This was presented by Sheila Webber on 9th May 2011 at the CILIP University Science and Technology Librarians' Group meeting. In it she identifies some of the factors that may affect the way in which a supervisor interacts with and guides the student, which have implications for the way in which teh student may develop information literacy. Additional notes have been added for this Slideshare version (in blue)
1) The document discusses an online tutorial called "Search and Write" used to teach students in Norway about ethical writing and use of sources.
2) It outlines how the tutorial was developed based on theories of learning, searching, and writing as processes. Student feedback was used to improve the tutorial.
3) The new version of the tutorial focuses more on being a practical tool. It provides guidance on searching, reading, writing, referencing sources, and promoting academic integrity.
Phenomenographic interviews as a learning processSheila Webber
This document summarizes the learning experiences of three researchers - Eva Hornung, Shahd Salha, and Sheila Webber - from conducting phenomenographic interviews. All three discussed how the interviews were a learning experience for both the interviewers and interviewees. The relationship between interviewer and interviewee changed over the course of the research. The interviews also revealed variations in the interviewees' understandings of the topics studied.
This document provides an overview of a PhD research project that aims to understand how early career academics use information to learn while building their developmental networks. The research will use a constructivist grounded theory methodology involving semi-structured interviews with 14 early career academic participants. A preliminary literature review explores relevant concepts around early career academics, networking, developmental networking, informed learning, and information behavior. A pilot study with 8 participants has been conducted to identify preliminary themes and evaluate the data collection and analysis procedures for the main study. The outcomes will be a theoretical model and empirical basis to inform academic development strategies.
An introduction to phenomenographic researchSheila Webber
The document provides an introduction to phenomenographic research. It discusses what phenomenography is, which is the empirical study of differing ways people experience phenomena. The document outlines the process of phenomenographic research, including purposive sampling of interviews, analyzing interview transcripts to identify categories of description that capture variations in experiences, and developing an outcome space showing the relationships between categories. Examples of phenomenographic studies in various domains are provided, as well as an exercise where participants analyze interview transcripts to identify categories. Potential applications of phenomenographic research in workplace training and education are discussed.
Roles of Supervisor and Developmental ApproachDaryl Tabogoc
The document outlines different roles a supervisor may take on: educator when onboarding or training employees; sponsor to support employee development and career growth; coach when providing feedback and guidance; counselor when addressing employee performance or personal issues; and director when formal discipline is needed. It also lists some legal issues supervisors should be aware of, such as retaliation, workplace violence, wage/hour laws, and record keeping. Finally, it describes a developmental approach to supervision, where the supervisor matches their style to the supervisee's level of experience, from self-centered early on to more collaborative as the supervisee gains seniority.
This document provides information about the quality supervisor role, including typical duties, qualifications, templates, and materials. It lists 10 key duties such as auditing for compliance and ensuring testing standards. 10 key qualifications are also outlined, including experience, communication skills, and education. The document discusses formats for writing quality supervisor job descriptions and explains the KSA (Knowledge, Skills, Abilities) model for setting requirements. Finally, it suggests the description could be used across multiple industries.
Dokumen tersebut membahas tiga kompetensi dasar manusia berjiwa sukses, yaitu (1) semangat untuk mencapai prestasi terbaik, (2) semangat belajar seumur hidup, dan (3) kecerdasan spiritual berdasarkan etika dan integritas.
1) The document discusses an online tutorial called "Search and Write" used to teach students in Norway about ethical writing and use of sources.
2) It outlines how the tutorial was developed based on theories of learning, searching, and writing as processes. Student feedback was used to improve the tutorial.
3) The new version of the tutorial focuses more on being a practical tool. It provides guidance on searching, reading, writing, referencing sources, and promoting academic integrity.
Phenomenographic interviews as a learning processSheila Webber
This document summarizes the learning experiences of three researchers - Eva Hornung, Shahd Salha, and Sheila Webber - from conducting phenomenographic interviews. All three discussed how the interviews were a learning experience for both the interviewers and interviewees. The relationship between interviewer and interviewee changed over the course of the research. The interviews also revealed variations in the interviewees' understandings of the topics studied.
This document provides an overview of a PhD research project that aims to understand how early career academics use information to learn while building their developmental networks. The research will use a constructivist grounded theory methodology involving semi-structured interviews with 14 early career academic participants. A preliminary literature review explores relevant concepts around early career academics, networking, developmental networking, informed learning, and information behavior. A pilot study with 8 participants has been conducted to identify preliminary themes and evaluate the data collection and analysis procedures for the main study. The outcomes will be a theoretical model and empirical basis to inform academic development strategies.
An introduction to phenomenographic researchSheila Webber
The document provides an introduction to phenomenographic research. It discusses what phenomenography is, which is the empirical study of differing ways people experience phenomena. The document outlines the process of phenomenographic research, including purposive sampling of interviews, analyzing interview transcripts to identify categories of description that capture variations in experiences, and developing an outcome space showing the relationships between categories. Examples of phenomenographic studies in various domains are provided, as well as an exercise where participants analyze interview transcripts to identify categories. Potential applications of phenomenographic research in workplace training and education are discussed.
Roles of Supervisor and Developmental ApproachDaryl Tabogoc
The document outlines different roles a supervisor may take on: educator when onboarding or training employees; sponsor to support employee development and career growth; coach when providing feedback and guidance; counselor when addressing employee performance or personal issues; and director when formal discipline is needed. It also lists some legal issues supervisors should be aware of, such as retaliation, workplace violence, wage/hour laws, and record keeping. Finally, it describes a developmental approach to supervision, where the supervisor matches their style to the supervisee's level of experience, from self-centered early on to more collaborative as the supervisee gains seniority.
This document provides information about the quality supervisor role, including typical duties, qualifications, templates, and materials. It lists 10 key duties such as auditing for compliance and ensuring testing standards. 10 key qualifications are also outlined, including experience, communication skills, and education. The document discusses formats for writing quality supervisor job descriptions and explains the KSA (Knowledge, Skills, Abilities) model for setting requirements. Finally, it suggests the description could be used across multiple industries.
Dokumen tersebut membahas tiga kompetensi dasar manusia berjiwa sukses, yaitu (1) semangat untuk mencapai prestasi terbaik, (2) semangat belajar seumur hidup, dan (3) kecerdasan spiritual berdasarkan etika dan integritas.
