This document discusses collaboration between the University of Zimbabwe, BLDS, and IDS UK to develop information literacy pedagogy in Zimbabwe. It outlines objectives of training provided by BLDS to build IL trainer capacity. Changes resulting from the intervention included a curriculum review, new IL module, and shifts in training delivery. Problems addressed were skills for developing IL curricula and materials. The impact was increased assessment skills, a more reflective practice, and courses being more effective with a pedagogical element. Recommendations include UZ spearheading high school librarian training and developing an IL pedagogy module in LIS curricula.
Blended learning combines both face-to-face and online learning. It allows flexibility and accessibility for students while also promoting interaction and engagement. Definitions of blended learning describe the thoughtful integration of in-person and digital learning, or a mix of face-to-face and online activities. Reasons to implement blended learning include improving learning outcomes, increasing demand for flexibility, and developing students' digital literacy. However, blended learning also presents challenges such as increased workload and lack of institutional support.
This document outlines teaching expectations and professional development resources for instructors at Swinburne University. It discusses compliance with policies, alignment with learning strategies, and capabilities expected at different appointment levels. Both quantitative student feedback and qualitative measures like teaching portfolios are used to evaluate teaching. The Graduate Certificate in Learning and Teaching covers compulsory units on learning/teaching nature, curriculum design, and assessment, plus electives. Learning design workshops support unit design, discipline-based learning, and innovative pedagogies.
This document provides an overview of Swinburne University's learning and teaching ecosystem. It discusses trends, challenges, and guiding pedagogies such as authentic learning, authentic assessment, personalized learning, and peer learning. The ecosystem includes higher education, pathways and vocational education, Swinburne Online, and Open Universities Australia. Blended learning combines formal on-campus teaching with informal spaces and online learning. Teaching expectations include compliance with policies, alignment with the learning and teaching strategy, and professional development. Graduate Certificate in Learning and Teaching covers core units in learning and teaching as well as electives, and learning design workshops are provided on various topics.
Swinburne University's Pro Vice-Chancellor discusses trends, challenges, and designs for tertiary learning spaces. He defines learning spaces as physical, blended, or virtual environments that enhance learning through motivating learners and optimizing interactions between teachers and learners to promote authentic learning. Learning spaces include formal on-campus classrooms, informal on-campus areas, online environments, and blended models combining on-campus and online.
This document discusses Swinburne University's learning and teaching ecosystem, which aims to enhance the student experience through blended learning approaches. It identifies trends, challenges, and guiding pedagogies such as authentic and personalized learning. The ecosystem incorporates on-campus, online, and work-integrated learning. Educators are expected to align with the learning and teaching strategy and engage in professional development including compulsory graduate certificates in higher education units. Workshops are provided on learning design approaches including blended, authentic, and personalized learning.
Distance learning is a field of education that aims to deliver instruction to students who are not physically on-site through technologies like radio, television, and the internet. It allows students to study off-campus and submit assignments remotely. While it increases flexibility and access to education, distance learning also faces challenges related to instruction quality, costs, and limited interaction between students and instructors. Effective distance educators design their lessons around the technologies used and teach in a student-centered manner that respects adult learners' motivation and experience.
This document outlines a proposed flipped classroom model for developing universities. It begins with an introduction explaining how technology has changed learning and the benefits of active learning and blended learning. It then defines key terms like blended learning, flipped classrooms, and active learning. The document proposes a flipped classroom approach where students learn content online before class and apply it during class activities and discussions. Some challenges of implementing this model are that it requires more student responsibility, changes to how instructors teach, and financial investment. However, the conclusion states that a flipped model could encourage more active, engaged learning anywhere and improve students' skills while enhancing learning in large classes.
Lesson 12: Information Technology in support of the student-learning centeredburdeos_mjane
This document discusses student-centered learning and the role of technology in education. It contrasts the traditional teacher-centered classroom with the new student-centered learning environment. In a traditional classroom, the teacher leads instruction and students play a passive role. However, modern classrooms emphasize student-centered learning, where students work independently or in groups using technology like computers, the internet, and presentation tools to facilitate active, self-directed learning. The document argues that information technologies can support student-centered learning by allowing students to access information and work collaboratively.
