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Integrating Information Literacy
within the University Curriculum:
cooperation between University of Bergen Library
and th...
Outline
• Background
• Content
• Evaluation
• Further work
LibraryFaculty
Traditional
Don’t the
students know?
What about my
research?
Don’t the
students know?
What about my
researc...
Bergen University Library – our resources
• Sources of information
• Information literacy (IL) competency
• Subject librar...
Faculty
Library
Integration
Integrating Information Literacy within
the University Curriculum
Aim
Raising consciousness of the
relationship between st...
Pedagogical perspective
Biggs’ Constructive Alignment Model for higher education
Learning goals Activity Assessment
Making...
Day 1 – Information literacy
• Icebreaker about IL
• Different theories and models of IL
• Peter the university teacher – ...
Peter – university teacher
• Peter is responsible for a BA subject. He’s
concerned about how students use
secondary litera...
Day 2 – Academic integrity
• Media coverage about academic integrity
• 200 students at the Faculty of Law were accused of
...
Day 3 – Presenting and reflection
• Presentation of 15 min.:
– How to integrate IL in your subject dicipline?
– Course dec...
BA-course in nutrition: 5 ETCS
Curriculum
• Understanding of
methods used in nutrition
research
• Analyse lab results
• Pe...
BA-course in ancient history: 15 ETCS
Curriculum
• Improve students’
understanding of
materials taught in a
curriculum at ...
Evaluation from the participants
• Group activities and discussion
• Practice versus theory
• More knowledge about the
cou...
For improvement
• Some presentations of general theory about IL were
without clear relevance to the examples used and the
...
Reflection notes
• ”It was surprisingly easy to
implement IL into my course”
• ”There is a great need amongst
students for...
"A very good course, we will recommend it
to colleagues”
• Realizing that you have potential for development in an
educati...
The Centre for University Pedagogy
• Well-implemented course design
• Good balance between involving the
participants and ...
Faculty
Library
How to reach out to more staff?
Further work
• Course development based on evaluations and our
experience
• Minor changes to be made: greater emphasis on ...
References
Biggs, J. B. (2003). Teaching for quality learning at university: what the
student does. Philadelphia, Pa.: Soc...
Thank you for your
attention!
Integrating information literacy within the university curriculum: cooperation between the University of Bergen Library (U...
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Integrating information literacy within the university curriculum: cooperation between the University of Bergen Library (UBL) and the Centre for University Pedagogy (UniPed). Rullestad, Skagen & Tonning

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Integrating information literacy within the university curriculum: cooperation between the University of Bergen Library (UBL) and the Centre for University Pedagogy (UniPed). Rullestad, Skagen & Tonning