Antennas Design and Packaging for Millimeter-Wave Phased-Array Transceivers...shankar kumar
Antennas Design and Packaging for Millimeter-Wave Phased-Array Transceivers for wireless communication.introduction of antenna design and output response of all packaging antenna.
This document describes research in millimeter-wave integrated circuits conducted by Taejong Baek at Dongguk University. The research focuses on developing monolithic integrated circuits for millimeter-wave applications using semiconductor technologies like metamorphic HEMTs with 70nm gate lengths. Key accomplishments include fabricating 70nm gate length MHEMTs with an fT of 330GHz and fmax of 425GHz, as well as developing dielectric-supported air-gap microstrip lines (DAML) to reduce transmission line losses in millimeter-wave integrated circuits. The DAML fabrication process uses only photolithography and low-temperature processes for compatibility with standard MMIC fabrication.
Dalam sebuah sesi training terhadap para pekerja yang berada pada level operator, terungkap adanya pandangan-pandangan negatif tentang Supervisor mereka.
Belum diketahui apakah pandangan-pandangan itu hanya sebuah mitos atau justru fakta yang mungkin tidak disadari telah dilakukan oleh seorang Supervisor.
Berikut sebagian rangkumannya.
Hal-hal negatif tentang perilaku seorang supervisor, kadang hanya sebuah mitos dari seorang bawahan kepada atasannya, tapi ungkin juga hal itu merupakansebuah fakta yang terjadi.
Apa saja mitos atau fakta negatif tentang seorang Supevisor ? kami unggah dalam materi Supervisor antara mitos dan fakta.
Radio Resource Management for Millimeter Wave & Massive MIMOEduardo Castañeda
We present some of the current trends at different research topics in PHY layer and system level analysis. We cover some aspects of the wireless channel for mmWave and talk about candidate bands with nice multi-path and non line-of-sight properties for cellular communications. We discuss about critical resource management techniques and how they can be applied for mmWaves. For cellular communications, the presentation explains that beamforming and scheduling depend on channel estimation, the geometry of the antenna array, the transceiver architecture, and the interference from adjacent cells. We also describe some of the main issues due to mobility and mention how centralized management can be used to avoid waste of resources and group base stations for coordinated operation. Finally we mention some of the most promising techniques to achieve load balance in heterogeneous networks.
Check out the video link in
https://www.youtube.com/watch?v=zmGnoXW5wr0
This document discusses the roles of supervisors in managing employee performance. It explores the differences between management and supervision, with supervision focusing more on overseeing employee productivity and progress. Key responsibilities of supervisors include conducting basic management tasks like planning and problem-solving, organizing departments, managing employee performance, and disciplining employees for development. Effective supervision requires setting clear performance goals, providing ongoing feedback, addressing performance issues promptly, and conducting formal performance reviews.
Satu lagi materi presentasi tentang SUPERVISOR.
untuk menambah khasanah pengetahuan kita tentang Supervisor.
Semoga bermanfaat.
Supervisor adalah:
- Seseorang yang bertanggung jawab terhadap kemajuan produktivitas bawahan dalam sebuah organisasi
- Jembatan antara atasan dan bawahan
- one who supervises or has charge and direction of (seseorang yang menyelia atau yang mempunyai wewenang untuk memberi arahan) wikipedia
The document provides guidance for first-time supervisors on building successful relationships with employees. It emphasizes that a supervisor's most important task is to connect employees and help them work well together. To do this, supervisors must invest in real personal relationships with employees rather than relying solely on their job title. They are also advised to be genuine when interacting with employees and to avoid making unrealistic promises.
This document discusses the nature and functions of supervision. It defines supervision as guiding the work of subordinates through planning, organizing, directing and controlling their activities. The key points are:
1. A supervisor's main functions are to plan work, organize resources, staff departments, and maintain discipline.
2. Supervision involves overseeing subordinates' work to ensure plans and policies are followed, and includes setting objectives, assigning work, training, and communicating policies.
3. Supervisors represent management and are responsible for accomplishing departmental goals through subordinates. They are vital links between management and workers.
Supervision of graduate students is a challenging journey that the supervisor (advisor) and the student embark on together. It includes not only academic guidance, but also prolonged nurturing of the student’s personal, scholarly, and professional development. This presentation discusses various issues about the delicate relationship between graduate student (supervisee) and the supervisor, the do's and don'ts and ways to manage the relationship successfully.
1) Millimeter wave spectrum offers huge amounts of bandwidth that can enable multi-Gbps wireless networks. Advances in technology now make using millimeter wave spectrum possible for consumer devices.
2) Standards have been developed for the 60GHz unlicensed band, and compliant products are now available, achieving multi-Gbps speeds. However, they currently only support single-stream MIMO beamforming.
3) Millimeter wave networks can provide significantly higher data rates than traditional cellular networks through the use of large antenna arrays and beamforming to overcome propagation losses, along with wider channel bandwidths.
Pemerintah Indonesia berencana mengembangkan industri pariwisata dengan membangun objek-objek wisata baru dan memperbaiki infrastruktur transportasi. Hal ini bertujuan untuk meningkatkan jumlah wisatawan mancanegara dan devisa negara. Pemerintah berharap strategi ini dapat mendongkrak perekonomian dan menciptakan lapangan kerja baru.
Social work practice with individuals.ppt (1)saniladappatt
Social work with individuals is a key part of generalist social work practice. Social casework aims to help individuals solve problems through a relationship that taps personal resources. Various methods have been used in casework over time, including psychosocial, functional, problem-solving, behavioral, and task-centered approaches. Current trends favor a selective eclectic approach that is empirically grounded and solution-focused.
Millimeter wave mobile communication has several advantages over traditional cellular frequencies. It utilizes the 30-300GHz spectrum which has much larger channel bandwidths available, enabling significantly higher data rates. Key benefits include multi-Gbps speeds, narrow beams allowing frequency reuse, and inherent security. However, mm-waves also have challenges including higher attenuation over distance, difficulty passing through walls, and interference from rain and oxygen. Potential applications include small cell 5G networks, wireless backhaul between small cells, and outdoor coverage up to 300 meters using beamforming.
Dokumen ini membahas tentang pengenalan proses bisnis dalam domain teknologi informasi. Proses bisnis terdiri dari serangkaian aktivitas yang dilakukan secara terkoordinasi untuk mencapai tujuan perusahaan. Manajemen proses bisnis meliputi konsep, metoda, dan teknik untuk mendukung desain, administrasi, konfigurasi, dan analisis proses bisnis."
Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland
Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University
Antennas Design and Packaging for Millimeter-Wave Phased-Array Transceivers...shankar kumar
Antennas Design and Packaging for Millimeter-Wave Phased-Array Transceivers for wireless communication.introduction of antenna design and output response of all packaging antenna.
This document describes research in millimeter-wave integrated circuits conducted by Taejong Baek at Dongguk University. The research focuses on developing monolithic integrated circuits for millimeter-wave applications using semiconductor technologies like metamorphic HEMTs with 70nm gate lengths. Key accomplishments include fabricating 70nm gate length MHEMTs with an fT of 330GHz and fmax of 425GHz, as well as developing dielectric-supported air-gap microstrip lines (DAML) to reduce transmission line losses in millimeter-wave integrated circuits. The DAML fabrication process uses only photolithography and low-temperature processes for compatibility with standard MMIC fabrication.
Dalam sebuah sesi training terhadap para pekerja yang berada pada level operator, terungkap adanya pandangan-pandangan negatif tentang Supervisor mereka.
Belum diketahui apakah pandangan-pandangan itu hanya sebuah mitos atau justru fakta yang mungkin tidak disadari telah dilakukan oleh seorang Supervisor.
Berikut sebagian rangkumannya.
Hal-hal negatif tentang perilaku seorang supervisor, kadang hanya sebuah mitos dari seorang bawahan kepada atasannya, tapi ungkin juga hal itu merupakansebuah fakta yang terjadi.
Apa saja mitos atau fakta negatif tentang seorang Supevisor ? kami unggah dalam materi Supervisor antara mitos dan fakta.
Radio Resource Management for Millimeter Wave & Massive MIMOEduardo Castañeda
We present some of the current trends at different research topics in PHY layer and system level analysis. We cover some aspects of the wireless channel for mmWave and talk about candidate bands with nice multi-path and non line-of-sight properties for cellular communications. We discuss about critical resource management techniques and how they can be applied for mmWaves. For cellular communications, the presentation explains that beamforming and scheduling depend on channel estimation, the geometry of the antenna array, the transceiver architecture, and the interference from adjacent cells. We also describe some of the main issues due to mobility and mention how centralized management can be used to avoid waste of resources and group base stations for coordinated operation. Finally we mention some of the most promising techniques to achieve load balance in heterogeneous networks.
Check out the video link in
https://www.youtube.com/watch?v=zmGnoXW5wr0
This document discusses the roles of supervisors in managing employee performance. It explores the differences between management and supervision, with supervision focusing more on overseeing employee productivity and progress. Key responsibilities of supervisors include conducting basic management tasks like planning and problem-solving, organizing departments, managing employee performance, and disciplining employees for development. Effective supervision requires setting clear performance goals, providing ongoing feedback, addressing performance issues promptly, and conducting formal performance reviews.
Satu lagi materi presentasi tentang SUPERVISOR.
untuk menambah khasanah pengetahuan kita tentang Supervisor.
Semoga bermanfaat.
Supervisor adalah:
- Seseorang yang bertanggung jawab terhadap kemajuan produktivitas bawahan dalam sebuah organisasi
- Jembatan antara atasan dan bawahan
- one who supervises or has charge and direction of (seseorang yang menyelia atau yang mempunyai wewenang untuk memberi arahan) wikipedia
The document provides guidance for first-time supervisors on building successful relationships with employees. It emphasizes that a supervisor's most important task is to connect employees and help them work well together. To do this, supervisors must invest in real personal relationships with employees rather than relying solely on their job title. They are also advised to be genuine when interacting with employees and to avoid making unrealistic promises.
This document discusses the nature and functions of supervision. It defines supervision as guiding the work of subordinates through planning, organizing, directing and controlling their activities. The key points are:
1. A supervisor's main functions are to plan work, organize resources, staff departments, and maintain discipline.
2. Supervision involves overseeing subordinates' work to ensure plans and policies are followed, and includes setting objectives, assigning work, training, and communicating policies.
3. Supervisors represent management and are responsible for accomplishing departmental goals through subordinates. They are vital links between management and workers.
Supervision of graduate students is a challenging journey that the supervisor (advisor) and the student embark on together. It includes not only academic guidance, but also prolonged nurturing of the student’s personal, scholarly, and professional development. This presentation discusses various issues about the delicate relationship between graduate student (supervisee) and the supervisor, the do's and don'ts and ways to manage the relationship successfully.
1) Millimeter wave spectrum offers huge amounts of bandwidth that can enable multi-Gbps wireless networks. Advances in technology now make using millimeter wave spectrum possible for consumer devices.
2) Standards have been developed for the 60GHz unlicensed band, and compliant products are now available, achieving multi-Gbps speeds. However, they currently only support single-stream MIMO beamforming.
3) Millimeter wave networks can provide significantly higher data rates than traditional cellular networks through the use of large antenna arrays and beamforming to overcome propagation losses, along with wider channel bandwidths.
Pemerintah Indonesia berencana mengembangkan industri pariwisata dengan membangun objek-objek wisata baru dan memperbaiki infrastruktur transportasi. Hal ini bertujuan untuk meningkatkan jumlah wisatawan mancanegara dan devisa negara. Pemerintah berharap strategi ini dapat mendongkrak perekonomian dan menciptakan lapangan kerja baru.
Social work practice with individuals.ppt (1)saniladappatt
Social work with individuals is a key part of generalist social work practice. Social casework aims to help individuals solve problems through a relationship that taps personal resources. Various methods have been used in casework over time, including psychosocial, functional, problem-solving, behavioral, and task-centered approaches. Current trends favor a selective eclectic approach that is empirically grounded and solution-focused.
Millimeter wave mobile communication has several advantages over traditional cellular frequencies. It utilizes the 30-300GHz spectrum which has much larger channel bandwidths available, enabling significantly higher data rates. Key benefits include multi-Gbps speeds, narrow beams allowing frequency reuse, and inherent security. However, mm-waves also have challenges including higher attenuation over distance, difficulty passing through walls, and interference from rain and oxygen. Potential applications include small cell 5G networks, wireless backhaul between small cells, and outdoor coverage up to 300 meters using beamforming.