Blended learning combines both face-to-face and online learning. It allows flexibility and accessibility for students while also promoting interaction and engagement. Definitions of blended learning describe the thoughtful integration of in-person and digital learning, or a mix of face-to-face and online activities. Reasons to implement blended learning include improving learning outcomes, increasing demand for flexibility, and developing students' digital literacy. However, blended learning also presents challenges such as increased workload and lack of institutional support.
This document outlines teaching expectations and professional development resources for instructors at Swinburne University. It discusses compliance with policies, alignment with learning strategies, and capabilities expected at different appointment levels. Both quantitative student feedback and qualitative measures like teaching portfolios are used to evaluate teaching. The Graduate Certificate in Learning and Teaching covers compulsory units on learning/teaching nature, curriculum design, and assessment, plus electives. Learning design workshops support unit design, discipline-based learning, and innovative pedagogies.
This document provides an overview of Swinburne University's learning and teaching ecosystem. It discusses trends, challenges, and guiding pedagogies such as authentic learning, authentic assessment, personalized learning, and peer learning. The ecosystem includes higher education, pathways and vocational education, Swinburne Online, and Open Universities Australia. Blended learning combines formal on-campus teaching with informal spaces and online learning. Teaching expectations include compliance with policies, alignment with the learning and teaching strategy, and professional development. Graduate Certificate in Learning and Teaching covers core units in learning and teaching as well as electives, and learning design workshops are provided on various topics.
Swinburne University's Pro Vice-Chancellor discusses trends, challenges, and designs for tertiary learning spaces. He defines learning spaces as physical, blended, or virtual environments that enhance learning through motivating learners and optimizing interactions between teachers and learners to promote authentic learning. Learning spaces include formal on-campus classrooms, informal on-campus areas, online environments, and blended models combining on-campus and online.
This document discusses Swinburne University's learning and teaching ecosystem, which aims to enhance the student experience through blended learning approaches. It identifies trends, challenges, and guiding pedagogies such as authentic and personalized learning. The ecosystem incorporates on-campus, online, and work-integrated learning. Educators are expected to align with the learning and teaching strategy and engage in professional development including compulsory graduate certificates in higher education units. Workshops are provided on learning design approaches including blended, authentic, and personalized learning.
Distance learning is a field of education that aims to deliver instruction to students who are not physically on-site through technologies like radio, television, and the internet. It allows students to study off-campus and submit assignments remotely. While it increases flexibility and access to education, distance learning also faces challenges related to instruction quality, costs, and limited interaction between students and instructors. Effective distance educators design their lessons around the technologies used and teach in a student-centered manner that respects adult learners' motivation and experience.
This document outlines a proposed flipped classroom model for developing universities. It begins with an introduction explaining how technology has changed learning and the benefits of active learning and blended learning. It then defines key terms like blended learning, flipped classrooms, and active learning. The document proposes a flipped classroom approach where students learn content online before class and apply it during class activities and discussions. Some challenges of implementing this model are that it requires more student responsibility, changes to how instructors teach, and financial investment. However, the conclusion states that a flipped model could encourage more active, engaged learning anywhere and improve students' skills while enhancing learning in large classes.
Lesson 12: Information Technology in support of the student-learning centeredburdeos_mjane
This document discusses student-centered learning and the role of technology in education. It contrasts the traditional teacher-centered classroom with the new student-centered learning environment. In a traditional classroom, the teacher leads instruction and students play a passive role. However, modern classrooms emphasize student-centered learning, where students work independently or in groups using technology like computers, the internet, and presentation tools to facilitate active, self-directed learning. The document argues that information technologies can support student-centered learning by allowing students to access information and work collaboratively.
1) The document discusses trends in blended learning and the design of learning spaces to support blended learning models.
