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Using Web 2.0 to cultivate information literacy within a medical ethics course. Whittaker


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Presented at LILAC 2009

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Using Web 2.0 to cultivate information literacy within a medical ethics course. Whittaker

  1. 1. Using Web 2.0 to CultivateUsing Web 2.0 to Cultivate Information Literacy viaInformation Literacy via Construction of PersonalConstruction of Personal Learning EnvironmentsLearning Environments Sarah Whittaker & Gareth Johnson 31 March 2009
  2. 2. If you have a laptop here today Login / register and open two windows: h
  3. 3. Full Project ReportFull Project Report
  4. 4. Web 2.0 is a state of mindWeb 2.0 is a state of mind
  5. 5. Information literacy is a mindsetInformation literacy is a mindset
  6. 6. Project AimsProject Aims Can web 2.0 tools be used to enable students to broaden their use and understanding of scholarly resources?
  7. 7. Medical Ethics, Law, and HumanMedical Ethics, Law, and Human Rights ModulesRights Modules • Ethics week & SSM • Aimed to push key learning resources to students at the appropriate point in their course. Students could then use these resources at the stage in their module when it is immediately relevant to their learning. • Blackboard was used as an authentication hub.
  8. 8. The Only Way is Up Now…The Only Way is Up Now… • Not everything worked… • No change of culture in how students worked or communicated • Students didn’t use the communication channels provided • Student’s didn’t comment on each others’ work • Short time span of courses and assignments – no time to build community of practice and accumulation of new resources so the focus was on finding information rather than sharing
  9. 9. What worked wellWhat worked well • The Google Custom Search Engine and Journals Pageflakes page were very popular with the students and they stated they had even shared them with students outside of the Ethics and Law SSM. • Course tutor said there was a tangible improvement in the quality of resources used and students’ understanding of how to find them.
  10. 10. ConclusionsConclusions • E-learning resources must be integrated into the fabric of the course, not as last minute add-ons (mindset). • Improving information literacy is a long term goal as it requires developing a mindset as much as a set of skills. We should be aiming for it to become integral to the way that students and staff work. • Library resources need to be tailored to each course rather than generic. • Success in developing a community of practice may depend on circumstances. Its possible students may begin to transfer habits and skills they use in their online social lives to their academic lives.
  11. 11. Looking ForwardLooking Forward • Medical Ethics and Law courses will continue – To develop online and web 2.0 resources • Library staff should continue to – Develop understanding of web 2.0 tools – Explore how to utilize in promoting information literacy across the University • Library will continue to – Develop librarians’ roles as their future depends on the ability to build relationships, and – Add value to external tools such as Google Scholar – Web 2.0 can facilitate but requires a cultural change for librarians and academics
  12. 12. Final ThoughtsFinal Thoughts • Students are generally reluctant to change their habits unless there is a clear tangible benefit to them • If we believe information literacy skills are worth developing, we must make them a requirement not an added extra • We aim to explore information literacy that incorporates Wikipedia, YouTube and what lies Beyond Google for all undergraduate students
  13. 13. Bread and butter for students?Bread and butter for students?
  14. 14. ContactContact • Sarah Whittaker 0116-252-3279 • Gareth Johnson 0116-252-2055