  1. 1. Integrating Information Literacy within the University Curriculum: cooperation between University of Bergen Library and the Centre for University Pedagogy LILAC Conference 2010 Tove Rullestad Therese S Skagen Anne Sissel Vedvik Tonning
  2. 2. Outline • Background • Content • Evaluation • Further work
  3. 3. LibraryFaculty Traditional Don’t the students know? What about my research? Don’t the students know? What about my research? What about information literacy? What about information literacy?
  4. 4. Bergen University Library – our resources • Sources of information • Information literacy (IL) competency • Subject librarians • IL programme catalogue • Good facilities for teaching and learning in the learning centres Cooperation and IL • In the library’s strategic plans close cooperation with academic staff is considered an important factor in IL course development.
  5. 5. Faculty Library Integration
  6. 6. Integrating Information Literacy within the University Curriculum Aim Raising consciousness of the relationship between students’ learning activities in their subject programmes and the development of IL
  7. 7. Pedagogical perspective Biggs’ Constructive Alignment Model for higher education Learning goals Activity Assessment Making connections between IL and various learning strategies and approaches to information seeking and evaluation Learning scenario Group work Discussion Plan a course design which includes IL to be presented at day 3 Oral and written presentation of IL course integration Reflection Note Increasing awareness of IL in connection to research-based education Cooperation with subject librarians
  8. 8. Day 1 – Information literacy • Icebreaker about IL • Different theories and models of IL • Peter the university teacher – a scenario • Examples from courses where IL has been integrated in curriculum • Summary and preparation for the next day
  9. 9. Peter – university teacher • Peter is responsible for a BA subject. He’s concerned about how students use secondary literature in assignments. In the last assignment he discovered some papers that were very similar. • Peter would prefer students to use recent research, ideally based on individual reading beyond the basic reading list. This might make the papers more varied and more interesting to read. A lot of time and energy is used to give feedback to 40 students. • Which advice would you give to Peter?
  10. 10. Day 2 – Academic integrity • Media coverage about academic integrity • 200 students at the Faculty of Law were accused of copying each others’ papers • Discussion, group work and lecture about: – Which factors can decrease or increase academic honesty among students? – How can we prevent academic dishonesty? • Practical work – Collaboration with subject librarians
  11. 11. Day 3 – Presenting and reflection • Presentation of 15 min.: – How to integrate IL in your subject dicipline? – Course decription • Feedback from the other participants/colleagues • Written note, reflections about: – Challenges encountered when planning the course – How you think these challenges can be meet
  12. 12. BA-course in nutrition: 5 ETCS Curriculum • Understanding of methods used in nutrition research • Analyse lab results • Perform experiments • Write a research journal and compare results with published research Library courses 4 x 45 min • Referencing and ethics • Information retrieval, basic • Information retrieval, advanced • Evaluating sources
  13. 13. BA-course in ancient history: 15 ETCS Curriculum • Improve students’ understanding of materials taught in a curriculum at an advanced academic level • Should be able to analyse sources and draw their own conclutions Course alterations • Students write 8 short annotated bibliographies as a test exam • If fails exam, write an Wikipedia-article to be approved by the teacher. A revised article to be published in Wikipedia.
  14. 14. Evaluation from the participants • Group activities and discussion • Practice versus theory • More knowledge about the courses offered from the library • Getting in touch with the subject librarian
  15. 15. For improvement • Some presentations of general theory about IL were without clear relevance to the examples used and the subsequent group work • The role of the library and the subject librarian should be more clearly defined • Students’ information behaviour should be more thoroughly mapped
  16. 16. Reflection notes • ”It was surprisingly easy to implement IL into my course” • ”There is a great need amongst students for training in information retrieval, and there is certainly room for a course that incorporates such an element in teaching (…) Learning IL cannot be done by reading the syllabus, but requires attendance in the library. This section of the course should be mandatory”.
  17. 17. "A very good course, we will recommend it to colleagues” • Realizing that you have potential for development in an educational context • Time for reflection and discussion with peers • Information about the library activities • Some useful tips for their own teaching
  18. 18. The Centre for University Pedagogy • Well-implemented course design • Good balance between involving the participants and our presentations • Intense commitment and discussion amongst participants • Too much general theory was presented • Consider another structure of the course content
  19. 19. Faculty Library How to reach out to more staff?
  20. 20. Further work • Course development based on evaluations and our experience • Minor changes to be made: greater emphasis on active participation and discussion; update of supporting literature; include the web-tutorial Search & Write • In house training for subject librarians.
  21. 21. References Biggs, J. B. (2003). Teaching for quality learning at university: what the student does. Philadelphia, Pa.: Society for Research into Higher Education: Open University Press. Bruce, C. (2001). Faculty-librarian partnerships in Australian higher education: critical dimensions. Reference Services Review, 29(2), 106-115. Carroll, J. (2007). A handbook for deterring plagiarism in higher education. Oxford: Oxford Centre for Staff and Learning Development Johnston, B. & Webber, S. (2005). As we may think: Information literacy as a discipline for the information age. Research Strategies, 20(3), p. 108-121. Kuhlthau, C.C. (2004). Seeking meaning: a process approach to library and information services. Westport, Conn.: Libraries Unltd. Lave, J., & Wenger, E. (1991). Situated learning : legitimate peripheral participation. Cambridge: Cambridge University Press.
  22. 22. Thank you for your attention!

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