2) It outlines key concepts in blended learning including formal on-campus teaching, informal learning spaces, and online learning. Guiding pedagogies discussed are authentic learning, authentic assessment, personalized learning, and peer learning.
3) The role of educators and importance of professional development to support new learning models and space design are also highlighted.
Distance education is an alternative mode of learning that does not require students and instructors to be physically present in the same location. It can be delivered synchronously, with all participants present at the same time, or asynchronously through flexible scheduling. Key characteristics include the separation of students and teachers throughout the learning process and the use of technical media to deliver course content and enable two-way communication. Distance education aims to provide flexible access to learning and has grown significantly with advances in communication technology.
This document discusses trends in pedagogy and learning spaces at Swinburne University. It outlines guiding pedagogies such as authentic learning, authentic assessment, personalized learning, and peer learning. It also defines learning spaces as physical, blended, or online environments that enhance learning through authentic interactions. The role of educators is to optimize the affordances of these spaces for both teachers and learners.
The document summarizes the ANCIL (A New Curriculum for Information Literacy) project which developed an information literacy curriculum for undergraduates. It was created through expert consultation and a literature review. The curriculum is holistic, modular, embedded within disciplines, and flexible. It includes 9 strands such as becoming an independent learner and managing information. The document then discusses implementing ANCIL at LSE through auditing current information literacy support and encouraging collaboration between departments.
Developing study skills through online interactive workshops by karen foley, ...EADTU
Blended and Online Edcuation webinar week, Day 1: Developing study skills through online interactive workshops by karen foley, The Open University, The United Kingdom
AVU Conference 2013 Modes of Edu delivery final 0 1Brenda Mallinson
This document discusses modes of education delivery in the digital age. It outlines a continuum of delivery modes from fully face-to-face to fully online, and identifies dimensions including spatial separation of teachers and learners, temporal alignment of instruction, and extent of digital support. The author proposes a model with these three dimensions to characterize different delivery modes and their structural and pedagogical aspects. The document advocates for a blended approach and emphasizes the importance of interaction, engagement, and appropriate mediation in online learning environments.
The document discusses student-centered learning and how information technology can support it. It notes that educational theorists like John Dewey advocated for student-centered methods in the 20th century. Traditional classrooms are often teacher-centered, with students in rows passively receiving information. By contrast, student-centered classrooms use IT like computers, the internet, and presentation software to facilitate active, individualized learning through activities like research, group work, and project-based assignments. IT allows the teacher to better support each student's individual needs.
This study explored using a social networking website (Facebook) as part of a blended learning environment for ESL students in Malaysia. The researcher created a closed Facebook group for a class of 30 third-year undergraduates and assigned online activities like posting videos, uploading photos from campus with descriptions. Most students found using Facebook as a learning tool interesting and it helped them improve their English through interactions. The blended approach extended limited class time and made learning more appealing to students.
This document discusses multimedia and its educational implications. Multimedia is content that uses a combination of media like text, audio, images, video and interactive content. It can be recorded, displayed or interacted with using electronic devices. There are several multimedia packages including text, graphics, audio, video, animation and interactive content. The educational implications of multimedia include deeper understanding, improved problem solving, increased positive emotions and access to a vast variety of information. It also allows students to explore places virtually. Easy ways to use technology in the classroom include virtual field trips using apps, using videos for mini-lessons, and adding multimedia elements to presentations. Learning management systems and online assessment tools are also discussed.
Blended learning combines traditional in-person classroom methods with online digital learning. It allows students to sometimes learn at school and sometimes online, with some control over the pace and path of their learning. Blended learning can incorporate tools like email, videos, discussion boards and Google Docs. It provides advantages like personalized learning support, opportunities for independent and collaborative work, and increased student engagement through various learning styles. Teachers play an essential guiding role in blended classrooms by helping students manage their activities and direct their learning. Setting up a blended classroom involves identifying learning outcomes and planning in-class, online pre-class, and post-class activities.
This document discusses innovative methods of participative learning and advance pedagogy. It outlines several key principles of participative learning, including that people remember 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they see and hear, and 70% of what they write and say. It also discusses multimedia approaches to teaching and learning, blended learning models, and compares aspects of traditional pedagogy with innovative methods.