Dokumen ini membahas tentang pengenalan proses bisnis dalam domain teknologi informasi. Proses bisnis terdiri dari serangkaian aktivitas yang dilakukan secara terkoordinasi untuk mencapai tujuan perusahaan. Manajemen proses bisnis meliputi konsep, metoda, dan teknik untuk mendukung desain, administrasi, konfigurasi, dan analisis proses bisnis."
Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland
Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University
This document outlines different research approaches that can be used when deciding how to conduct research. It discusses case study, phenomenography, and action research approaches. For each approach, it provides key characteristics, examples, and how they can be applied to understand student experiences with information literacy. Participants were then asked to apply one of the approaches to an information literacy scenario in small groups. The goal was to help attendees understand the different options for research approaches and how their choices impact the research design.
The document discusses writing a literature review (RRL) for research. It provides tips for writing an engaging RRL, including interacting creatively with literature through various techniques like inventorying, resonating, comparing/contrasting, reinforcing/debunking ideas. The RRL should show the researcher's ideas balanced with properly referenced existing literature. Writing RRL is like developing a script with a clear flow from intro to body to conclusion. It is important to organize literature and develop logic and transitions between ideas.
The Experience of Writing the Comprehensive ExaminationChe-Wei Lee
This presentation was presented at the Research Apprenticeship Course Meeting for Dr. Jacob’s Doctoral Students
Wednesday, 8 October 2014, 2:30 – 3:30 p.m. (EDT)
Room 4321 Wesley W. Posvar Hall
University of Pittsburgh
What's my approach? Deciding on the approach to use for your researchSheila Webber
Workshop delivered by Sheila Webber and Dr Pamela McKinney, Information School, University of Sheffield, at the LILAC Conference, held in Nottingham, UK, on 25 April 2019. The references are at https://docs.google.com/document/d/10S_6ZPKLpsAIn1YaMDhZPS8HIOwFGXlz4sUDyBzxYNM/edit
This document discusses collaborative self-study, which involves teachers examining their own beliefs and practices through self-reflection and collaboration with others. Collaborative self-study encompasses autoethnography, autobiography, and narrative inquiry and requires teachers to take a reflective stance. It emphasizes that collaborative learning recognizes the interdependent nature of teachers' work and that effective collaboration focuses on examining teaching practices rather than just collaborating in general. The benefits of collaborative self-study include developing trust within a supportive community and encouraging risk-taking through collaborative reflection.
Trends and Challenges to Future Libraries: Exploring Research ApproachesSheila Webber
Invited presentation given at the 8th International Conference on Qualitative and Quantitative Methods in Libraries by Sheila Webber on 26 May 2016, at Senate House, London, UK
This document discusses qualitative research and its key characteristics. It begins by defining qualitative research as beginning with assumptions about a social problem and studying it through the meanings people ascribe to it. It then outlines characteristics of qualitative research such as conducting research in natural settings, using the researcher as the key instrument, collecting multiple types of data, analyzing data inductively by looking for themes, focusing on participant meanings, using emergent design, applying theoretical lenses, engaging in interpretive inquiry, and providing holistic accounts. Finally, it lists some common qualitative study approaches such as biographical narrative, phenomenology, grounded theory, ethnography, and case study.
DetailsBefore beginning the synthesis process, it is important .docxsimonithomas47935
Details:
Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In the previous assignment, you engaged with the Comparison Matrix, a tool for analysis and comparison of empirical articles. In this assignment, you will take the next step toward synthesis and write about your observations of the articles you compared using the Comparison Matrix.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Refer to the Comparison Matrix you completed
· Review: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
· Review: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
· Review: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407.
· Doctoral learners are required to use APA style for their writing assignments.
Directions:
Locate the Comparison Matrix you completed in the Module 2 assignment. Using the outline you developed, the information from the Comparison Matrix. Write a paper (1,000 words) that compares all three of the articles. Do that by including the following:
1. A statement of common elements and themes addressed in each of the three articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
WRITING ASSIGNMENT
The paper should include the following:
WORD COUNT: 1500 words max.
Introduction. The introduction should engage the reader with a strong opening statement. It should also provide context for the paper, introduce the researchers and their studies (including the purpose of the studies), and include a thesis statement that serves as a roadmap for the reader.
Comparison of Research Questions. Open the section with a sentence that engages the reader and gives a peak into your analysis. Please discuss the main ideas behind the research questions, as well as the researcher’s approach to exploring these questions. Did they use mixed methods, quantitative, or qualitative methods? Mention the number of hypotheses (quantitative) or research questions (qualitative), but do not list the research questions. Remember to compare the approaches and discuss similarities and differences.
Comparison of Literature Reviews. This section should analyze the research the authors use to support their studies. Do not take this section lightly. You want to point out the theory and/or main research the author’s used to set up their study, and if possible mention why. Did all the studies take the same approach, such as using similar authors for support? Do they al.
This document discusses inquiry-based learning and provides findings from research on its effectiveness. It summarizes that inquiry-based learning can be an effective teaching strategy if designed and implemented properly for the specific context. It involves students taking a more active role in the learning process while instructors take more of a guiding role. Inquiry-based learning recognizes that education involves learning both knowledge and practices of a domain to prepare students as lifelong learners. While flexible and on a continuum, it generally involves students investigating authentic, real-world problems through exploration, authentic inquiries, and a research-based approach.
Teaching the next generation of IL educators: reflection for learning. Lilac ...Pamela McKinney
Presentation by Pam McKinney and Sheila Webber at the LILAC conference 2018 on our action research project using Entwistle’s et al. (2004) Teaching-learning Environments model as a framework for reflective practice, to understand value of reflection in learning to become an IL educator
This document summarizes an information literacy module for teaching future IL educators. The module uses reflective practice and Entwistle's Teaching-Learning Environments model as a framework. Students complete reflective tasks on IL definitions, information behavior, approaches to learning and teaching. Assignments require annotating sources and designing an IL intervention with critical reflection. Support for reflection includes lectures, workshops, and incorporating teacher reflections. The module aims to develop students' practical skills and understanding of IL concepts to prepare them to be reflective IL educators.
Here, you can get relevant ideas on how to make an effective review of related literature in academic writing and theses. It is prepared to train young learners.
This document provides guidance on critical reflection and critical reflective writing. It defines critical reflection as analyzing one's thoughts, feelings and beliefs by considering social and cultural contexts. This enables transformative learning by linking reason and emotion. Critical reflection is important for developing effective thinking by encouraging assumption analysis, contextual awareness, imaginative speculation and reflective skepticism. The document then outlines the key components of critical reflective writing such as description, analysis and implications. It provides models for structuring reflective writing, including the DEAL model of describe, examine and articulate learning. Language use, expectations, and references are also discussed.
