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Gwilt & Widdicombe - The road map: an information literacy planning aid

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Gwilt & Widdicombe - The road map: an information literacy planning aid

  1. 1. The Road Map: an academic  literacy planning aid  Presented by:  Richenda Gwilt & Kristy Widdicombe Ken Sheppard (2003) Untitled BA(Hons) Fine Art
  2. 2. ContextJemma Upton (2003) Small Q-Tip Box BA(Hons) Fine Art
  3. 3. ‘Agreeing learning  outcomes with faculty staff  should mean that context‐ sensitive, not just‐in case  content is delivered.  It also ensures that the  library input fits into the  objectives of the module or  programme as a whole.’ Stubbings and Franklin (2006)Brigitte Williams (2003) UntitledBA(Hons) Fine Art
  4. 4. What we did • ‘Research, information and communication skills; reflection and evaluation’ (UCA:14) • ‘Source, navigate, select, retrieve, evaluate, manipulate and manage information’ (HEA:6) • ‘Learning in Art & Design develops…the quality of reflecting on one’s own learningJennifer Short (2011) Treasured Memories BTEC Foundation in Art & Design ... [and] the ability to conduct research in a variety of modes’ (QAA:3)
  5. 5. Route Planner UCA Canterbury School of Architecture Perception Device Project (2009) Photo taken by Toby Gray.‘…forces me to consider learning objectives carefullyand link them explicitly to the aims/objectives in theunit handbook. This has led to me adopting a muchmore critical approach to planning sessions, wherelearning objectives are included only if they arenecessary for the student…’
  6. 6. Implementation ‘Support for students is good. Study support staff, library staff and tutors coordinate their work carefully to give students a wide range of academic and pastoral support to help them with assignments and develop effective skills inSteve Came (2011) Ladder research, essay writing BA(Hons) Fine Art and editing.’ (Ofsted:2011)
  7. 7. Conclusions‘The great thing about combining planning and evaluation  …in the same document is that it makes me relate my  evaluation exercises to the learning objectives . I now ask  students questions that gauge whether or not they have  met the learning objectives, rather than simply asking  them if they found the session “helpful” ‘.
  8. 8. What’s next? Evaluation Online Learning Research Project DisseminationEd Thompson (2007) UtopiaBA(Hons) Photo-Journalism
  9. 9. Any Questions? Lappas, Angelos (2011) Untitled BA(Hons) Fine ArtContact us:Kristy Widdicombe kwiddicombe@ucreative.ac.ukRichenda Gwilt rgwilt@ucreative..ac.uk
  10. 10. References• Higher Education Academy (2006) Student employability profiles: Art and Design. York:  Higher Education Academy. • Lea, M. R. & Street, B. V. (1998) Student writing in higher education: An academic literacies  approach. In: Studies in Higher Education 23 (2) pp.157‐172• Ofsted. (2011) University for the Creative Arts Inspection report – 18 November 2011  [online] At: http://www.ofsted.gov.uk/inspection‐reports/find‐inspection‐ report/provider/ELS/133821 (accessed on 9.3.12)• QAA (2008) Subject Benchmark Statement: Art and Design. London: The Quality Assurance  Agency for Higher Education (QAA). • Stubbings, R. and Franklin, G. (2007) Does advocacy help to embed information literacy into  the curriculum? A Case study. In S. Andretta (Ed.), Change and challenge: information literacy  for the 21st century. Adelaide: Auslib Press. pp.145‐167• University for the Creative Arts (2006) Teaching and Learning Strategy 2006 Farnham:  University for the Creative Arts

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