The document summarizes the ANCIL (A New Curriculum for Information Literacy) project which developed an information literacy curriculum for undergraduates. It was created through expert consultation, literature review, and workshops. The curriculum has 10 strands including transitioning to university, becoming an independent learner, developing academic skills, and the social aspects of information. The document then discusses implementing ANCIL at LSE, including conducting an audit of current information literacy support and how the results could be used.
This document compares traditional teacher-centered classrooms to student-centered learning (SCL) classrooms. In traditional classrooms, teachers directly instruct students through lectures while students passively receive information. In contrast, SCL classrooms place students at the center of the learning process by allowing them to influence content, activities, materials, and pace of learning through more interactive and individualized activities like group projects, presentations, internet research, and brainstorming while teachers facilitate instruction. The document suggests SCL classrooms that depart from traditional worksheets and drills may be better suited for today's changing world, though direct instruction still has value for certain learning outcomes.
Role of the teacher in determining the effectivenessnoyesliv
The teacher plays a key role in determining the effectiveness of distance education. Proper training is needed to help teachers change their methods to focus more on advanced preparation, student interaction, visual materials, independent study activities, and follow-up. Distance learning teachers must become facilitators and ensure instruction is student-centered, as they no longer directly interact with students. Technology can make education more engaging and accessible if teachers understand how to connect it to pedagogy and curriculum.
The document discusses trends and challenges in higher education, including the disruption of existing models through technology and pedagogical innovation. It outlines Swinburne University's ecosystem approach, emphasizing blended learning across formal, informal, online, and work-integrated spaces. The document proposes guiding pedagogies like authentic and personalized learning, and principles for designing learning spaces that are comfortable, aesthetic, encourage flow, and are equitable and repurposable. Professional development is discussed to empower learners through developing digital literacies, seamless learning, self-regulation, and flexible pathways.
The document discusses the creation of a Learning Commons at a university that aims to encourage learning through infrastructure, furniture, inspiration, and training programs. It provides students with easy access to resources from the Library and Student Union. The Learning Commons also focuses on the process of learning rather than outcomes, collects student feedback, and helps students understand where to go next in their learning. It works with academic and student support services to provide joined up support and acts as a central resource for students and staff.
1) The document discusses a health information literacy session for first-year medical students at the University of Toronto that introduces them to medical resources and includes hands-on exercises.
2) Student evaluations suggested knowing which resources would be most useful in their first year, so second and third-year students were filmed discussing resources they found useful and wished they knew about.
3) The health information literacy session content was adapted based on the student video, which is now available to first-year students in their course libguide.
This document outlines the CoPILOT project which aimed to develop a strategy for promoting international sharing of information literacy (IL) teaching materials as open educational resources (OERs). It provides background on previous related projects, describes the outcomes of CoPILOT which included establishing an online community and committee, and invites librarians to get involved in sharing IL resources through suggested avenues and further reading.
This document summarizes a collaboration between a university library and careers service to integrate information literacy training into career development support for students. It discusses how information literacy can be viewed as a valuable graduate attribute from both academic and employer perspectives. The presentation provides examples of resources the careers service directs students to for researching companies and industries prior to job interviews. It also discusses feedback and ideas for further developing information literacy training with real-world applicability for students.
1) The document discusses trends in blended learning and the design of learning spaces to support blended learning models.
2) It outlines key concepts in blended learning including formal on-campus teaching, informal learning spaces, and online learning. Guiding pedagogies discussed are authentic learning, authentic assessment, personalized learning, and peer learning.
3) The role of educators and importance of professional development to support new learning models and space design are also highlighted.
Distance education is an alternative mode of learning that does not require students and instructors to be physically present in the same location. It can be delivered synchronously, with all participants present at the same time, or asynchronously through flexible scheduling. Key characteristics include the separation of students and teachers throughout the learning process and the use of technical media to deliver course content and enable two-way communication. Distance education aims to provide flexible access to learning and has grown significantly with advances in communication technology.