Robin kear introduction to library instructionrobinkear
This document discusses library instruction and information literacy at the University Library System (ULS). It begins by defining library instruction and information literacy, noting that they aim to demystify research, empower students, and support the university's mission. While the ULS has a long history of bibliographic instruction, it is shifting its focus to information literacy. Information literacy involves complex concepts and skills for evaluating and using information effectively. The ULS uses information literacy standards and assessments to improve students' research abilities. It embeds instruction into courses through various methods like one-shot classes, embedded librarians, and online guides. The goal is to better integrate information literacy across programs and the student experience.
Beyond the Basics: Differentiation Strategies for Online Information Literacy...bwest2
This document discusses strategies for differentiating online information literacy instruction. It begins by explaining differentiation in terms of content, process, and product based on Bloom's taxonomy and learning styles. It then describes the author's experience teaching an online library course and how they differentiated instruction over time. Specifically, they began by providing one tutorial but now offer multiple options for content delivery, independent research processes, and alternative assignment products. The document advocates providing choice, tiered activities, and opportunities for individual and group work to differentiate instruction and better address student needs and learning preferences.
This document outlines a study investigating the relationship between Vietnamese teachers' beliefs, identity, and classroom discourse. It begins with examples of common responses from Vietnamese teachers when asked who their students are. The study aims to analyze classroom conversations to understand how teachers navigate epistemic and moral dilemmas in the classroom. The methodology involves classroom observations and interviews. Key findings include imbalances in student and teacher turns, restrictive student rights, and inconsistencies between teachers' stated beliefs and actual classroom practices. Implications suggest raising awareness of these inconsistencies and the importance of balanced student participation in knowledge construction.
Similar to Information Literacy and the role of the supervisor: a supervisor's perspective (20)
Curriculum, community, context, sustainability: A reflectionSheila Webber
The document discusses curriculum, community, context, and sustainability in education. It reflects on how curriculum needs to account for varying student contexts and communities. A curriculum should consider both what is taught (knowledge and skills) and how it is taught (pedagogy). True transformation requires reflective participation from those being transformed to avoid treating them as objects. Any approach to sustainability or decolonization needs to start from the goals and learning outcomes of the program and be developed through collaborative dialogue.
Libraries and Literacies in the MetaverseSheila Webber
Poster presented at the World Library and Information Conference July 2022, in Dublin, Ireland. Created by Sheila Webber (presenter in Dublin) University of Sheffield Sheffield, United Kingdom. s.webber@sheffield.ac.uk
Dr Valerie Hill, Peninsula College, Port Angeles, USA. vhilledu@gmail.com
Rossanna Barrios-Llorens, University of Puerto Rico’s Medical Sciences Campus, San Juan, Puerto Rico. rossana.barrios@upr.edu
References and further links at https://docs.google.com/document/d/1VqBgEJabPMkfoYYNR-oG-RKusvHV59eqwDNf9lykPQ8/edit?usp=sharing
Abstract "In uncertain times, virtual libraries connect patrons to vital information that they may not be able to access in the physical world. They can also be sanctuaries from pandemic and war. Librarians (including the co-authors) have worked in virtual worlds for 15 years (e.g. Webber & Nahl, 2011) and the Community Virtual Library in the 3D virtual world Second Life https://communityvirtuallibrary.org/ exemplifies global connectivity, with volunteers collaborating internationally to enact diversity for information access. A current exhibit, "Social Determinants for Access to Information: Virtual World Library Exhibition" includes 3D rooms filled with resources on racial diversity, gender diversity, issues of changing literacies, digital legacy, confirmation bias, digital citizenship, and the digital divide. Visitors interact with content and share a sense of place and presence through embodiment in the metaverse, providing advantages beyond web platforms such as Zoom.
Our poster shares examples of using 3D virtual worlds for librarianship through international collaboration across learning communities. The 3D virtual library is a real space where librarians can offer services such as reference work, exhibits, workshops, conferences and discussions, and embed themselves into virtual spaces without the boundaries of physical space (e.g. Hill, 2016; Hill, 2021). "
Creating connections for enhancing collaborative and professional development...Sheila Webber
A panel presented in the Association for Information Science & Technology (ASIS&T) 24 hour Global Conference, 27 April 2022. The presenters were: Sheila Webber: Information School, University of Sheffield, United Kingdom; Professor Imane Hilal: School of information Sciences, Rabat, Morocco; Dr Grace Msoffe: University of Dodoma, Tanzania; Dr Sophie Rutter: Information School, University of Sheffield, United Kingdom
The importance of creating relevant material to develop information literacy Sheila Webber
The document discusses issues around misinformation and the need for trustworthy information. It outlines four key issues - the problems of misinformation, the need for relevant and trustworthy information, language barriers, and the need for solutions. Some potential solutions discussed include education initiatives, fact-checking, and empowering users to identify credible information. The creation of multilingual resources that provide information in clear language is important to effectively address misinformation issues.
Using theory of change to evaluate information literacy initiativesSheila Webber
Workshop by Dr Pam McKinney and Sheila Webber, Information School, University of Sheffield, 11 April 2022, at the LILAC conference in Manchester, UK. Abstract: "Theory of Change (ToC) is a participative approach to evaluating the impact of projects, programmes and initiatives. Librarians and information professionals engaged in change processes, development projects and research studies can use ToC to generate evaluation data and articulate the impact of their activities, working closely with stakeholders such as students, academic staff, teachers and other professionals. The ToC process generates new understandings of how and why project successes have been achieved, and can form the basis of justifications for current and future funding. ToC has been widely used to evaluate the success and impact of projects in a variety of sectors (often community and public sector initiatives), and in educational development (Hart, Dierks-O’Brien & Powell, 2009) including Information Literacy initiatives (McKinney, 2014; McKinney, Jones & Turkington, 2011). In the version of the ToC process used in CILASS projects, stakeholders are asked to identify the drivers for change in the current situation; the longer term impact they envisage the project will have; the intermediate outcomes that the project is expected to achieve; activities that would need to be undertaken to achieve outcomes and enabling factors and resources required to support the project (Hart, Dierks-O’Brien & Powell, 2009). Stakeholders collaboratively design a Theory of Change poster that defines key project indicators and develops a causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable."
