benefits
  • Is Information Literacy a “fad”?
    Complaints of “information overload” or “data smog” have been in existence since the 1860s
    It meets a need
    Transliteracy
  • Distinction between Information Literacy and Critical Thinking (Albitz 2007, p. 101)
    Information Literacy
    Effective use of all sources that enable assessment of situation
    Critical Thinking Skills
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation
  • Research used to be done exclusively in libraries
  • “Grab and Go” Research
  • “Grab It and Go Research” – missing the big picture
  • Embedded Librarian
  • Embedded Librarian
    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).
  • End of this?
  • Goodbye to “the sage on the stage”?
  • Hello to “the guide on the side”?(King 1993, cited in Andretta 2006)
  • Coursework Assignment
    Essay writing skills (10%)
    Critical thinking skills (60%)
    Information literacy (30%)
  • “Master Thinker” (Elder and Paul, 1996)Use of Analogies
  • Formative Assessment
    Asynchronous peer assessment (Owen 2009)
    Cognitive apprentice theory (Collins et al 1991)
    Modelling – the Czech opt-out
    Scaffolding – Treaty of Lisbon blog
  • EU coursework – WTF?
  • Reducing Assessment Neurosis
    Allowing resubmission?
  • Student Performance
    Generally, much greater variety of sources intended for academic audiences which was put to better use
  • Weaker Performance
    Lack of transferability of critical thinking
    Not using suitable sources
    Not making effective use of sources
    Difficulties in distinguishing between fact and opinion
    More assessment of process?
  • References
    Andretta, S. 2005. Information Literacy: A Practitioner’s Guide. Oxford: Chandos.
    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.
    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].
    Collins, A., Seely Brown, J. and Holum, A. 1991. Cognitive Apprenticeship: Making Thinking Visible American Educator 15, 3: 6-11, 38-46.
    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].
    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.
    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].
    United Nations Scientific, Educational and Scientific Organisation (UNESCO). 2003. The Prague Declaration - "Towards an Information Literate Society" [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].
    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].
  • Bibliography (1)
    Donham, J. and Steel, M. 2007. Instructional Intervention Across the Inquiry Process. College and Undergraduate Libraries Vol. 14 (4) pp. 3 – 18
    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.
    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
    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.
    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
  • Bibliography (2)
    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
    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].
    Walker, J.S. 2006. From "Information Literacy Makes All the Wrong Assumptions" 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].
    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.