This document provides an outline for a presentation by Sheila Webber on evaluating the impact of information literacy education. It discusses the importance of considering context, including the university's strategies and the subject discipline. It presents examples of desired learning outcomes for information literacy from interviews with academics in different disciplines. The document emphasizes that information literacy education is carried out across disciplines and that indicators of its impact cannot be evaluated through a single training session but must consider longer-term outcomes like independence of thought and critical thinking.
This document discusses designing online lessons for all learners based on principles of Universal Design for Learning (UDL). It emphasizes using multiple means of representation, action and expression, and engagement to support students' recognition, strategic, and affective networks in the brain. Key aspects of UDL-aligned lesson design addressed include identifying essential understandings and questions, incorporating technology tools, and using an Understanding by Design framework with backward design. The goal is to create inclusive online instruction that considers learner diversity and neuroscience principles to meet the needs of more students.
1. The document describes a case study where researchers redesigned an online reading course using van Merriënboer's Ten Steps to Complex Learning model.
2. They analyzed the original course goals and designed new learning tasks, sequenced them into task classes, and developed supportive materials like annotated readings.
3. Challenges included defining learning goals and tasks, sequencing tasks, and identifying key ideas from readings. The redesigned course incorporated knowledge checks and opportunities for critique.
The document provides information on defining a research problem, including:
- Conducting a background survey to justify the choice of research area and need for the study.
- Narrowing the broad problem area to specific issues by beginning with broad questions and focusing to operationalize the study.
- Defining the problem as an issue to understand, an existing problem to solve, or an area needing conceptual clarity.
- Formulating a clear, precise, and succinct problem statement that introduces the importance and significance of the study.
The document provides information on defining a research problem, including:
- Conducting a background survey to justify the choice of research area and need for the study.
- Narrowing the broad problem area to specific issues by starting with broad questions and focusing to operationalize the study.
- Defining the problem as an issue to understand, an existing problem to solve, or an area needing conceptual clarity.
- Formulating a clear, precise problem statement that introduces the importance and significance of studying the problem.
This document summarizes a seminar on fostering a culture shift in assessment and feedback through TESTA (Transforming the Experience of Students Through Assessment). The seminar addressed four key themes: 1) variations in assessment patterns between programs, 2) an over-reliance on high-stakes summative assessment and underuse of formative assessment, 3) disconnected feedback that does not support learning, and 4) a lack of clarity about learning goals and standards. The seminar discussed case studies of integrating more effective formative assessment and strategies like developing shared understanding of goals and criteria to address these issues.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
The document discusses authentic assessment and describes a case study using digital media and career guidance. Students completed a series of interlinked activities to create an e-portfolio and video CV. This involved self-reflection, peer feedback, and producing digital content to enhance their personal digital brand and visibility online. The goal was to develop students' digital skills and transfer these skills to their work in career counseling through meaningful, real-world tasks.
This document discusses designing online lessons for all learners based on principles of Universal Design for Learning (UDL). It emphasizes using multiple means of representation, action and expression, and engagement to support students' recognition, strategic, and affective networks in the brain. Key aspects of UDL-aligned lesson design addressed include identifying essential understandings and questions, incorporating technology tools, and using an Understanding by Design framework with backward design. The goal is to create inclusive online instruction that considers learner diversity and neuroscience principles to meet the needs of more students.
1. The document describes a case study where researchers redesigned an online reading course using van Merriënboer's Ten Steps to Complex Learning model.
2. They analyzed the original course goals and designed new learning tasks, sequenced them into task classes, and developed supportive materials like annotated readings.
3. Challenges included defining learning goals and tasks, sequencing tasks, and identifying key ideas from readings. The redesigned course incorporated knowledge checks and opportunities for critique.
The document provides information on defining a research problem, including:
- Conducting a background survey to justify the choice of research area and need for the study.
- Narrowing the broad problem area to specific issues by beginning with broad questions and focusing to operationalize the study.
- Defining the problem as an issue to understand, an existing problem to solve, or an area needing conceptual clarity.
- Formulating a clear, precise, and succinct problem statement that introduces the importance and significance of the study.
The document provides information on defining a research problem, including:
- Conducting a background survey to justify the choice of research area and need for the study.
- Narrowing the broad problem area to specific issues by starting with broad questions and focusing to operationalize the study.
- Defining the problem as an issue to understand, an existing problem to solve, or an area needing conceptual clarity.
- Formulating a clear, precise problem statement that introduces the importance and significance of studying the problem.
This document summarizes a seminar on fostering a culture shift in assessment and feedback through TESTA (Transforming the Experience of Students Through Assessment). The seminar addressed four key themes: 1) variations in assessment patterns between programs, 2) an over-reliance on high-stakes summative assessment and underuse of formative assessment, 3) disconnected feedback that does not support learning, and 4) a lack of clarity about learning goals and standards. The seminar discussed case studies of integrating more effective formative assessment and strategies like developing shared understanding of goals and criteria to address these issues.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
The document discusses authentic assessment and describes a case study using digital media and career guidance. Students completed a series of interlinked activities to create an e-portfolio and video CV. This involved self-reflection, peer feedback, and producing digital content to enhance their personal digital brand and visibility online. The goal was to develop students' digital skills and transfer these skills to their work in career counseling through meaningful, real-world tasks.
Fostering a culture change in assessment and feedback through TESTATansy Jessop
This document summarizes a presentation about fostering culture change in assessment and feedback through TESTA (Transforming the Experience of Students Through Assessment). The presentation addresses four main problems: 1) uncertainty about why assessment methods are used, 2) curriculum design privileging content over complex learning, 3) challenges with educational change initiatives, and 4) disconnect between feedback and future work. It outlines TESTA principles and themes identified from its use, including high summative/low formative assessment ratios, disconnected feedback, and lack of clarity about goals and standards. Case studies demonstrate successful formative assessment practices and principles. The presentation emphasizes engaging students in assessment through co-creating criteria, calibration exercises, and exemplars to internalize goals and standards
Ground Reality of Research Issues and Concerns of Research ScholarsDr. N. Asokan
Dr.N.Asokan, Kalashalingam University, Purpose
Research Definition
Thinking Process
Issues Related to Research
Issues related to Guide – Student Relationship
Characteristics of Research scholars
Knowledge, Skill, Talent, Life Long Self Learning, Problem Solving Skills, Lower & Higher Order Thinking Skills, Fanatic Discipline
Class Room Research
Research Outcomes from Books
Cornell - Thirty Years of Experiential LearningWalt Beadling
This document summarizes a presentation on experiential learning. It defines experiential learning as students being actively responsible for their own learning with only solicited support from others. Experiential learning involves students working in small groups on realistic practice projects with no single correct answer. The presentation discusses the differences between experiential and didactic learning, provides an example of experiential learning through a business simulation, and considers the benefits and challenges from the perspectives of students, faculty and administration.
