Developing 21st Century graduates: thinking critically through Information Literacy

Developing 21st century graduates - thinking critically through information literacy Moira Bent May 2010

Structure of workshop ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What does Information Literacy mean to you? ,[object Object],[object Object]

What does information literacy mean? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Underlying thoughts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

My own IL definition ,[object Object]

The 6 Frames of IL education (Bruce et al) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Variation ,[object Object],[object Object]

School Students said ,[object Object],[object Object],[object Object]

School Teachers said ,[object Object],[object Object]

Info lit in the classroom (Williams/Wavell) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Information for Learning ,[object Object],[object Object]

An information literate person.. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The T&L context ,[object Object],[object Object],[object Object],[object Object]

Influences on information literacy ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

An Information Literacy Landscape

Issues affecting IL development in HE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Does it matter? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Mapping users A generic UG student at the end of their first year

Group work ,[object Object],[object Object],[object Object],[object Object],[object Object]

Aspects of Information Literacy in practice ,[object Object],[object Object],[object Object],[object Object],[object Object]

How would you rate your skills at finding and using information? (give one answer) ,[object Object],[object Object],[object Object],[object Object],0 of 2

Where would you look first to find directions to Caerphilly Castle? (give one answer) ,[object Object],[object Object],[object Object],[object Object],[object Object],0 of 2

Where would you look first to find: the hazards of methanol? ( give one answer) ,[object Object],[object Object],[object Object],[object Object],[object Object],0 of 2

What is the most efficient way of finding good quality academic information on the internet? ,[object Object],[object Object],[object Object],[object Object],[object Object],0 of 2

Why do you need to evaluate the information you find? (give one answer) ,[object Object],[object Object],[object Object],[object Object],0 of 2

In coursework, which of the following should you not reference? ,[object Object],[object Object],[object Object],[object Object],0 of 2

Which of the following statements do you think is correct? (give one answer) ,[object Object],[object Object],[object Object],[object Object],0 of 2

Acknowledging other people’s ideas in your coursework is designed to: ,[object Object],[object Object],[object Object],[object Object],[object Object],0 of 2

Aspects of IL : reflective practice case study

Information Literacy at Newcastle ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Environmental Science The programme context - 2004 ,[object Object],[object Object],[object Object],[object Object],[object Object]

Environmental Science Programme specification ,[object Object],[object Object],[object Object]

The golden thread ,[object Object],[object Object],[object Object],[object Object],[object Object]

Environmental Science Stage 1 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Environmental Science coursework no 2 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Introduced, practiced, assessed ,[object Object],[object Object],[object Object]

Does it work? ,[object Object],[object Object],[object Object]

Learning log - end of Stage 1 ,[object Object]

Learning log – mid Stage 2 ,[object Object]

Reflecting on the whole thing - Stage 3 ,[object Object]

What Liz learned as a lecturer ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What I learned as a librarian ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

How would you define critical thinking?

Critical thinking – a definition ,[object Object],[object Object]

How does this relate to information literacy? ,[object Object],[object Object],[object Object]

Critical thinking, reading and IL ,[object Object]

Can we help students think about reading critically? ,[object Object]

And help them understand different kinds of critical reading? ,[object Object],[object Object],[object Object]

Aspects of IL : Plagiarism ,[object Object],[object Object]

Aspects of IL: Assessment ,[object Object]

How can we integrate assessment with learning? ,[object Object],[object Object],[object Object],[object Object],[object Object]

How does information literacy relate to assessment? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Stand alone advantages ,[object Object],[object Object],[object Object],[object Object],[object Object]

Stand alone disadvantages ,[object Object],[object Object],[object Object],[object Object],[object Object]

Integrated approach advantages ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Integrated approach disadvantages ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Some tools and ideas ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object]

Developing 21st Century graduates: thinking critically through Information Literacy

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