This document discusses trends in pedagogy and learning spaces at Swinburne University. It outlines guiding pedagogies such as authentic learning, authentic assessment, personalized learning, and peer learning. It also defines learning spaces as physical, blended, or online environments that enhance learning through authentic interactions. The role of educators is to optimize the affordances of these spaces for both teachers and learners.
The document summarizes the ANCIL (A New Curriculum for Information Literacy) project which developed an information literacy curriculum for undergraduates. It was created through expert consultation and a literature review. The curriculum is holistic, modular, embedded within disciplines, and flexible. It includes 9 strands such as becoming an independent learner and managing information. The document then discusses implementing ANCIL at LSE through auditing current information literacy support and encouraging collaboration between departments.
Developing study skills through online interactive workshops by karen foley, ...EADTU
Blended and Online Edcuation webinar week, Day 1: Developing study skills through online interactive workshops by karen foley, The Open University, The United Kingdom
AVU Conference 2013 Modes of Edu delivery final 0 1Brenda Mallinson
This document discusses modes of education delivery in the digital age. It outlines a continuum of delivery modes from fully face-to-face to fully online, and identifies dimensions including spatial separation of teachers and learners, temporal alignment of instruction, and extent of digital support. The author proposes a model with these three dimensions to characterize different delivery modes and their structural and pedagogical aspects. The document advocates for a blended approach and emphasizes the importance of interaction, engagement, and appropriate mediation in online learning environments.
The document discusses student-centered learning and how information technology can support it. It notes that educational theorists like John Dewey advocated for student-centered methods in the 20th century. Traditional classrooms are often teacher-centered, with students in rows passively receiving information. By contrast, student-centered classrooms use IT like computers, the internet, and presentation software to facilitate active, individualized learning through activities like research, group work, and project-based assignments. IT allows the teacher to better support each student's individual needs.
This study explored using a social networking website (Facebook) as part of a blended learning environment for ESL students in Malaysia. The researcher created a closed Facebook group for a class of 30 third-year undergraduates and assigned online activities like posting videos, uploading photos from campus with descriptions. Most students found using Facebook as a learning tool interesting and it helped them improve their English through interactions. The blended approach extended limited class time and made learning more appealing to students.
This document discusses multimedia and its educational implications. Multimedia is content that uses a combination of media like text, audio, images, video and interactive content. It can be recorded, displayed or interacted with using electronic devices. There are several multimedia packages including text, graphics, audio, video, animation and interactive content. The educational implications of multimedia include deeper understanding, improved problem solving, increased positive emotions and access to a vast variety of information. It also allows students to explore places virtually. Easy ways to use technology in the classroom include virtual field trips using apps, using videos for mini-lessons, and adding multimedia elements to presentations. Learning management systems and online assessment tools are also discussed.
Blended learning combines traditional in-person classroom methods with online digital learning. It allows students to sometimes learn at school and sometimes online, with some control over the pace and path of their learning. Blended learning can incorporate tools like email, videos, discussion boards and Google Docs. It provides advantages like personalized learning support, opportunities for independent and collaborative work, and increased student engagement through various learning styles. Teachers play an essential guiding role in blended classrooms by helping students manage their activities and direct their learning. Setting up a blended classroom involves identifying learning outcomes and planning in-class, online pre-class, and post-class activities.
This document discusses innovative methods of participative learning and advance pedagogy. It outlines several key principles of participative learning, including that people remember 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they see and hear, and 70% of what they write and say. It also discusses multimedia approaches to teaching and learning, blended learning models, and compares aspects of traditional pedagogy with innovative methods.
The document summarizes the ANCIL (A New Curriculum for Information Literacy) project which developed an information literacy curriculum for undergraduates. It was created through expert consultation, literature review, and workshops. The curriculum has 10 strands including transitioning to university, becoming an independent learner, developing academic skills, and the social aspects of information. The document then discusses implementing ANCIL at LSE, including conducting an audit of current information literacy support and how the results could be used.