Christine Moloney presented information on her research evaluating the effectiveness of a P-12 public school district's change to a regional organizational structure model. The presentation covered the problem being studied, research questions, literature review, methodology, coding process for data analysis, and references. Guest researchers attended to gain an understanding of the research process, identify themes in qualitative data coding, and contribute to the validity of the study's data analysis.
Enduring Impact: What can we learn about ePortfolios by listening to program ...Gail Matthews-DeNatale
This document discusses research into how alumni of a fully online master's program in education described their experiences using ePortfolios. The researcher interviewed alumni to understand how they described their ePortfolio experience and what was distinctive about their ePortfolio learning. Key discoveries included that alumni felt the ePortfolio helped with self-directed learning by allowing them to integrate personal and educational aspects of their life. Alumni also noted the ePortfolio gave them flexibility in how they perceived their audience for their work.
This document provides guidance on formulating research problems and questions. It discusses identifying a research problem, developing research questions, and selecting a topic. Key points include:
- Research starts by addressing a question or problem and requires unbiased data collection and analysis.
- Good research questions are clear, specific, answerable, and interconnected to be substantially relevant.
- Steps for identifying a research problem include drawing from experience, reviewing literature, and identifying paradoxes or areas for improvement.
- Factors to consider when selecting a topic include relevance, current knowledge, emerging areas, and feasibility of conducting the research.
This document outlines the typical steps involved in conducting research, from initially observing a broad topic area and reviewing relevant literature, to defining the specific research problem, formulating research questions and hypotheses, designing a study methodology, collecting and analyzing data, and determining if research questions were answered and hypotheses supported. It emphasizes developing a clear problem statement and research questions to guide the purpose and focus of the study.
Self-motivation and Academic Performance In Computer Programming Language Usi...CSCJournals
The advancement in artificial intelligence (AI) and Machine learning (ML) have made it easier to foreknown feature happens from current and past trends. Once Self-efficacy and self-confidence are believed to be, an individual trait associated with academic brilliance. Using a hybridised Random Forest and Support Vector Machine (RFSVM) ML model we predicted students' academic performance in computer programming courses, based on their self-confidence, self-efficacy, positive thinking, focus, big goals, a motivating environment and demographic data. Benchmarking our RFSVM model against Decision Tree (DT) and K-Nearest Neighbour (K-NN) model, the RFSVM recorded and accuracy of 98% as against 95.45% for DT and 36.36% for K-NN. The error between actual values and predicted values of the RFSVM model was better (RMSE = 0.326401, MAE = 0.050909) and compared with the K-NN (RMSE = 2.671397, MAE = 1.954545) and DT models (RMSE = 0.426401, MAE = 0.090909). The results further revealed that students with a high level of self-confidence, self-efficacy and positive thinking performed well in computer programming courses.
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
This document summarizes a dissertation study on the perceived leadership competencies critical to quality online course design. The study aims to investigate current quality status, the relationship between quality and instructional design leadership competencies, and the effect on learners. It will use qualitative interviews and work samples from instructional designers to identify competencies and analyze online course characteristics and student evaluations. The goal is to determine which leadership competencies are most important for creating high quality online learning experiences.
This document discusses assessment literacy for school librarians. It begins by dispelling myths about assessment and explains that assessment done well can deepen learning, inform teaching, and allow for differentiated instruction. The document provides examples of formative assessments librarians can use during instruction, such as observations, conversations, artifacts of student work, and student self-evaluations. It emphasizes starting small with assessment and collaborating with teachers. Librarians are encouraged to understand the purpose of assessment, identify learning targets, choose appropriate methods, and design quality assessments.
Day 3 Problem Solving Intensive Interventionvthorvthor
This document outlines an agenda for an intensive intervention training day. It includes norms for participation, an overview of the day's goals and objectives, a review of the previous day's content, and a look ahead to the day's topics. The topics covered include instructional alignment, developing a student profile considering cognition and engagement, and planning for the transfer of intensive intervention strategies to core instruction. Discussion questions are provided throughout to engage participants in applying the content to their current practices and problem-solving intensive student needs.
The document discusses collaborative action research as a scientific method for teachers. It describes action research as systematic, deliberate, fully documented, and repeatable research that teachers conduct on their own practice. The key aspects of action research involve observing students closely, framing research questions based on what is observed and what the literature says, implementing plans and collecting data, analyzing and reflecting on results, and sharing findings to improve teaching.
Understanding the relationship between pedagogical beliefs and technology use...Vrije Universiteit Brussel
Current evidence indicates that the use of technology during teaching and learning activities is steadily increasing (Berrett, Murphy, & Sullivan, 2012; Inan & Lowther, 2010; National Education Association, 2008), yet achieving ‘technology integration’ is a complex process of educational change. This is apparent as the use of technology in schools is still extremely varied and, in many instances, limited (e.g., Spector, 2010; Tondeur, Cooper, & Newhouse, 2010). In this respect, achieving the goal of meaningful technology integration (i.e., using technology to support 21st century teaching and learning) does not depend solely on technology-related factors (see also Arntzen & Krug, 2011; Sang, Valcke, van Braak, Tondeur, & Chang, 2010). Rather, the personal willingness of teachers plays a key role in teachers’ decisions whether and how to integrate technology within their classroom practices (Hermans, Tondeur, van Braak & Valcke, 2008; Ottenbreit-Leftwich, Newby, Glazewski, & Ertmer, 2010).
