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Role delineation in an iterative, cognitive skills based model of information literacy. Keene

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Presented at LILAC 2008

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Role delineation in an iterative, cognitive skills based model of information literacy. Keene

  1. 1. Role delineation in an iterative, cognitive skills based model of Information Literacy Judith Keene and John Colvin, University of Worcester, U.K. Justine Sissons, Worcester College of Technology
  2. 2. Lecturer’s Optimistic View • Problem (2004) – In academic writing • Inappropriate research • Solution!! – E-journals now available • On-line access would suit Computing students Therefore • Students would use e-journals • Research would improve
  3. 3. Reality • Little or no improvement • Submitted assignments suggested – Research • Lecture Notes • Un-refereed www sites • Set texts (Possibly!!) • Little independent broader academic research – Journals – Other texts
  4. 4. Project 1 – using e-journals AIMS • Encourage use of e-journals • Improve electronic searching skills WHAT DID WE DO? • Measured student skills and searching behaviour (L&T quotient) • Gave an e-journal induction • Reinforced use of e-journals • Re-measured the quotient • Collected other information
  5. 5. Project 1 - outcomes • Significant rise in quotient – Making greater use of using journals – Making more use of advanced search techniques • Better quality bibliographies (more journal articles) • Positive feedback from focus groups
  6. 6. Project 2 – better quality information AIMS • Encourage students to select high quality resources • Develop strategies for promoting and embedding evaluation skills in the L&T process WHAT WE DID • Measured quotient • Tested different approaches • Remeasured quotient • Collected other information
  7. 7. Project 2 - outcomes • Significant rise in quotient • Better quality bibliographies (peer reviewed journals and quality websites) • Changes to delivery methods in response to interim results and feedback
  8. 8. Common themes • Delivery by: – Collaboration – Reinforcement • Delivery – Embedding in curriculum – Assessment Related – Timely – Contextualised learning activities
  9. 9. Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model Problem Solution
  10. 10. Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Locate/Retrieve Stage Problem Solution
  11. 11. Locate / Retrieve Cognitive Skills Knowledge: (Low level) Awareness of Relevant journals & magazines Library Stock Internet Resources Application: (Medium Level) Able to use a variety of search engines using Keywords Boolean Operators Phrase/Proximity Searches
  12. 12. Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Evaluate Problem Solution
  13. 13. Evaluate Cognitive Skills Analysis: (High Level) Identifying relevant extracts Facts Definitions Techniques Evaluation - Fixed Criterion: (Medium/High) Evaluating identified extracts against Relevance Authority of Source Timeliness etc.
  14. 14. Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Information Needs Problem Solution
  15. 15. Identify Information Needs Cognitive Skills Awareness: (Low Level) Concepts associated with problem Analysis: (High Level) Analysing problem to identify Problem aspects requiring further information Key words
  16. 16. Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Solve Problem Problem Solution
  17. 17. Solve Problem Cognitive Skills Analysis: (High Level) Decompose problem Evaluation: (High Level) Information (against detailed problem needs) Synthesis: (High Level) Build a solution from retrieved information Application: (Medium Level) Apply techniques e.g. Report structuring Referencing
  18. 18. Teaching Computing Students • Recent L&T Project • Our students do not instinctively employ higher- level cognitive skills • Project Team recognised ‘traditional’ approach is inappropriate • Constructive Alignment: Biggs (2003) • Find ‘group’ activities successful in encouraging the use of higher-order cognitive skills Colvin & Phelan (2006) Colvin, Price & Wright (2008)
  19. 19. How/Who: Locate / Retrieve Stage Knowledge: (Low level) Awareness of Relevant journals & magazines Library Stock, Internet Resources Delivery Short Joint presentation Slides/Notes for Student use Support General Info Desk Enquiries
  20. 20. How/Who: Locate / Retrieve Stage Application: (Medium Level) Able to use a variety of search engines using Keywords, Boolean Operators Phrase/Proximity Searches Delivery Short Joint presentation Individual Student Centred Activities Support 1-1 Librarian Support
  21. 21. How/Who: Evaluation Stage Analysis: (High Level) Identifying relevant extracts Delivery Short Joint presentation Student Centred Activities in Groups Joint Consolidation Support 1-1 Support: Lecturer or Subject Specialist
  22. 22. How/Who: Evaluation Stage Evaluation - Fixed Criterion: (Medium/High) Delivery Short Joint presentation Student Centred Activities in Groups Joint Consolidation Support 1-1 Librarian Support
  23. 23. How/Who: Information Needs Awareness: (Low Level) Concepts associated with problem Delivery Routine Delivery of Course Support 1-1 Support: Lecturer or Subject Specialist Librarians
  24. 24. How/Who: Information Needs Analysis: (High Level) Analysing problem to identify Problem aspects requiring further information Key words Delivery Short Joint presentation Student Centred Activities in Groups Joint Consolidation Support 1-1 Support: Lecturer or Subject Specialist Librarian
  25. 25. How/Who: Problem Solving Stage Analysis: (High Level) Decompose problem Evaluation: (High Level) Information (against detailed problem needs) Synthesis: (High Level) Build a solution from retrieved information Delivery Routine Delivery of Course Support 1-1 Support: Lecturer or Subject Specialist Librarians
  26. 26. How/Who: Problem Solving Stage Application: (Medium Level) Apply techniques e.g. Report structuring Referencing Delivery Short Joint presentation Slides/Notes for Student use Support 1-1 Support: Lecturer or Librarian
  27. 27. Identify Information Needs Locate / Retrieve Evaluate Solve Problem Information Literacy v Model Problem Solution

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