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...Sheila Webber
Presentation by Sheila Webber (University of Sheffield) &
Bill Johnston (Strathclyde University)
ECIL, September 2021
References are at http://tinyurl.com/bu422pjw
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...Sheila Webber
Presentation by Chris Thorpe (City, University of London, UK, chris.thorpe.1@city.ac.uk) and Sheila Webber (Information School, University of Sheffield, UK (s.webber@sheffield.ac.uk), presented at the European Conference on Information Literacy, September 2021
Using theories of change to evaluate information literacy initiatives Sheila Webber
Presented at the European Conference on Information Literacy, September 2021 by Dr Pamela McKinney and Sheila Webber
A video of this presentation is available at https://digitalmedia.sheffield.ac.uk/media/Using+Theories+of+Change+to+evaluate+Information+Literacy+initiatives/1_v1g05eav
3D Virtual Worlds for Professional Development and Lifelong LearningSheila Webber
Presentation given for MINDSETS by Sheila Webber, s.webber@sheffield.ac.uk , on 15 June 2021. References are at References https://docs.google.com/document/d/1jszFFUIPralN3B5T4z5pUpRbxdW9vL3NN7rs8Iz6RVo/edit?usp=sharing
The information worlds of non resident informal carers: stakeholder perceptionsSheila Webber
Presented by Sheila Webber and Dr Pamela McKinney at the conference Information Science Trends: Health Information Behavior, organised by the European Chapter of ASIS&T, on June 10 2020. The references are at https://docs.google.com/document/d/1ilCIpu7IWsRUhtWinPNuVetlrvkDxBN_lKTaV26yWAU/edit?usp=sharing
This document summarizes a presentation on ageism and libraries. It discusses several key points:
1) Ageism can affect people of any age but often targets older individuals, manifesting as stereotypes, prejudice and discrimination.
2) During the coronavirus pandemic, some expressed ageist attitudes suggesting older people are expendable or a burden.
3) Ageism in the workplace can involve biases in hiring, promotion, and assumptions about competency and ambitions based on age rather than individual skills or desires.
4) Libraries often frame programs for older adults around decline, disability, and stereotypical interests rather than recognizing older individuals' diversity. Events could involve intergenerational learning and skills-sharing.
Transformational Media and Information Literacy learning for adult citizens: ...Sheila Webber
Presentation given by Sheila Webber, Information School, University of Sheffield, coauthored with Bill Johnston, Honorary Research Fellow, Strathclyde University. Presented on 29th October 2019 as part of the University of Sheffield Information School's celebration of Global Media and Information Literacy Week. A recording of the webinar (31 minutes) is here: https://eu-lti.bbcollab.com/recording/0284c699a3784b1a9da5a632291dc8d8
Media and Information Literacy: creative and critical engagement across the c...Sheila Webber
Workshop presented by Sheila Webber and Bill Johnston at the "Transforming futures: International perspectives on Research-Based Education conference, University of Adelaide, Australia, 16 July 2019.
Media and Information Literacy for Informed Citizens in the Digital AgeSheila Webber
These are slides from a webinar given by faculty in the University of sheffield Information School on 22 March 2019. The recording of the webinar is here https://sheffield.adobeconnect.com/pf8k3h0qn1ys
Sheila Webber chaired the session, and the panellists were: Dr Pam McKinney, Dr Sophie Rutter and Dr Laura Sbaffi
Links from the slides are here http://information-literacy.blogspot.com/2019/03/media-and-information-literacy-for.html
#AFMIL The Age-Friendly Media and Information Literate City: Combining polic...Sheila Webber
"#AFMIL The Age-Friendly Media and Information Literate City: Combining policies and strategies for ageing populations in media and information rich societies" was presented by Sheila Webber (University of Sheffield Information School) and Bill Johnston (University of Strathclyde, Honorary Research Fellow) at the Global Media and Information Literacy Week feature conference held in Kaunas, Lithuania, on 24 October 2018
What makes us trust online information? The perspective of health InformationSheila Webber
Slides from a webinar presented by Dr Laura Sbaffi, University of Sheffield Information School, on 30th October 2018 to celebrate Global Media and Information Literacy Week. The webinar recording is at https://sheffield.adobeconnect.com/pwy4m50tbl8r
What's my approach? Deciding on the approach to use for your researchSheila Webber
These are slides from a workshop given by Sheila Webber and Pamela McKinney, University of Sheffield, UK, at the European Conference on Information Literacy on September 26 2018. The objectives of the workshop were: (1) To identify key characteristics of selected qualitative and mixed-methods research approaches, and to show what kinds of research questions and problems each approach is most suited to. The research approaches covered were: action research; case study; phenomenography; ethnography; autoethnography.
(2) To enable participants to understand the issues, advantages and disadvantages of different approaches, by looking at a practice-based information literacy problem, and asking participants to identify the implications of choosing one approach or another."
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Information Literacy and the role of the supervisor: a supervisor's perspective
1. Information Literacy and the role of the
supervisor: a supervisor‟s perspective
Sheila Webber
Information School
University of Sheffield
May 2011
With additional
notes for this
Slideshare version
Supervisor
Examiner
2. Variations in supervisors
• Education/culture “the powerful impact of the supervisor‟s
previous experience as a PhD student on how they
supervise now.” (Lee, 2008: 268)
• Supervisory styles
• Discipline
• Research approaches “this is your tiny part of the existing
project” to spending first year refining your question
• Conceptions of research This presentation identifies some
ways in which doctoral supervisors
• Stage of career may vary. These variations include
differences in the way they
• Structure of the PhD programme supervise. The differences can
affect the information literacy of
Sheila Webber, 2011 their students
3. Underlying this presentation is the view that a supervisor will have a big impact on his or her
doctoral student, as it is an influential one to one relationship that lasts several years. The
student may model the supervisor‟s behaviour, including information behaviour.
I will not be talking further about differences in doctoral programme structure (e.g. in the UK the
main focus throughout is on the student‟s original research, in the USA there is more emphasis
on taught modules; in the UK the viva is closed, in some other countries it is an open event)
Firstly, supervisors‟ experience or conception of research can vary. Brew (2001) identified four
ways of experiencing research, as outlined on the next slide.
There has not been research in this area, but I would hypothesise that there might be slightly
different information behaviour associated with different experiences of research. For example,
someone with the “trading” experience may be focused on purposive searching (to complete a
paper, or to fulfil the requirements of a project), whereas someone with a “journey” conception
may put high value on browsing, encountering and serendipity, as they explore areas around
their subject of interest.