According to previous studies, teachers select applications of technology that align with their selection of other curricular variables and processes (e.g., teaching strategies) and that fit into their existing beliefs about ‘good’ education (Hermans et al., 2008; Niederhauser & Stoddart, 2001). Technological devices such as computers, tablets, or interactive whiteboards do not embody one single pedagogical orientation (Lawless & Pellegrino, 2007); rather, they enable the implementation of a spectrum of approaches to teaching and learning (Tondeur, Hermans, van Braak, & Valcke, 2008). In other words, the role technology plays in teachers’ classrooms depends on their conceptions of the nature of teaching and learning. In this respect, research on educational innovations suggests that technology integration can only be fully understood when teachers’ pedagogical beliefs are taken into account (Ertmer, 2005; Hermans, 2009).
With the impetus and call for increased technology integration (e.g., U.S. DOE, 2010; UNESCO, 2011), it is critically important to examine the link between teachers’ beliefs and teachers’ practices. In the last decade, the relationship between the pedagogical beliefs of teachers and their uses of technology has been examined extensively (cf. Hermans et al., 2008; Ottenbreit-Leftwich et al., 2010; Prestridge, 2009, 2010), but still this relationship remains unclear (Mueller et al., 2008). Given the centrality and importance of teachers’ pedagogical beliefs and the lack of a clear understanding about the relationship between beliefs and classroom technology use, the purpose of this review study is to examine and clarify this relationship. A meta-aggregative approach was used to locate, critically appraise, and synthesize the qualitative evidence base (see Hannes & Lockwood, 2011).
The document discusses expertise in work life and education. It outlines two types of expertise - routine expertise, which involves familiar skills and routines, and adaptive expertise, which involves flexibility and the ability to solve novel problems. Experts in different fields were interviewed and described expertise as developmental, requiring constant learning. Problems in work often involve social and technical challenges. The document also proposes methods for developing adaptive expertise in education, including collaborative problem-solving of authentic problems over multiple cycles and having students document their own learning processes.
What does Information Literacy mean? Some examples from different disciplinesSheila Webber
This document summarizes a presentation on the differing conceptions of information literacy across academic disciplines. It discusses findings from a study that interviewed academics in marketing, English, chemistry, and civil engineering. Key findings included differences in the types of information considered important, how information is accessed and used, and the focus of information literacy. For example, marketing focused on using data and problem-solving while English emphasized accessing texts and developing critical thinking skills. The presentation concludes by discussing implications for creating relationships between librarians and academics around information literacy.
This document summarizes a presentation on teaching information literacy skills for the workplace. The presentation discusses defining information literacy, assessing student learning, and incorporating real-world skills into assignments. Attendees participated in activities to brainstorm outreach strategies, map assignments to information literacy standards, and develop assessment methods. The goal is to ensure students graduate with skills employers need by designing assignments around authentic tasks and evaluating learning through work-relevant assessments.
The document discusses four questions for debate around advancing information literacy in higher education:
1. Which models should be used to frame educational interventions, such as theoretical lenses, frameworks, or standards?
2. What should the main purpose of information literacy education be, such as academic performance, career preparation, or lifelong learning?
3. How should information literacy be positioned, as a skillset, discipline, or applied subject area?
4. What types of assessments, such as cognitive tests or coursework, should be used to measure information literacy and when should they be done?
The presenters debate views on each question from different perspectives in higher education.
Fostering a culture change in assessment and feedback through TESTATansy Jessop
This document summarizes a presentation about fostering culture change in assessment and feedback through TESTA (Transforming the Experience of Students Through Assessment). The presentation addresses four main problems: 1) uncertainty about why assessment methods are used, 2) curriculum design privileging content over complex learning, 3) challenges with educational change initiatives, and 4) disconnect between feedback and future work. It outlines TESTA principles and themes identified from its use, including high summative/low formative assessment ratios, disconnected feedback, and lack of clarity about goals and standards. Case studies demonstrate successful formative assessment practices and principles. The presentation emphasizes engaging students in assessment through co-creating criteria, calibration exercises, and exemplars to internalize goals and standards
Ground Reality of Research Issues and Concerns of Research ScholarsDr. N. Asokan
Dr.N.Asokan, Kalashalingam University, Purpose
Research Definition
Thinking Process
Issues Related to Research
Issues related to Guide – Student Relationship
Characteristics of Research scholars
Knowledge, Skill, Talent, Life Long Self Learning, Problem Solving Skills, Lower & Higher Order Thinking Skills, Fanatic Discipline
Class Room Research
Research Outcomes from Books
Cornell - Thirty Years of Experiential LearningWalt Beadling
This document summarizes a presentation on experiential learning. It defines experiential learning as students being actively responsible for their own learning with only solicited support from others. Experiential learning involves students working in small groups on realistic practice projects with no single correct answer. The presentation discusses the differences between experiential and didactic learning, provides an example of experiential learning through a business simulation, and considers the benefits and challenges from the perspectives of students, faculty and administration.
Christine Moloney presented information on her research evaluating the effectiveness of a P-12 public school district's change to a regional organizational structure model. The presentation covered the problem being studied, research questions, literature review, methodology, coding process for data analysis, and references. Guest researchers attended to gain an understanding of the research process, identify themes in qualitative data coding, and contribute to the validity of the study's data analysis.
Enduring Impact: What can we learn about ePortfolios by listening to program ...Gail Matthews-DeNatale
This document discusses research into how alumni of a fully online master's program in education described their experiences using ePortfolios. The researcher interviewed alumni to understand how they described their ePortfolio experience and what was distinctive about their ePortfolio learning. Key discoveries included that alumni felt the ePortfolio helped with self-directed learning by allowing them to integrate personal and educational aspects of their life. Alumni also noted the ePortfolio gave them flexibility in how they perceived their audience for their work.
This document provides guidance on formulating research problems and questions. It discusses identifying a research problem, developing research questions, and selecting a topic. Key points include:
- Research starts by addressing a question or problem and requires unbiased data collection and analysis.
- Good research questions are clear, specific, answerable, and interconnected to be substantially relevant.
- Steps for identifying a research problem include drawing from experience, reviewing literature, and identifying paradoxes or areas for improvement.
- Factors to consider when selecting a topic include relevance, current knowledge, emerging areas, and feasibility of conducting the research.
