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The Didactic Diamond – an information literacy model to explain the academic process in Higher Education - Zijlstra

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Presented at LILAC 2018

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The Didactic Diamond – an information literacy model to explain the academic process in Higher Education - Zijlstra

  1. 1. www.derby.ac.uk/learningenhancement Sensitivity: Internal The Didactic Diamond Dr.T.R. Zijlstra @tzijlstra An information literacy model to explain the academic process in Higher Education a ‘masterclass’ for LILAC 2018 Liverpool
  2. 2. www.derby.ac.uk/learningenhancement Sensitivity: Internal Overview • The reason for developing the diamond • The theory behind the diamond • The practical implementation of the diamond
  3. 3. www.derby.ac.uk/learningenhancement Sensitivity: Internal
  4. 4. www.derby.ac.uk/learningenhancement Sensitivity: Internal The background • College of Health and Social Care (Chesterfield Campus) • Many ‘a-typical’ students • University experience is daunting
  5. 5. www.derby.ac.uk/learningenhancement Sensitivity: Internal The bane that is academic writing ‘Finding and using evidence in academic assignments: The bane of student life’ Roberts, D & Oussey, K (2011) https://doi.org/10.1016/j.nepr.2011.03.004
  6. 6. www.derby.ac.uk/learningenhancement Sensitivity: Internal An epistemological approach to academic writing • Ouellette-Schram (2015) described the relevance of teaching post-secondary education learners to move on from a linear approach to academic writing (A so-called epistemological approach). • Reading academic work improves literacy and therefore academic writing • The diamond encourages a broad approach to reading and writing ‘Epistemological development and critical thinking in post-secondary’ Ouellette-Schram (2015)
  7. 7. www.derby.ac.uk/learningenhancement Sensitivity: Internal The theory
  8. 8. www.derby.ac.uk/learningenhancement Sensitivity: Internal The simplified view The basis for the Didactic Diamond consists of a diamond shape. This is used for a narrative explanation of the student journey to achieve success in written coursework submissions.
  9. 9. www.derby.ac.uk/learningenhancement Sensitivity: Internal Identify, Scope, Plan Gather Evaluate and manage Present The seven pillars The seven pillars of SCONUL form the foundation for explaining the process of information literacy that is required to successfully complete the work. Rather than using the SCONUL terminology, we use expressions like: Understand the question, understand what information you might need to use, find articles/information using the University Library, read and take notes on the articles (including the reference!) Finally – synthesize the notes into a coherent piece of work.
  10. 10. www.derby.ac.uk/learningenhancement Sensitivity: Internal Knowledge of subject Time Identify, Scope, Plan Gather Evaluate and manage Present The overview
  11. 11. www.derby.ac.uk/learningenhancement Sensitivity: Internal Knowledge of subject Time The added value The idea behind the diamond is that it visualises the journey required to get from the initial question to the final submission. From receiving the question; to ‘getting’ the question; to answering the question. The scope of the knowledge increases in the process of reading and gathering information to the point of ‘getting the question’. It then gets condensed to create a stronger argument to answer the question. Receiving the question Getting the question Answering the question
  12. 12. www.derby.ac.uk/learningenhancement Sensitivity: Internal Student feedback First year Adult Nursing Students – the Diamond helps me to: • Structure my assignment • To plan and write my essays • Plan what I am going to write • Where and how to find resources • Not a lot…
  13. 13. www.derby.ac.uk/learningenhancement Sensitivity: Internal The practice We developed the presentation of the model to meet the needs of new starters in particular, discussing three key-issues utilising the diamond. • Preparation • Research • Writing
  14. 14. www.derby.ac.uk/learningenhancement Sensitivity: Internal Preparation • Understand the question – Read the question – Write down initial ideas – Cross-check with tutor • Plan ahead – Plan ahead by planning backwards from submission date – Break work into main components – Decide on key dates for each stage – Leave a week before submission to proofread
  15. 15. www.derby.ac.uk/learningenhancement Sensitivity: Internal Research • Finding resources – Using LibraryPlus and the catalogue – Manage your references – Take initial notes • Reading skills – Filter – Note taking – Begin developing the outline • Critical thinking – Synthesise what you are reading with other articles – Keep developing outline – Compare and contrast notes
  16. 16. www.derby.ac.uk/learningenhancement Sensitivity: Internal Writing • Get started – Keep managing your references – Review and add to initial notes • Structure – Write in paragraphs – Go back to your notes and – keep developing the outline • Review – Structure – Compare and contrast notes (did you leave anything out) – Proofread
  17. 17. www.derby.ac.uk/learningenhancement Sensitivity: Internal Creative Commons: BY SA • Feel free to utilise this model • I would appreciate feedback • For a copy of this presentation: E-mail: T.Zijlstra@derby.ac.uk Twitter: @tzijlstra Open Educational Resource

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