Sheila Webber, 2011
4. Conceptions of research (Brew, 2001)
• Domino: research as a series of tasks, issues etc.; distinct but
linked & to be synthesised
• Trading: “What is in the foreground are the products of
research: publications, grants, and social networks. These are
created and then exchanged in a social situation for money,
prestige or simply recognition.” (p277)
• Layer: exploring & illuminating existing & new layers of
meaning
• Journey: “The content or topic of the investigation is less
important than the issues or underlying questions posed, or
the ways in which they dovetail with the researcher‟s life or
career” (p279)
Sheila Webber, 2011
5. The next slide lists the different approaches to doctoral supervision identified by Lee
(2008). An experienced and empathetic supervisor may vary their approach depending
on the needs and preferences of the student, but the supervisor is likely to have a
preferred or default approach. I think that my espoused approach to supervision is
“emancipatory”.
Again, this is going to have an impact on information approaches and conceptions of
information literacy as well. The functional supervisor may be focused on ensuring that
the student has just “ticked the boxes” as regards requirements for information literacy
training, the supervisor focused on enculturation may encourage the student only to
value those information behaviours which are important in the specific discipline, the
emancipatory supervisor may put an emphasis on encouraging the student to find their
own information style.
Sheila Webber, 2011
6. Approaches to supervision (Lee, 2008)
• Functional: project management “I know of places where
there is a PhD factory.” (Lee, 2008: 271)
• Enculturation into the disciplinary community (supervisor as
gatekeeper, coach)
• Critical thinking: students questioning their work, supervisor
challenging, evaluating
• Emancipation: student growing, reflecting; supervisor
mentoring “Your job as a supervisor is to get them to the
stage of knowing more than you” “I want it to have changed
how they see the world” (p274)
• Developing a quality relationship (reciprocal) between
supervisor and student
Sheila Webber, 2011
7. Eva Hornung
Remote location student
Librarian working full time in Dublin, Ireland
Successful viva in March 2011
Phenomenographic approach
Irish solo librarians‟ conceptions of CPD
In the
Dr Yazdan Mansourian
presentation Assisstant Professor, Tarbiat Moallem
I presented
videoclips of
University, Tehran, Iran
two of my Graduated successfully 2006
students,
Eva and
Grounded theory approach
Yazdan Information Visibility on the Web and
Conceptions of Success and Failure in
Sheila Webber, 2011
Web Searching
8. I also quoted from interviews undertaken as part of a three year project funded by the
Arts and Humanities Research Council 2001-2005. 80 academics were interviewed, 20
in each of 4 disciplines; from a variety of universities, and a mix of age, gender and
responsibilities.
The next slides give quotations in which the academics give accounts of their own
information behaviour, e.g. when writing a paper. They illustrate the different information
behaviours, and the different meanings of information, in different disciplines
Academics interviewed for the AHRC-
funded project investigating UK
academics‟ conceptions of IL and
pedagogy for IL
Sheila Webber, 2011
9. Discipline
CHEMISTRY ACADEMIC 08: “Well, sure, say I‟ve got a paper to write
on a chemical structure. The chemist has often written that part, the
chemical part of the paper, you know, how it was made. They‟ve given
me some of the background information. I would like perhaps to bring it
up to date and stuff like that, particularly from my own perspective in
structural chemistry, so what I will do is I will read the paper, I will check
the references, I will check similar reference on Web of Science, the ISI
one, so you can kind of put in a reference and get similar ones to that
one or ones who have been cited by or cited in that paper, so then you
can sort of by that method you can find similar papers, and you can
also search for subject in these databases as well, so I try to get the
best set of references out of these journal-kind of databases. Then
putting the structural similarity aside, I will use a chemical database,
Cambridge crystallographic database.”
(Quotation from AHRC-funded research into conceptions of IL)
Sheila Webber, 2011
10. …so developing IL with focus on
• Formal search
• Collaborative information and writing behaviour
• Specific types of information; e.g. textual, chemical
structures
• Journal article publication, set structure
• Current literature
Sheila Webber, 2011
11. ENGLISH ACADEMIC 11: I am usually starting off with a certain set,
maybe one, maybe several of I would think of as primary texts, texts
which are my primary focus and then on from that, I would be using
my prior experience, the virtual bibliography that I have in my head,
so to speak, to go to ancillary texts to cover my knowledge and to
increase my knowledge of what has already been written,
established, argued, about those texts, and then to see if there is a
point at which that debate which has been set up, because that is
what I take literary criticism to be, a debate or a forum that has been
set up about a particular writer, about a particular text, uh, where my
point of entrance might be, so, you know, one may get some sort of
an idea about it. The start will be there but the next step is to see
there is the possibility of—I‟m sliding around on my metaphors
here—whether there is the possibility of actually making a
contribution in the forum that is already there about that text.
Sheila Webber, 2011
12. ENGLISH ACADEMIC 10: Yeah, a lot of people as sources. And just
being plugged into the field, um, and um, and, and, and just reading
papers, reading the literature and that kind of thing. I am not sure
hand-on-heart that I more than a handful of times went to the MLA
databases and typed in a search term to find out material, which
might show the limits of my, uh, my own, um, research. I think it‟s
more just working with the field and I think that has made a big
difference for me, I think, I think in fact… I‟ve never had anybody
comment on the fact that I lack that kind of thing, it‟s usually the
reverse. Usually people say, „This is very well read in the field,‟ so it‟s
small, but it‟s a small field, so… minor XXth Century XX poets, so I‟ve
been very, very lucky I think. I get surprised quite… but usually
people in the scholarly community talk about things and about what‟s
coming out, new books, and you know what‟s coming out and you
know what‟s around, because people are always talking about it.