This document outlines the typical steps involved in conducting research, from initially observing a broad topic area and reviewing relevant literature, to defining the specific research problem, formulating research questions and hypotheses, designing a study methodology, collecting and analyzing data, and determining if research questions were answered and hypotheses supported. It emphasizes developing a clear problem statement and research questions to guide the purpose and focus of the study.
Self-motivation and Academic Performance In Computer Programming Language Usi...CSCJournals
The advancement in artificial intelligence (AI) and Machine learning (ML) have made it easier to foreknown feature happens from current and past trends. Once Self-efficacy and self-confidence are believed to be, an individual trait associated with academic brilliance. Using a hybridised Random Forest and Support Vector Machine (RFSVM) ML model we predicted students' academic performance in computer programming courses, based on their self-confidence, self-efficacy, positive thinking, focus, big goals, a motivating environment and demographic data. Benchmarking our RFSVM model against Decision Tree (DT) and K-Nearest Neighbour (K-NN) model, the RFSVM recorded and accuracy of 98% as against 95.45% for DT and 36.36% for K-NN. The error between actual values and predicted values of the RFSVM model was better (RMSE = 0.326401, MAE = 0.050909) and compared with the K-NN (RMSE = 2.671397, MAE = 1.954545) and DT models (RMSE = 0.426401, MAE = 0.090909). The results further revealed that students with a high level of self-confidence, self-efficacy and positive thinking performed well in computer programming courses.
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
This document summarizes a dissertation study on the perceived leadership competencies critical to quality online course design. The study aims to investigate current quality status, the relationship between quality and instructional design leadership competencies, and the effect on learners. It will use qualitative interviews and work samples from instructional designers to identify competencies and analyze online course characteristics and student evaluations. The goal is to determine which leadership competencies are most important for creating high quality online learning experiences.
This document discusses assessment literacy for school librarians. It begins by dispelling myths about assessment and explains that assessment done well can deepen learning, inform teaching, and allow for differentiated instruction. The document provides examples of formative assessments librarians can use during instruction, such as observations, conversations, artifacts of student work, and student self-evaluations. It emphasizes starting small with assessment and collaborating with teachers. Librarians are encouraged to understand the purpose of assessment, identify learning targets, choose appropriate methods, and design quality assessments.
Day 3 Problem Solving Intensive Interventionvthorvthor
This document outlines an agenda for an intensive intervention training day. It includes norms for participation, an overview of the day's goals and objectives, a review of the previous day's content, and a look ahead to the day's topics. The topics covered include instructional alignment, developing a student profile considering cognition and engagement, and planning for the transfer of intensive intervention strategies to core instruction. Discussion questions are provided throughout to engage participants in applying the content to their current practices and problem-solving intensive student needs.
The document discusses collaborative action research as a scientific method for teachers. It describes action research as systematic, deliberate, fully documented, and repeatable research that teachers conduct on their own practice. The key aspects of action research involve observing students closely, framing research questions based on what is observed and what the literature says, implementing plans and collecting data, analyzing and reflecting on results, and sharing findings to improve teaching.
Understanding the relationship between pedagogical beliefs and technology use...Vrije Universiteit Brussel
Current evidence indicates that the use of technology during teaching and learning activities is steadily increasing (Berrett, Murphy, & Sullivan, 2012; Inan & Lowther, 2010; National Education Association, 2008), yet achieving ‘technology integration’ is a complex process of educational change. This is apparent as the use of technology in schools is still extremely varied and, in many instances, limited (e.g., Spector, 2010; Tondeur, Cooper, & Newhouse, 2010). In this respect, achieving the goal of meaningful technology integration (i.e., using technology to support 21st century teaching and learning) does not depend solely on technology-related factors (see also Arntzen & Krug, 2011; Sang, Valcke, van Braak, Tondeur, & Chang, 2010). Rather, the personal willingness of teachers plays a key role in teachers’ decisions whether and how to integrate technology within their classroom practices (Hermans, Tondeur, van Braak & Valcke, 2008; Ottenbreit-Leftwich, Newby, Glazewski, & Ertmer, 2010).
According to previous studies, teachers select applications of technology that align with their selection of other curricular variables and processes (e.g., teaching strategies) and that fit into their existing beliefs about ‘good’ education (Hermans et al., 2008; Niederhauser & Stoddart, 2001). Technological devices such as computers, tablets, or interactive whiteboards do not embody one single pedagogical orientation (Lawless & Pellegrino, 2007); rather, they enable the implementation of a spectrum of approaches to teaching and learning (Tondeur, Hermans, van Braak, & Valcke, 2008). In other words, the role technology plays in teachers’ classrooms depends on their conceptions of the nature of teaching and learning. In this respect, research on educational innovations suggests that technology integration can only be fully understood when teachers’ pedagogical beliefs are taken into account (Ertmer, 2005; Hermans, 2009).
With the impetus and call for increased technology integration (e.g., U.S. DOE, 2010; UNESCO, 2011), it is critically important to examine the link between teachers’ beliefs and teachers’ practices. In the last decade, the relationship between the pedagogical beliefs of teachers and their uses of technology has been examined extensively (cf. Hermans et al., 2008; Ottenbreit-Leftwich et al., 2010; Prestridge, 2009, 2010), but still this relationship remains unclear (Mueller et al., 2008). Given the centrality and importance of teachers’ pedagogical beliefs and the lack of a clear understanding about the relationship between beliefs and classroom technology use, the purpose of this review study is to examine and clarify this relationship. A meta-aggregative approach was used to locate, critically appraise, and synthesize the qualitative evidence base (see Hannes & Lockwood, 2011).
The document discusses expertise in work life and education. It outlines two types of expertise - routine expertise, which involves familiar skills and routines, and adaptive expertise, which involves flexibility and the ability to solve novel problems. Experts in different fields were interviewed and described expertise as developmental, requiring constant learning. Problems in work often involve social and technical challenges. The document also proposes methods for developing adaptive expertise in education, including collaborative problem-solving of authentic problems over multiple cycles and having students document their own learning processes.