This document compares traditional teacher-centered classrooms to student-centered learning (SCL) classrooms. In traditional classrooms, teachers directly instruct students through lectures while students passively receive information. In contrast, SCL classrooms place students at the center of the learning process by allowing them to influence content, activities, materials, and pace of learning through more interactive and individualized activities like group projects, presentations, internet research, and brainstorming while teachers facilitate instruction. The document suggests SCL classrooms that depart from traditional worksheets and drills may be better suited for today's changing world, though direct instruction still has value for certain learning outcomes.
Role of the teacher in determining the effectivenessnoyesliv
The teacher plays a key role in determining the effectiveness of distance education. Proper training is needed to help teachers change their methods to focus more on advanced preparation, student interaction, visual materials, independent study activities, and follow-up. Distance learning teachers must become facilitators and ensure instruction is student-centered, as they no longer directly interact with students. Technology can make education more engaging and accessible if teachers understand how to connect it to pedagogy and curriculum.
The document discusses trends and challenges in higher education, including the disruption of existing models through technology and pedagogical innovation. It outlines Swinburne University's ecosystem approach, emphasizing blended learning across formal, informal, online, and work-integrated spaces. The document proposes guiding pedagogies like authentic and personalized learning, and principles for designing learning spaces that are comfortable, aesthetic, encourage flow, and are equitable and repurposable. Professional development is discussed to empower learners through developing digital literacies, seamless learning, self-regulation, and flexible pathways.
The document discusses the creation of a Learning Commons at a university that aims to encourage learning through infrastructure, furniture, inspiration, and training programs. It provides students with easy access to resources from the Library and Student Union. The Learning Commons also focuses on the process of learning rather than outcomes, collects student feedback, and helps students understand where to go next in their learning. It works with academic and student support services to provide joined up support and acts as a central resource for students and staff.
1) The document discusses a health information literacy session for first-year medical students at the University of Toronto that introduces them to medical resources and includes hands-on exercises.
2) Student evaluations suggested knowing which resources would be most useful in their first year, so second and third-year students were filmed discussing resources they found useful and wished they knew about.
3) The health information literacy session content was adapted based on the student video, which is now available to first-year students in their course libguide.
This document outlines the CoPILOT project which aimed to develop a strategy for promoting international sharing of information literacy (IL) teaching materials as open educational resources (OERs). It provides background on previous related projects, describes the outcomes of CoPILOT which included establishing an online community and committee, and invites librarians to get involved in sharing IL resources through suggested avenues and further reading.
This document summarizes a collaboration between a university library and careers service to integrate information literacy training into career development support for students. It discusses how information literacy can be viewed as a valuable graduate attribute from both academic and employer perspectives. The presentation provides examples of resources the careers service directs students to for researching companies and industries prior to job interviews. It also discusses feedback and ideas for further developing information literacy training with real-world applicability for students.
The document discusses a project led by Libraries and Learning Innovation (LLI) at Leeds Metropolitan University to create two core content modules for postgraduate students in Research Practice and Project Management. The modules were designed to provide generic, high-quality materials from various sources to support academics in designing their own modules. The modules have received very positive feedback from staff and have already been adopted by several research modules and a distance learning course. An academic is also working with the team to augment the Project Management module with additional materials that will enhance an existing skills website. The project resulted in the successful creation of core content resources that appear valuable to the university's academic community.
This document discusses how the Learning and Research Services Team at the University of Sheffield Library used appreciative inquiry and reflective practice techniques in a team away day and follow up sessions. The goals were to build team cohesion, share best practices, and reflect on ways to improve information literacy practices. Activities included individual and group storytelling, reflection, and creating visions for the future. Outcomes included increased creativity, innovation, confidence, and changes to teaching, research, and information literacy practices based on learning from each other.
The library at Durham University launched an information literacy training program called "Did you know?" to help students better utilize the library's online resources. An initial survey found that students were most interested in sessions on databases, e-journals, Google Scholar, and other topics. The library then offered four 1-hour sessions at two locations, but attendance was low, especially at one location. Students who attended said the sessions were helpful. The library plans to offer more sessions after exams and target students who will be writing dissertations.
