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Advancing learning and transforming scholarship in higher education

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Information literacy

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Advancing learning and transforming scholarship in higher education

  1. 1. Advancing Learning andTransforming Scholarship in Higher Education: KwaZulu-Natal IL perspectives Information Literacy Framework for Higher Education LIASA HELIG Presentation by Dr S Neerputh 31 August 2016
  2. 2. Re-visiting the role of the Librarian •IL framework actively transforms the role of the Librarian to educator •Integrating the library into the mission of higher education – teaching, learning and research
  3. 3. Re-defining IL •Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning
  4. 4. IL Practices in KwaZulu-Natal • Stand alone models of IL teaching – student centred point of need • Embedded approaches – Faculty and Librarian develop and design content relevant for curricula needs/ outcome oriented approach • E-learning approaches – Librarian as facilitator / instructor on Learning Management systems ; Building towards a Collaborative model for enhancing student learning • Re-positioning the Library from stand alone IL teaching to becoming student-centred embedded IL teaching and learning approaches • Infusing IL for inquiry based learning – collaboration and content design; creating blended learning approaches for IL teaching- Building IL towards enhancing Learning rather than mere teaching • Looking at the Flipped classroom models of IL and moving teaching of IL towards pedagogical theories and frameworks which support student centred learning
  5. 5. ACRLThreshold Concepts as a strategy for enhancing learning • Concepts - in any discipline that focuses on developing curricula • Portals to enlarged understanding - information ecosystem • Metaliteracy – renewed vision of IL as an overarching set of abilities in which students are consumers and creators of information • Behavioral, affective and metacognitive engagement with the information ecosystem
  6. 6. 6 Frames or Lens of IL •Authority is Constructed and Contextual •Information Creation as a Process •Information hasValue •Research as Inquiry •Scholarship as Conversation •Searching as Strategic Exploration
  7. 7. Adapting ACRL to the South African Context •Creating an embedded IL approach •Librarian and Faculty can choose the most appropriate frames that overarch their university curricula strategy and develop these within a knowledge practice and learner disposition context - stipulated in the ACRL Framework document •Engaging with Academics and collaboratively designing an infused IL strategy to respond to curricula needs.
  8. 8. 1. Authority Is Constructed and Contextual Knowledge Practices: Use research tools and indicators of authority to determine the credibility of sources, Understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications. Dispositions: Motivate learners to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways Develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview
  9. 9. Acknowledgement ACRL. 2015. Framework for Information Literacy for Higher Education. American Library Association (online). www.ala.org/acrl/standards/ilframework (Accessed 31 May 2015) Images taken from Google Scholar

Information literacy

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