What does Information Literacy mean? Some examples from different disciplinesSheila Webber
This document summarizes a presentation on the differing conceptions of information literacy across academic disciplines. It discusses findings from a study that interviewed academics in marketing, English, chemistry, and civil engineering. Key findings included differences in the types of information considered important, how information is accessed and used, and the focus of information literacy. For example, marketing focused on using data and problem-solving while English emphasized accessing texts and developing critical thinking skills. The presentation concludes by discussing implications for creating relationships between librarians and academics around information literacy.
This document summarizes a presentation on teaching information literacy skills for the workplace. The presentation discusses defining information literacy, assessing student learning, and incorporating real-world skills into assignments. Attendees participated in activities to brainstorm outreach strategies, map assignments to information literacy standards, and develop assessment methods. The goal is to ensure students graduate with skills employers need by designing assignments around authentic tasks and evaluating learning through work-relevant assessments.
The document discusses four questions for debate around advancing information literacy in higher education:
1. Which models should be used to frame educational interventions, such as theoretical lenses, frameworks, or standards?
2. What should the main purpose of information literacy education be, such as academic performance, career preparation, or lifelong learning?
3. How should information literacy be positioned, as a skillset, discipline, or applied subject area?
4. What types of assessments, such as cognitive tests or coursework, should be used to measure information literacy and when should they be done?
The presenters debate views on each question from different perspectives in higher education.
1) Understanding by Design (UbD) is a framework for designing curriculum that focuses on student understanding and backward design.
2) UbD involves identifying desired results, determining acceptable evidence, and planning learning experiences.
3) The goal is for students to develop enduring understandings of key concepts and be able to apply, analyze, and synthesize content.
Introductory information including the strategic plan for a national curriculum development process, including a strategic plan and to guide a a backward design discussion of the characteristic, of the 'ideal' student, envisaged at the end of primary and secondary schooling.
This document outlines different methods that can be used to measure self-regulated learning. It discusses measuring SRL as both an aptitude and an event, and some of the challenges in measurement. Some key methods mentioned include self-report questionnaires, observations of student behavior, think-aloud protocols, learning diaries, interviews, and analyzing digital traces of student interactions in online learning environments. The document advocates for using mixed methods to address limitations of individual approaches and gain a more comprehensive understanding of students' self-regulated learning.
The document discusses assessment in education. It defines assessment as gathering and interpreting information about students' responses to educational tasks. It outlines different types of assessment including diagnostic, formative, summative, and portfolio assessment. The document emphasizes that assessment should be learner-centered and formative, providing ongoing feedback to students. Formative assessment, in particular, plays an important role in raising student achievement when used to modify teaching and learning.
Program evaluation and outdoor education: An overviewJames Neill
This document provides an overview of program evaluation in outdoor education. It discusses what program evaluation is, why it's important to do, and different evaluation methods and tools. The presentation considers example evaluation studies and allows time to workshop individual program needs. Program evaluation aims to systematically determine a program's value by answering questions about needs, feasibility, process, outcomes, costs and generalizability. Common data collection methods include questionnaires, interviews, documentation review, observation, and focus groups. The evaluation process involves defining the purpose and audience, identifying objectives and stakeholders, gathering and analyzing data, and reporting/disseminating results.
This document discusses information literacy and its importance in education. It provides several definitions of information literacy, emphasizing the ability to recognize an information need, access and evaluate information from multiple sources, and communicate findings. The document distinguishes information literacy from computer literacy and emphasizes teaching students a process for research rather than focusing on individual skills. It outlines the components of an effective research process and how project-based learning can help integrate information literacy skills across the curriculum.
1) Information literacy is a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and effectively use that information.
2) There are five national standards for information literacy which include determining information needs, accessing information effectively, evaluating information sources critically, using information effectively, and understanding legal and ethical issues related to information use.
3) The workshop provided an overview of information literacy and tools for instructors to integrate information literacy skills and assessments into their course assignments.
Designing and conducting summative evaluationsMichael8531
The document summarizes the process of summative evaluation, which collects data to determine if instruction works as intended. It has two stages: expert judgement and impact analysis. Expert judgement involves evaluating if instructional content and design align with organizational needs and goals. Impact analysis assesses if instruction helped learners transfer skills to their jobs and improved performance. The document also compares formative and summative evaluation, describes models to evaluate instruction, and provides sample rating forms and questions to guide analysis.
Designing and conducting summative evaluationsMichael8531
The document summarizes summative evaluation, which collects data after instruction is completed to determine its impact on learners, their jobs, and the organization. Summative evaluation involves expert judgement to evaluate if instructional design principles were followed and an impact analysis of learners in their jobs, including whether needs were met and job performance improved. It also provides examples of assessment questions and rating forms that can be used for the expert judgement and impact analysis stages of summative evaluation.
Methods for developing assessment instruments to generate useful data in t…Pat Barlow
The authors developed assessment instruments to evaluate graduate medical residents' knowledge of clinical research skills in the presence of vague course objectives. They used 5 practical tips: 1) understand the learning and work environment; 2) clarify the assessment purpose; 3) leverage existing resources; 4) design instruments fitting the purpose; and 5) obtain ongoing feedback through iterative testing and revision. Assessment results improved the curriculum and instruments by identifying gaps and refining objectives and content.
The document discusses assessment in education. It defines assessment as gathering and interpreting information about students' responses to educational tasks. It outlines different types of assessment including diagnostic, formative, summative, and portfolio assessment. The document emphasizes that assessment should be learner-centered and used to modify teaching and learning. It discusses formative assessment and the importance of providing students with effective feedback to improve learning.
Understanding by design teaching ellen meier ctscmyrnacontreras
This document introduces the Understanding by Design (UbD) framework created by Grant Wiggins and Jay McTighe. It explains that UbD focuses on developing student understanding through a backwards design process. This process involves first identifying the desired results or understandings, then determining acceptable evidence, and finally planning the learning experiences and instruction. The document provides an overview of the key elements of UbD including essential questions, stages of backward design, filters for selecting enduring understandings, facets of understanding, and implications for teaching and assessment.
Information literacy: marketing and educational views … and some researchSheila Webber
Sheila Webber presented this at the 2007 Conference of the British and Irish Association of Law Librarians (BIALL). She identifies a tension between the librarian's role as marketer and educator, and proposes relationship marketing as a context for lessening this tension. Research into chemistry and marketing academics' conceptions of information literacy is described. Sheila proposes how this might be applied to a legal environment, and says that understanding your clients’ approaches to information literacy could be fruitful for training and marketing. The presentation finishes by giving highlights into recent research by O'Brien and Rhodes into legal information professionals’ priorities for information literacy research.