The University of Oslo Science Library launched an initiative to provide more support to local high schools. They conducted a survey of high school students, teachers and librarians to determine needs for information literacy (IL) skills. Preliminary results found that students overestimate their IL abilities, and that IL is not sufficiently taught in high school. Student teachers and teachers feel they need more IL training to teach these skills. The Science Library plans to develop a more formal collaboration with high schools and the Department of Teacher Education, including IL training for students and teachers, and providing access to scientific databases and materials.
The survey found that 90% of alumni participated in the university's information literacy sessions, and 63% found them useful for academic work while 38% found them useful for work outside the university. Common information tools used at work included Google, research databases, and scientific journals. The top ways alumni solved professional information needs were talking with colleagues, learning from experience, and using relevant literature. The document recommends strengthening the information literacy curriculum to better prepare students for real-world workplace information needs and skills.
This study examined how an information literacy teaching intervention affected participants' self-efficacy. The study involved a 12-week university preparation program for non-traditional students that included a 3-week information literacy module. A pre-and post-questionnaire measured participants' self-efficacy, finding that responses to information-literacy specific questions showed a statistically significant positive change, while responses to more general self-efficacy questions were mixed, with some scores increasing and some decreasing. The results provided early indications that the intervention improved participants' beliefs in their information literacy abilities but had a less certain effect on their general self-efficacy. More research over multiple years is needed to fully establish patterns in the data and verify these findings
Partnerships with education sector to uplift information literacy in Singapore schools
A 2010 survey found that while secondary school students were adept at tasks like project work and knowing where to seek information, their abilities to cite sources responsibly, compare, and critically assess information were lacking. In response, the National Library Board engaged in several initiatives to better integrate information literacy into the school curriculum, including providing teacher guides, workshops, and resources for both teachers and students. These efforts aimed to engage students and teachers while having multiplier effects through the education system to improve students' overall information literacy competency.
Project DigitISE aimed to explore the links between students' digital literacy skills and employability. A questionnaire found that most students believe they are digitally literate and enjoy technology, but few use their smartphones for study. Focus groups discussed whose responsibility digital skills are, current provision, and skills assessment. The project culminated in a one day student conference called "Get the Digital Edge" to provide digital skills training. Ongoing work includes a strategy to embed information skills into the curriculum.
This document provides an overview of the key topics and methodology for a research study on critical information literacy. It discusses challenges with the current model of information literacy instruction in schools and how critical pedagogy can help address these issues. The proposed mixed methods study will use questionnaires, repertory grid interviews, participant diaries, and focus groups to understand students' political knowledge and attitudes. The goals are to apply critical theory to information literacy and suggest developments to better engage students in social and political issues.
The document discusses using games and gamification to teach information literacy skills. It provides inspiration from studies on active learning and gamification. Effective games for information literacy should be fun, quick, simple, and have a clear objective. Examples of games described include shelf checking activities and keyword games. The document concludes by sharing contact information for the authors and links to additional resources on games for libraries.
The document discusses the British Library's efforts to train staff on information literacy in preparation for a new catalogue system called Primo. It involved training staff on key concepts like the SCONUL 7 pillars of information literacy and the Research Development Framework. Staff were trained on the British Library's collections, resources and professional competencies. Lessons learned included the importance of communication, keeping training materials up to date and measuring outcomes. The British Library will use a similar training approach to prepare for new digital content coming in under the Non Print Legal Deposit Act.
The document describes how a university skills support department adapted to doing more with fewer staff. It overcame resource constraints by developing an online open educational resources (OER) skills hub. Key steps included selecting relevant OERs, developing new in-house videos and tutorials, launching the hub, and promoting its use. Analytics showed the hub reached over 100 countries with nearly 70,000 views of its 70 OERs in the first six months. The department continued refining and expanding the hub's content and impact.
