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Search and Write: making the connection through a cross disciplinary approach to information literacy. Austrheim, Kavli, & Mikki


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Presented at LILAC 2010

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Search and Write: making the connection through a cross disciplinary approach to information literacy. Austrheim, Kavli, & Mikki

  1. 1. Search & Write; Making the Connection Through a Cross Disciplinary Approach to Information Literacy Gunhild Austrheim and Solveig Kavli LILAC 2010 March 29th – 31st, Limerick
  2. 2. An Evidence-based Perspective on our Tutorial
  3. 3. Pedagogical Considerations  Considerations were twofold:  Students  Librarians  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?
  4. 4. Learning as a social process
  5. 5. The Didactic Relation Model
  6. 6. Applying the Evidence
  7. 7. Evaluation  Faculty – can influence content  Library – professional development  Students – anecdotes  A formal evaluation is due this year  Practical issues
  8. 8. Process Approach
  9. 9. Meet our students
  10. 10. Information Search Process  Our approach to information seeking is based on Kuhlthau’s model, the Information Search Process  The ISP is situated in the same pedagogical landscape as our tutorial  The ISP bring student and librarian together through the Zones of Intervention
  11. 11. Process Information Seeking Task Initiation Topic Selection Prefocus Exporation Focus Formulation Information Collection Search Closure (Start writing) Writing Starting point  Exploration  Incubation  Writing the first draft    Reformulation or  revision Editing  Writing as Craftsmanship Quality Control Feelings Uncertainty Apprehension of work ahead Elation after topic selection Confusion Doubt Optimism Confidence Increased Interest Sense of Relief
  12. 12. Writing process  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.
  13. 13. Search & Write Components Starting Get an overview Find and combine keywords Searching Evaluating Collecting Writing Closure, Take perspective Quality control Presenting Assessing the process Writing actions Brainstorming Mind mapping Think texts Annotated bibliography Tentative outlines Project statements Listing and structuring keywords Draft writing Presentation writing Clonclusion writing Editing, Writing as craftmanship Quality check Preparing oral presentation Writing to self Writing to self Discovering understanding as one writes along Dialogue with others leading to improvement of text Final publication of text aiming to reach an audience
  14. 14. 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 question
  15. 15. Further reading  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- 120.  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.