The document discusses strategies for developing and implementing successful information literacy action plans. It covers conducting an environmental scan, performing a SWOT/TOWS analysis to identify strengths, weaknesses, opportunities, and threats, and determining critical success factors. It also discusses establishing objectives, developing training strategies, implementing training programs, and evaluating accomplishments to ensure plans are achieving their goals.
This document discusses measuring the outcomes and impacts of extension programs. It begins by outlining the objectives of measuring outcomes and impacts, and discussing how to time evaluations using a logic model. It then describes 12 major evaluation techniques including surveys, case studies, interviews and observations. The document emphasizes the importance of demonstrating measurable results to win public support. It provides guidance on determining indicators and applying four types of evaluation: needs assessment, process evaluation, outcome evaluation, and impact evaluation. Throughout, it stresses applying a logic model approach and considering utility, feasibility, appropriateness and accuracy when designing program evaluations.
Similar to Information Literacy in the curriculum (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.
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
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
The Most Inspiring Entrepreneurs to Follow in 2024.pdfthesiliconleaders
In a world where the potential of youth innovation remains vastly untouched, there emerges a guiding light in the form of Norm Goldstein, the Founder and CEO of EduNetwork Partners. His dedication to this cause has earned him recognition as a Congressional Leadership Award recipient.
Presentation by Herman Kienhuis (Curiosity VC) on Investing in AI for ABS Alu...Herman Kienhuis
Presentation by Herman Kienhuis (Curiosity VC) on developments in AI, the venture capital investment landscape and Curiosity VC's approach to investing, at the alumni event of Amsterdam Business School (University of Amsterdam) on June 13, 2024 in Amsterdam.
Cover Story - China's Investment Leader - Dr. Alyce SUmsthrill
In World Expo 2010 Shanghai – the most visited Expo in the World History
https://www.britannica.com/event/Expo-Shanghai-2010
China’s official organizer of the Expo, CCPIT (China Council for the Promotion of International Trade https://en.ccpit.org/) has chosen Dr. Alyce Su as the Cover Person with Cover Story, in the Expo’s official magazine distributed throughout the Expo, showcasing China’s New Generation of Leaders to the World.
Discover the Beauty and Functionality of The Expert Remodeling Serviceobriengroupinc04
Unlock your kitchen's true potential with expert remodeling services from O'Brien Group Inc. Transform your space into a functional, modern, and luxurious haven with their experienced professionals. From layout reconfiguration to high-end upgrades, they deliver stunning results tailored to your style and needs. Visit obriengroupinc.com to elevate your kitchen's beauty and functionality today.
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART INDIA MATKA KALYAN SATTA MATKA 420 INDIAN MATKA SATTA KING MATKA FIX JODI FIX FIX FIX SATTA NAMBAR MATKA INDIA SATTA BATTA
Unlocking WhatsApp Marketing with HubSpot: Integrating Messaging into Your Ma...Niswey
50 million companies worldwide leverage WhatsApp as a key marketing channel. You may have considered adding it to your marketing mix, or probably already driving impressive conversions with WhatsApp.
But wait. What happens when you fully integrate your WhatsApp campaigns with HubSpot?
That's exactly what we explored in this session.
We take a look at everything that you need to know in order to deploy effective WhatsApp marketing strategies, and integrate it with your buyer journey in HubSpot. From technical requirements to innovative campaign strategies, to advanced campaign reporting - we discuss all that and more, to leverage WhatsApp for maximum impact. Check out more details about the event here https://events.hubspot.com/events/details/hubspot-new-delhi-presents-unlocking-whatsapp-marketing-with-hubspot-integrating-messaging-into-your-marketing-strategy/
During the budget session of 2024-25, the finance minister, Nirmala Sitharaman, introduced the “solar Rooftop scheme,” also known as “PM Surya Ghar Muft Bijli Yojana.” It is a subsidy offered to those who wish to put up solar panels in their homes using domestic power systems. Additionally, adopting photovoltaic technology at home allows you to lower your monthly electricity expenses. Today in this blog we will talk all about what is the PM Surya Ghar Muft Bijli Yojana. How does it work? Who is eligible for this yojana and all the other things related to this scheme?
Adani Group's Active Interest In Increasing Its Presence in the Cement Manufa...Adani case
Time and again, the business group has taken up new business ventures, each of which has allowed it to expand its horizons further and reach new heights. Even amidst the Adani CBI Investigation, the firm has always focused on improving its cement business.
AI Transformation Playbook: Thinking AI-First for Your BusinessArijit Dutta
I dive into how businesses can stay competitive by integrating AI into their core processes. From identifying the right approach to building collaborative teams and recognizing common pitfalls, this guide has got you covered. AI transformation is a journey, and this playbook is here to help you navigate it successfully.
Best Competitive Marble Pricing in Dubai - ☎ 9928909666Stone Art Hub
Stone Art Hub offers the best competitive Marble Pricing in Dubai, ensuring affordability without compromising quality. With a wide range of exquisite marble options to choose from, you can enhance your spaces with elegance and sophistication. For inquiries or orders, contact us at ☎ 9928909666. Experience luxury at unbeatable prices.
Best Competitive Marble Pricing in Dubai - ☎ 9928909666
Information Literacy in the curriculum
1. Information Literacy in the
Curriculum - Real and
Realistic Aims
Sheila Webber
Department of Information Studies
University of Sheffield
March 2008
Sheila Webber, 2008
2. Outline
• Importance of context
• Context 1: The University’s strategy
• Context 2: the subject discipline
• Exercise: identifying outcomes and
indicators
• Feedback
Sheila Webber, 2008
3. Importance of context in
evaluating teaching and
investigating impact
Sheila Webber, 2008
4. Sharpe et “There appears to be little value in
another review which asks ‘do
al, 2006 blended approaches improve
highlighting learning?’ and which will
contextual predictably give an answer ‘it
depends’.” (p8)
nature of
education
blended approaches = using
both face to face and e-
learning
Sheila Webber, 2008
5. • Identify why you wish to assess impact
– Educational reasons
– Marketing reasons
– Administrative reasons
– Personal reasons
• Whose agenda are you driven by?
