Search and Write; Making the Connection Through a Cross Disciplinary Approach to Information Literacy By Gunhild Austrheim and Solveig Kavli Thank you for giving us the opportunity to present our tutorial Søk & Skriv (Search & Write) at LILAC.GUNHILD: Kvar vi jobbar, kva vo jobbar med, og at vi er med I arbeidsgruppa SØK & SKRIVSOLVEIG: In the following presentation we want to show how a multi-voiced academic milieu play a vital part in the continuous developing of our online course Søk & Skriv ( Search and Write.) The many voices are represented both in the developer’s different academic backgrounds and our cross-sectoral collaboration. The pedagogical foundation for the Search & Write tutorial is in contextual learning, primarily Dewey’s learning by doing and Kuhlthau’s information search process. These two approaches have been combined with academic writing to illustrate the various processes involved in student writing. In order to represent the interdisciplinary aspects in our online tutorial we have developed three sample student blogs. The student bloggers meet various obstacles and challenges during their searching and writing and turn to Search and Write to solve their research needs. When our real-life students use Search and Write they are encouraged to do exercises using their own research question as a point of departure to develop a search strategy. Their writing begins in the clarifying of their information needs regarding their research question. They can read the blog stories and relate these stories to their own experience as students. The research process and the writing process are often hidden mysteries to our students. It is not obvious to our students that the texts in their curricula have been subjected to many re-writes and various editing schemes. Good writers have the tacit knowledge that feedback and re-writes are necessities of text productions. The Search & Write tutorial point to various writing tips and tools the students may not be aware of, such as techniques to get started, how to perform searches, using writing. Throughout the tutorial our emphasis is on writing as work that needs to be done and that collaborating with others will make it better.The tutorial is used as an independent resource for students and as a teaching aid for both library sessions on IL and for faculty-led sessions on academic writing.We wil give a short presentation of the background for deveolping the tutorial, and have a closer look on the pedagogical conciderations in the development of the product.Than we will look how we have integrated cross disciplinary aspect in our tutorial on IL. Lastly we will present the interaction between the two main processes in the tutorial; Searching and writing. References: Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services (2 ed.). Westport Conneticut: Libraries Unlimited. Dewey, J. (1933). How we think: a restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath and Company.
GUNHIILD:Background and development From concervation of books to playing a pedagogical role in the academic community. An online tutorial as a shared foundation in teaching information literacy classes situated in the context of norwegian higher education Digital literacy and information literacy are a prerequisite for successful studies. They are essential to lifelong learning in the knowledge society&quot;The quality reform of higher education (2001), emphasizes that students, in order to increase their individual academic activities, are expected to produce more papers at undergraduate level. Due to the growing availability of information through internet and other digital media, there is a need to strenghten digital literacy to meet the goals of both the Norwegian quality reform of higher education and the &quot;Program for digital kompetanse 2004-2008 &quot; (&quot;Program for digital literacy 2004-2005&quot;) produced by the Norwegian Department of Education and Research. In order to enable students to retrieve and fully utilize the information sources in their studies, the libraries see it as a major task to develop learning resources to increase students&apos; digital literacy. To meet this the library is going through a thorough shift from a place where one concerve an store books to playing a pedagogical role in the academic community. When developing the online tutorial Søk & skriv we had in mind developing a tool students can use to develop their IL skills. That is a tool that visualizes the search and writing process as creative processes as well as on ethics in academic writing.
Gunhild In retelling the creation and development of the tutorial we would like to structure it along the circle of evidence-based practice. We look closly on Reflection as this will give the background and foundations of the tutorial. In applying the evidence we will look at how we put the theory into practice. In the end we will look at what we have learned and were to go from here on, an evaluation of the product and process.
Hiim og Hippes modell. Kva vi oppnår med å velje denne: Kontekstualisere undervisinga. Læring skjer i fellesskap.Eigen praksis i kombinasjon med pedagogisk litteratur, som Khulthau og Dewey. Learning as a social process- Dialogue partner’s in the student’s learning environment.
SOLVEIG:Learning as a social process- Dialogue partner’s in the student’s learning environment. Me må sei kvar me har figuren frå, (Skagen, Torras, Blaabjerg & Hansen, 2006, p 12) Søk & Skriv’s framework places the student atthe center of the learning environment. She orhe is the main agent in meeting others who represent different “voices” in the learning dialogue, as the figure demonstrates.The learning experience is a social axperience where one enters a dialogue with other to gain knowledge.According to Bakhtin: &quot;All learning is at its core social&quot; (Bakhtin 1981 in Freedman and Ball 2004). As students we learn from dialogue with others. This dialogue has to important layers, or voices which Bakhtin refers to as discourse. The authorative discourse and the internally persuasive discourse. Authorative discourse is culturally embedded truths as religion which one consider as a priori. One has to relate these truth. Internally persuasive discourse is negotiated, alternative truths. We understand the persuasive discourse as the learning environment the student meets when entering the faculty. As a student is represented with an internally persuasive discourse, her world view might be challenged. The new discourse leads the student to rethink her own view. Through these discourses students struggle with finding their own voices when meeting a multivoiced academic community.The white petal in the flower represents the unkown, and the possible worlds that the students meet under their work. That might be experiences from fieldwork that opens the students to new understanding of earlier acquired knowledge.