Sheila Webber, 2011
13. …so developing IL with focus on
• Relationship with your disciplinary community
• Understanding, evaluating etc. the conversations
around your texts/field of study
• Journals, books or other contributions to the
conversation as output
• Keeping in touch with current thinking
Particularly if this was combined with an enculturation approach to supervising, it
means that the information literacy being advocated (explicitly or implicitly) by the
supervisor was going to be very different from discipline to discipline. It also means that
if a student had a “functional” supervisor, who pointed a student towards generic IL
education, the student might not be well placed to integrate him or herself into the
information world of his or her discipline. Sheila Webber, 2011
14. Research approach
CIVIL ENGINEERING 17 “… what I have found in my experience is that those
people who, who say are in the fields of science, technology and engineering
are usually quite illiterate really in terms of the information in their own discipline,
and I think that is primarily because they are always given a research topic, you
know, it‟s usually the result of some of their, you know, some other kind of, you
know, their grant has come specifically to support a certain project, so they come
into with that question already. And they usually know nothing about it and then
they go away and find out about it. Whereas those who are doing more
qualitative research, say like something, you know, stemmed from something
more in themselves, they have a more personal, from before they start the
research, it comes from an interest within themselves and they are already a
little bit more aware of what is going on in their field and their discipline, so there
are those two aspects, but really what I am trying to do is get them to the point
that they can be literate in their discipline and its wide, wider context to generate
a suitable thesis for research.”
Sheila Webber, 2011
15. “It helped In the previous slide, the academic was
identifying different research approaches,
me find which to some extent may be related to
disciplinary differences. Some PhD students
may simply be “given” their research question
the main or hypothesis, told what research methods to
use, and be part of a larger research project.
This requires little exploration of the literature,
focal point but rather very purposive and precise
searching. In contrast, a student developing
their own research question may spend more
of my PhD or less the first year in exploring the research
literature and the research methods literature
to identify a meaningful question or hypothesis.
…” In the presentation, I played a videoclip of
Yazdan Mansourian describing the iterative
process of refining his research question and
then returning to the literature.
Sheila Webber, 2011
16. The next slide shows the criteria that someone examining a PhD at Sheffield University
uses, when deciding whether or not to award a candidate a PhD, following submission
of the written PhD and the viva.
As you see, they are very brief (the criteria at other universities where I have examined
PhDs are similar). They obviously have to be broad enough to cover PhDs in all
specialisms, but they provide a focus on what is really important.
Sheila Webber, 2011
17. Criteria for examining PhD
• Is original work which forms an addition to knowledge
• Shows evidence of systematic study and of the ability to
relate the results of such study to the general body of
knowledge in the subject
• Is worthy of publication either in full or in an abridged form
• In addition, the form of the thesis should be such that it is
demonstrably a coherent body of work, i.e. includes a
summary, an introduction, a description of the aims of the
research, an analytical discussion of the related findings to
date, the main results and conclusions, and sets the total
work in context.
University of Sheffield Research and Innovation Services. (2011) Guidance Notes for
Examiners of research degree programmes . Sheffield: University of Sheffield
18. Q: What does your PhD mean to you?
Here I showed two videoclips
in which Eva and Yazdan said
“If I had to do it what the PhD meant to them.
To me, they illustrate how a
good doctoral candidate is not
again, I’d do it just concerned about “the
piece of paper”, but values the
doctoral experience and has a
again …” passion for their research
beyond the PhD.
“.. give “Lifelong ambition”
something
back …” “An exploratory
Sheila Webber, 2011
journey”
20. “All Postgraduate Research students will participate
in the Doctoral Development Programme (DDP).
The DDP will provide research students with a range
of skills and competency-based training
opportunities orientated both towards their specific programme
of study and towards future employment. In particular, as an
outcome of engaging with the DDP, during research studies,
doctoral graduates will possess advanced skills in inquiry,
communication and organisation. They should also be able to
reflect critically and take a creative approach to issues in and
beyond their field of research expertise.” (p17)
University of Sheffield Research and Innovation Service. (2010) Code of Practice for research
degree programmes 2010-2011. Sheffield: University of Sheffield.
Sheila Webber, 2011
22. Approaches to supervision (Lee, 2008)
• Functional: project management
• Enculturation into the disciplinary community (supervisor as
gatekeeper, coach)
• Critical thinking: students questioning their work, supervisor
challenging, evaluating
• Emancipation: student growing, reflecting; supervisor mentoring
“Your job as a supervisor is to get them to the stage of knowing more
than you” (p274)
• Developing a quality relationship (reciprocal) between supervisor and
student
Returning to Lee‟s (2008) categories, essentially, these frameworks embody a “functional”
approach to doctoral supervision. I think that having this as part of your approach is essential,
but on its own it may not be a very rich experience for the student, nor enable them to explore
and develop their information literacy fully …
Sheila Webber, 2011
23. Chemistry: Information literacy as…
1. Accessing and searching … since it may not
chemical information take account of
richer conceptions
2. Mastering a chemist's information of IL, such as some
of those given here
skill set (these were the
conceptions of IL
3. Communicating scientific discovered from
information chemistry
academics in our
4. An essential part of the 2002-5 research)
…
constitution/ construction/ creation
of knowledge (Results from AHRC-funded research into conceptions of IL)
Sheila Webber, 2011
25. I finish with the next slide, showing the Information Literate University. This is because I
feel that this support structure of an ILU is needed to ensure that all students can
experience an information literate doctoral journey. The support and development
enabled by an ILU (more rounded and creative than that specified by a functional
doctoral programme, or the individualities of a supervisor) would be important in the
student‟s development of an information literacy of value in his/her discipline, in his/her
career, and in his/her life as a citizen.
Sheila Webber, 2011
26. Information literate Information literate
staff & managers Curriculum
• IL in disciplinary
curriculum
• IL as discipline
Staff
development Information Literate
for IL University Information
literate
students
Management for IL
•Strategy; Policy; Information
•Resourcing; infrastructure;
•Knowledge & Records
literate research
Copyright Sheila Webber and
Bill Johnston, 2010
27. Sheila Webber
Information School
University of Sheffield
s.webber@sheffield.ac.uk
SL & Twitter Sheila Yoshikawa
http://information-literacy.blogspot.com/
http://www.slideshare.net/sheilawebber/
Graphics: Sheila Webber
unless otherwise stated
28. References
• Brew, A. (2001). “Conceptions of Research: A
phenomenographic study.” Studies in Higher Education,
26(3), 271-285.
• Lee, A. (2008) “How are doctoral students supervised?
Concepts of doctoral research supervision.” Studies in
Higher Education, 33(3), 267-281.
• Webber, S. and Johnston, B. (2010) The Information
Literate University. Video of talk presented at Lund
University, Sweden, August 2010.
http://uwap03.uw.lu.se/KongressCentrum5/Viewer/?pei
d=9d3f3d440b6d4b5f953c08d4594b5424
Sheila Webber, 2011