– Your own
– Your institution
– Your students
– Your academics
– Your profession
– Some idiot?
Sheila Webber, 2008
6. • Identify what is the focus e.g.
– student learning of information literacy;
– student learning of another subject;
– Improvement in some other aspects of the student experience (e.g.
confidence, presentation skills, employability)
– student perceptions of the class and institution (e.g. in the UK we may
make improvements with the aim of improving responses in the
National Student Survey)
– approaches to teaching (e.g. Problem Based Learning; Constructivist
approach)
– use of a particular method or channel (e.g. online tutorial)
– efficiency gains of some kind (e.g. doing things cheaper or quicker)
• … and what is the specific question to investigate?
Sheila Webber, 2008
7. • Where are you undertaking the study and who is
involved: what is the context of the study?
• How are you going to evaluate? This flows from the
answers to all the other questions
Sheila Webber, 2008
8. Learn from mistakes in current literature
• Too great a preference for quantitative & quasi-experimental
research designs
• Detailed investigation of student conceptions and experience
not common
• Pre/post tests described, but…
• … often not sufficient detail about what went on between tests
to make any sense of the results (it is not like measuring
effects of drugs on disease!)
• Lack of detail generally in describing course context & exactly
what happened
• May be questionable whether tests are really testing what they
say they test
• Also often gaps in describing aims and methodsSheila Webber, 2008
9. These criteria [for good-quality qualitative
research] are no less rigorous than those
used to assess quantitative data; they are
Given, simply different, and require different steps
and measures to ensure quality data. These
2007: 20
steps may include: prolonged engagement
in the field; persistent observation;
triangulation of methods; negative case
analysis; peer debriefing; member checks;
and many other techniques that are often used
together.
Sheila Webber, 2008
10. Context 1: the university’s
strategies and evaluation
process
Sheila Webber, 2008
11. My Department’s learning &
teaching evaluated through
• Key Performance indicators:
– Outcomes of the National Student Survey
– Sheffield’s Student Satisfaction Survey
– Students progression and attainment (pass rates, degree
classifications etc.)
– External and internal reports e.g. accreditation
• Other surveys and feedback from students
• Progress against our Departmental Learning
Teaching and Assessment Strategy & against stated
aims for our programmes
Sheila Webber, 2008
12. National Student Survey (a questionnaire)
has items such as
• Staff have made the subject interesting
• The course is intellectually stimulating
• The criteria used in marking have been clear
• I have been able to contact staff when I need to
• The course is well organised
• The library resources and services are good enough for my
needs
• The course has enabled me to present myself with
confidence
Anything that can demonstrably help improve these
is popular with academics and the university!2008
Sheila Webber,
13. Additionally
“4. Demonstrate the core capabilities and skills of
information literacy, interacting
confidently with the nature and structure of
Character- information in their subject and handling
istics of a information in a professional and ethical manner;
Sheffield
5. Explore the history of and challenge the
Graduate
processes of knowledge creation, applying
creativity, enterprise and innovation, to push
against the boundaries of current
practicequot;
http://www.shef.ac.uk/content/1/c6/04/83/65/lta-strategy2.pdf
Sheila Webber, 2008
14. This means that…
• Reasons for evaluating information literacy in
relation to something else (success in a subject
etc.) but also
• Reasons for evaluating the quality and impact of
learning & teaching information literacy (rather than
just evaluating it in terms of the impact it has on
something else)
• You will want to do the latter anyway …
Sheila Webber, 2008
15. Context 2: the subject the
students are studying
Sheila Webber, 2008
16. • Three-year Arts & Humanities Research Council
(AHRC) - funded project (Nov 2002- Nov 2005)
To explore UK academics’ conceptions of,
and pedagogy for, information literacy
• Sheila Webber; Bill Johnston; Stuart Boon
• Phenomenographic study: interviewing 20
academics in each of 4 disciplines to identify
variation in conceptions (visited 26 universities to
collect 80 interviews)
Sheila Webber, 2008
17. Will present …
• Conceptions of information literacy, as identified
through phenomenographic analysis
• Lists of desired learning outcomes for information
literacy
– This was one of the questions in the interview
– We coded up interview transcripts using text analysis
software
– N.B. we coded every mention – some people mentioned
an outcome more than once
– In each case no. of interviewees = 20
Sheila Webber, 2008
18. Key point here is …
• There was variation within and between disciplines
• Can see (obviously) connection between conception and
desired outcomes for information literacy
• Some outcomes important to all especially
– Being able to access information
– Evaluating information
– Critical thinking
• Some vary e.g. personal development (English);
Employability aspects (Marketing, Engineering)
Sheila Webber, 2008
19. Marketing: Information literacy as…
1. Accessing information quickly and easily to be aware of what’s
going on
2. Using IT to work with information efficiently and effectively
3. Possessing a set of information skills and applying them to the
task in hand
4. Using information literacy to solve real-world problems
5. Becoming critical thinkers
6. Becoming a confident, independent practitioner
Sheila Webber, 2008
20. Outcomes for IL - Marketing
Work ethic
Wider thinking
Use/applying information
Understanding info/role of info
Self-sufficiency
Self-awareness
Search skills/tools
Problem-solving skills
IT Skills
Outcome
Information sources use
Information management
Getting them to think
Finding information sources
Evaluation
Disciplinary knowledge
Critical thinking/analysis
Creativity
Communication/presentation skills
Career/lifelong learning skills
Basic information/study skills
Access information
0 5 10 15 20 25
Times mentioned
Copyright Boon, Johnston and Webber
Sheila Webber, 2008
21. English: Information literacy as…
1. Accessing and retrieving textual information
2. Using IT to access and retrieve information
3. Possessing basic research skills and knowing how
and when to use them
4. Becoming confident, autonomous learners and
critical thinkers
Sheila Webber, 2008
22. IL Outcomes - English
Assimilate information
Transferable skills
Self-awareness
See value of info
Presentation skills
Personal development
Produce academic output
Organise/ manage info
Learning to write
IT skills
Outcome
IL skills
Evaluate information
Ethical use of info
Able to do research
Cultural awareness (of discipline)
Critical thinking
Confidence
Best education possible
Basic search skills
Awareness of research methods
Autonomous learning
Analysis of info
Access/ retrieval
0 5 10 15 20 25 30
Times mentioned
Copyright Boon, Johnston and Webber
Sheila Webber, 2008
23. Civil Engineering: Information literacy as…
1. Accessing and retrieving data and information
2. Applying and using information
3. Analysis and sense making
4. Creating, and incorporating information into a professional
knowledge base e.g. “get them to the point that they can be
literate in their discipline and its wide, wider context….”