GUNHILD:Hiim og Hippes modell. Kva vi oppnår med å velje denne: Kontekstualisere undervisinga. Translated by the authors of Pedagogicla considerations …. The didactic relation model were a key to our work on teaching aids for the librarians.
This is the outline of our tutorial and the advanced module. This is what we created as a result of our choice of learning theory and didactical applications, the process approach. This is the process approach! We sometimes joke it looks like a correspondence course in dancing. The general content of a curricula in information literacy.
Modellen er henta hjå Torras & Skagen, tilpassa i Pedagogical considerationsThe model is an overview of the search anrd write learning objects related to our main theorist on searching and writing.
SOLVEIG The cross-sectoral collaboration gave birth to a couple of student stories. This is were we apply the generics of the tutorial with the specifics of a field of study. When our real-life students use Search and Write they are encouraged to do exercises using their own research question as a point of departure to develop a search strategy. Their writing begins in the clarifying of their information needs regarding their research question. They can read the blog stories and relate these stories to their own experience as students. For instance, they can use the How to brainstorm-tips provided in Sofie’s blog when she tries to figure out how to get started on her research on Israeli youth and NGO&apos;s. The research process and the writing process are often hidden mysteries to our students De ulike bloggane synliggjer oppgåve som prosess både som døme for studentane som sjøl skal skrive oppgåve OG bibliotekarar for å setje inn i kva studentar treng til ulike tider, og korleis ein oppgåveprosess kan arte seg.(Vaage- perspektivering)Derfor kvar det er naturlig at dei kjem inn å veilder: Bibliotektaren som mediator og educator (Khulthau).
Presentere Oda og helsefag,
GUNHILDDefinition + An example from ODA!!Odabloggen is related to Khulthau search process – Turns to librarians and fellow students, peers to get feedback during the exploration phase. The ISP has longitudinal studies that proves its usefulness.
SOLVEIG:In sharing research questions the student also gets input from fellow students and from the librarian. This is the opportunity to broaden or to narrow the research question
Writing a assignment is using your skills as a writer as a tool for presenting ones knowledge. This is skill is a craftsmanship that needs to be devloped and something one needs to learn and master. Søk & Skriv er et godt tilbud for studenter i skriveprosessen. Med eksempeltekster som Odas dagbok, Christians blogg og Sofiebloggen får studentene innblikk i hvordan skriveprosessen kan arte seg for jordmorstudenten Oda, for økonomistudenten Christian og for midtøstenstudenten Sofie. Disse tre går gjennom ulike faser ”alle” kjenner til, og ”må” gjennom når de skal skrive en større akademisk tekst og finne aktuell og relevant informasjon. Disse studentene er representanter fra det tverrskaplige landskapet Søk & Skriv beveger seg i, og som utformerne av nettstedet selv har faglig bakgrunn fra. Denne tverrskapligheten møter både studenter og bibliotekarer i dag. Akademiske fag er ikke lengre isolerte i egne fagtradisjoner, men drar veksler på og påvirker hverandre i en gjensidig prosess, noe produktet Søk & Skriv er et resultat av. The developers have different adademic backgrounds from libraries that serve different scientific fields as health, economics, psychology, earth science and arts and humanities. Even though we come from different fields there are common aspects in the students needs for guidance in relation to information literacy and the writing process. This is reflected in the sample blogs where we lay an emphasis on the actual writing process as work that must be done connected to the search process.The tutorial shows that the search and write processes are interconnected.
Search and Write: making the connection through a cross disciplinary approach to information literacy. Austrheim, Kavli, & Mikki
Search & Write;
Making the Connection
Through a Cross Disciplinary
Approach to Information Literacy
Gunhild Austrheim and Solveig Kavli
LILAC 2010 March 29th – 31st, Limerick
Considerations were twofold:
What learning theory would be best suited to
promote learning through an online tutorial?
How could our tutorial aid librarians in their
teaching of information literacy?
Information Search Process
Our approach to information seeking is based
on Kuhlthau’s model, the Information Search
The ISP is situated in the same pedagogical
landscape as our tutorial
The ISP bring student and librarian together
through the Zones of Intervention
Focus Formulation Information
Writing Starting point Exploration Incubation
Writing the first
Writing is a social process and when writing
the student enter a dialogue with other
students, with other texts and while writing
they are exploring their ideas.
Search & Write
Components Starting Get an
Writing to self Writing to self Discovering
as one writes
text aiming to
Making the Connection
Visualization of the students as participators in the
academic community through the sample students Oda,
Christian and Sofie
Making tacit knowledge explicit knowledge
To write is to think
To search is to create a dynamic map with your own ideas and
thoughts as point of departure
To search and write is to find the focus for your own
project where the searching function as a navigation that
gives the writer a clearer direction of the research
Kavli, S., & Mikki, S. (2006). Enabling the student to write a good
thesis - combining information retrieval with the writing process.
InfoTrend : Nordisk tidskrift för informationsspecialister, 61(4), 112-
Skagen, T., Torras, M.-C., Kavli, S. M., Mikki, S., Hafstad, S., &
Hunskår, I. (2008). Pedagogical considerations in developing an
online tutorial in information literacy. Communications in Information
Literacy, 2(2), 84-98.
Torras, M.-C., & Sætre, T. P. (2009). Information literacy education:
a process-oriented approach: professionalising the pedagogical role
of academic libraries. Oxford: Chandos.