Bookending HE: supporting transition and transformation at both ends of the curriculum
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Emma Coonan's (Information Skills Librarian, University of East Anglia) presentation at the CILIP 2017 Conference in Manchester #CILIPConf17 Information literacy is about ways of seeing, and being in, the world. However, it is at its most visible in higher education, with many of our models and frameworks foregrounding the development of critical information practices and dispositions within an academic context. How can we acknowledge and connect with students’ experiences of learning and meaning-making before, after and outside the academic community of practice? UEA Library has designed two VLE-based ‘pseudo-MOOCs’ to support the transitional learning phases at the beginning and end of the undergraduate journey. The Information Trails induction package addresses the transition into HE, and the embedded, credit-bearing SAIL module supports the evolution from directed learning to lifelong professional development. These courses address concepts of identity and agency alongside critical information practices, and are designed to help students reflect on, extend and actively manage their own learning. By ‘bookending’ the academic curriculum in this way, we hope to expand the experience of IL beyond HE into social, personal and lifelong learning contexts.
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Bookending HE: supporting transition and transformation at both ends of the curriculum
- 1. #CILIPConf17 Sponsored by Media partners Organised by Information Literacy Seminar
- 2. #CILIPConf17 Sponsored by Media partners Organised by Bookending HE: supporting transition and transformation at both ends of the curriculum Emma Coonan, Information Skills Librarian, University of East Anglia
- 3. BOOKENDING HIGHER EDUCATION Emma Coonan UEA LibrarySupporting transition and transformation at both ends of the curriculum
- 6. “Digital literacy training programme ... like the ECDL” “… the constantly changing practices through which people make traceable meanings using digital technologies” Gillen & Barton 2010
- 8. “If digital skills allow people to find and access information, information and digital literacies enable them to make critical judgments and use the information they find appropriately.”
- 10. • Final (3rd) year BSc Paramedic students • Preparation for lifelong reflective learning • Students’ own choice of MOOC – non-clinical! • Students partly set their own ILOs
- 14. How much do you think you will be able to learn from your fellow participants? How do you think you will react if this course contradicts something you know or believe to be true? Has your learning taken you where you hoped to be? What have you learnt about yourself as a learner?
- 16. “Every student to have access to an online library induction.” How can we create a more meaningful, active and engaging Library induction element that supports the transition to HE?
- 17. • Learning goalposts shift between school and university • Need to construct an understanding for themselves of this new knowledge landscape • ‘Social identities’ aspect of induction (Tinto; Bowskill)
- 23. CAVEAT “Here are some videos the Library made – please go and watch them in your spare time.”
Editor's Notes
- We know IL is crucial – not only to building subject knowledge at an advanced level but also, even more critically, a part of becoming a reflective and independent learner, someone capable of thinking critically, who can read between the lines … * But even though IL is at its most visible in higher education, nevertheless it’s basically INvisible – under that name – outside the academic library. * (for all the reasons that Badke outlines supremely well.)
- However, as many of us have found over the years, this very cloak of invisibility can let you sneak in to all sorts of places – in disguise. And again like many other academic librarians, I’ve found the digital literacy “disguise” very handy indeed.
- Yeah, no.
- Message that I pushed very early on was this difference in approach and mindset between skills and literacies. I showed this diagram to every committee I could :D And it paid off! We designed a solid digital literacies/identities course – and in January 2016 I was approached to design something really exciting.
- I wanted to really push home that this is about choices and behaviours and ultimately values, and that those cannot be normatively prescribed. I did not want this to be about delivery – content transfer – but about a constructive, deep learning opportunity.
- Origin as credit-bearing 3rd year module (totally different legitimacy as part of module design team) focused on preparation for lifelong learning – post-registration CPD non-clinical course choose own MOOC and partly set own ILOs stepping back to look at who/how you are as a learner
- Origin as credit-bearing 3rd year module (totally different legitimacy as part of module design team) focused on preparation for lifelong learning – post-registration CPD non-clinical course choose own MOOC and partly set own ILOs stepping back to look at who/how you are as a learner
- Designed explicit scaffolding course in Blackboard, to structure the students’ MOOC experience and their reflections on learning. Course needed to be lightweight but fulfil these aims: Make a meaningful bridge between student's chosen MOOC and their UEA learning experience. Maintain contact with own cohort – create a common framework of experience; Provide reflective 'stepping stones' (opportunities to stand back and look at themselves and their learning experience, not just at the new content).
- A 3-section course designed to get students to touch base at start of module, middle of THEIR mooc, and end of module. * *
- Each week included discussion forum - contact with peers and lecturer feedback; practical tools for learning - things like managing time, activities such as mind-mapping what you've learned so far; prompts to step back and reflect.
- Fave bit was being able to sneak in quite high-level pedagogic theory!! Brookfield's CIT, and these … Designing the reflective journal prompts really allowed me to surface issues around criticality, discomfort, the disruptive/affective impact of information. One of the issues we specifically wanted to address was the discomfort of learning. Changing your ideas in line with new evidence is challenging. Also a professional issue - going on admitting that you might be wrong when you're a professional. You're meant to know what you're doing; how can you be a learner?? We hope that SAIL not only helped students feel more confident with digital delivery of learning, but also gave them the conceptual tools & mindset to be able to negotiate this identity.
- As DV, an ISD-initiated project with fairly programmatic broad deliverable. Substituted a transition focus rather than induction (Tinto)
- Key principle here: We need to give them the ‘clue’ – one end of the ball of string that will be there for them the whole way through the labyrinth and enable them to take control of the journey.
- Content = structured
- We felt we could now say that we are looking for an integrated approach where we can make material that’s directly relevant and useful to School induction activities!
- With these two courses, I think we can say we do feel we’re supporting transition and transformation at both ends of the curriculum. Next stop: the rest of the student learning journey!