(CENG19)
Sheila Webber, 2008
24. Outcomes for IL - Civil Engineering
Work ethic/professionalism
Transferable skills
Reflexivity/self-awareness
Problem-solving skills
Personal development
Output
Modelling skills
IT skills
Info management
Outcome
Evaluation
Disciplinary core/fundamentals
Critical thinking/analysis
Confidence
Communication skills
Career skills
Awareness of research methods
Awareness of information sources
Autonomous learning/independence of thought
Appreciate significance of information literacy
Access
0 5 10 15 20 25 30
Times mentioned
Copyright Boon, Johnston and Webber
Sheila Webber, 2008
25. Chemistry: Information literacy as…
1. Accessing and searching chemical
information
2. Mastering a chemist's information skill set
3. Communicating scientific information
4. An essential part of the constitution/
construction/ creation of knowledge
Sheila Webber, 2008
26. Outcomes for IL - Chemistry
Work ethic
Wider thinking
Understanding
Transferable skills
To have fun
Self-sufficiency
Self-awareness/reflexivity
Problem-solving skills
Presentations
Personal development
Outcome
Output
Numeracy skill
IT skills
Independence of thought
Evaluation
Disciplinary core knowledge
Database skills
Critical thinking/appraisal
Confidence
Awareness of research methods
Awareness of research literature
Applying skills/knowledge
Access info
0 5 10 15 20 25
Times mentioned
Copyright Boon, Johnston and Webber
Sheila Webber, 2008
27. Observations
• Information literacy education is not just carried out
by the library
– Are you interested in looking at the impact of the
“library” or of IL?
– If looking at IL: try to establish the whole picture
• Some outcomes are obviously connected with
information activities (e.g. accessing information)
but many are not
Sheila Webber, 2008
28. How do you find out what the indicators
should be?
• Investigate this by talking to the people concerned
e.g. lecturers, students, senior managers
• Open questions about what they see as important
outcomes and impact
• Probing questions about how they can tell the
outcome is achieved
• Asking, for example, academics and students and
librarians and careers advisors
• So – this investigation is taking place to enable you
to decide what indicators to select
Sheila Webber, 2008
29. How do you find out what the indicators
might be?
• Need to evaluate which indicators are most important
& which are feasible
• Refer back to your motives to decide criteria for
“important”, “feasible”!
• Next stage is to collect and analyse data in relation to
these indicators
• The approach you take to gathering & analysing data
will depend on what the outcome & indicators are
Sheila Webber, 2008
30. For example ….
• Accessing information
• Independence of thought
• Confidence
• Critical thinking
• Being able to transfer the skills to new contexts
Most of these cannot be evaluated by looking at one
short training session
Sheila Webber, 2008
31. What are the outcomes that matter for
your institution & partners?
1. Think about one set of people you work with (e.g. academics
in one discipline). What are their key outcomes for their
students; ones that are directly about information literacy, or
which information literacy might contribute to?
2. Do you need to find out more about what the outcomes are?
How will you do this?
3. How will you evaluate achievement of those outcomes?
• What are your key questions?
• What indicators are appropriate?
• What research approaches will you take? What form will your
data take? How will you gather and analyse it?
Sheila Webber, 2008
32. 1. Get into groups
2. Think about the questions individually (5-10 minutes)
3. Discuss what the outcomes might be and/or how you
could find out what they are: note down your ideas on
overheads (15 minutes)
4. Discuss what indicators might be and how you might
gather and analyse information on them: note down (15
minutes)
5. Return for feedback. A few groups will be asked to
present.
Sheila Webber, 2008
34. References
• Bordorano, K. and Richardson, G. (2004) “Scaffolding and reflection in
course-integrated library instruction.” Journal of academic librarianship,
20 (5),391-401. Example of an article where aims, methods and process
of the evaluation are clearly described.
• Given, L. (2007) “Evidence-based practice and qualitative research: a
primer for library and information professionals.” Evidence based library
and information practice, 2 (1), 15-22.
http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/155/237
• Glenaffric Ltd. (2007) Six steps to effective evaluation: a handbook for
programme and project managers. Bath: JISC.
http://www.jisc.ac.uk/media/documents/programmes/digitisation/SixStep
sHandbook.pdf
This is about project evaluation, but the sections on planning and data
gathering are useful.
Sheila Webber, 2008
35. References
• Mayes, T. (2006) L E X: The Learner Experience of e-
Learning: Methodology Report. JISC.
http://www.jisc.ac.uk/media/documents/programmes/elearning
pedagogy/lex_method_final.pdf
Description of using Interpretative Phenomenological Analysis
“a method for exploring how participants make sense of their
own experiences”
• Pritchard, J., Stratford, R. and Hardy, C. (2004) Training
students to work in teams: why and how? York: LTSN
Psychology
http://www.psychology.heacademy.ac.uk/docs/pdf/p20040422
_training_students_teams.pdf
Describes a training day and discusses in some detail the way
it was evaluated and issues to do with evaluation of
educational interventions.
Sheila Webber, 2008
36. References
• Sharpe, R. et al (2006) The undergraduate experience of
blended e-learning: a review of UK literature and practice.
York: Higher Education Academy.
http://www.heacademy.ac.uk/ourwork/research/litreviews/200
5_06.
• Vezzosi, M. (2206) “Information literacy and action research:
An overview and some reflections.” New library world, 107
(7/8),286-301) Keywords: Academic libraries
• Zuber-Skerritt, O. (Ed),New directions in Action Research.
London: Falmer Press .
Sheila Webber, 2008