The document summarizes Leeds Metropolitan University's efforts over the past year to embed digital literacy across its undergraduate curriculum. Key initiatives included leveraging an undergraduate curriculum review to integrate digital literacy, launching a new discovery tool that increased online resource usage, and creating training sessions for students, staff, and faculty. Feedback indicates the efforts have improved students' work and increased awareness of library resources and digital skills. Next steps involve expanding online learning materials and workshops to further develop digital literacy.
This document evaluates the impact of information skills training on health professionals. It describes the objectives of training health professionals in information skills and the methods used, which included pre- and post-training tests. The results showed a statistically significant improvement in scores after training. Trainees reported feeling more confident in searching for information and using it to support patients. However, the document also notes limitations in the study and conclusions drawn.
This document discusses a collaborative approach between librarians and academic staff to teach information literacy skills to international students. [1] The librarians worked with English language tutors who teach international students to develop library orientation materials. [2] They provided training to the tutors and asked them to incorporate the library materials into their English language sessions. [3] Feedback was positive, but challenges remained in keeping materials up-to-date and monitoring the effectiveness of the approach.
Students had struggled previously with submitting accurate bibliographies for an assignment. To help motivate students and provide effective feedback, the instructor had pairs of students mark and provide feedback on bibliographies from past years using the assessment criteria. This allowed students to understand where marks were lost for inaccuracies. When submitting their own bibliographies after this session, the quality improved with no more "creative" or inaccurate bibliographies being submitted.
This document provides an overview of Jayne Pletser's presentation on IB and inclusion. Some key points:
- Jayne is the curriculum manager for inclusive education at the IB and leads their work promoting access to education.
- The IB is making changes to terminology related to inclusion and special educational needs. New publications and resources on inclusion are in development.
- Inclusion aims to increase access and engagement for all students by removing barriers. The IB is working to develop a more diverse and inclusive community through their standards and practices.
- Questions are provided to prompt reflection on experiences with dependence, barriers to learning, and expressing oneself.
- Developments include updating approaches to teaching and learning to meet all students' needs
Understanding specific ELL needs guided instructional strategy choice to support content and language learning. ELL students face the dual challenge of learning academic content while also learning the language of instruction. Effective teachers recognize unique ELL academic needs, backgrounds, cultures, personalities, and attitudes toward learning to differentiate instruction accordingly. Prioritizing ELL needs informed lesson planning, implementation, and reflection on strategy effectiveness.
Education today and its systematic approach to the design of instruction.Kaiyisah Yusof
This document discusses education today and its systematic approach to instructional design. It addresses some issues with current education systems, including being too exam-oriented, lacking leadership skills, poor English proficiency, and uninspiring teachers. It also outlines the steps in an instructional systems approach, including identifying goals, specifying learning outcomes, defining objectives, planning lessons, selecting materials, and assessing performance. Finally, it discusses different types of instructional materials and the role of teachers in reforming education.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
1) James Cook University implemented Blackboard Analytics for Learn to take a dual-pronged, data-driven approach to enhancing learning/teaching and the student experience.
2) Initial rollouts involved customizing dashboards and reports to provide insights for support officers, coordinators, and academics.
3) The analytics aim to inform subject redesign, evaluation, planning and monitoring to improve student engagement, retention and blended learning design.
“Inclusive education is an investment for the future”Karel Van Isacker
This document provides guidance for inclusive education ambassadors on supporting inclusive practices in mainstream schools. It discusses the purpose of inclusive education and the benefits it provides for all students. The document outlines the key skills and abilities inclusive education ambassadors should have, such as managing diversity and creating inclusive learning communities. It also profiles what an inclusive educator should exemplify, like accepting differences and supporting all students. Overall, the document aims to equip ambassadors with the knowledge and strategies to promote inclusive education practices in mainstream schools.
Creating People Centred Schools: Cover, title and imprint pages, with content...Saide OER Africa
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Information Literacy In Higher EducationKavita Rao
Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
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Similar to Musemburi, Mushowani & Greengrass - Collaboration and Partnership in developing Information Literacy Pedagogy in Zimbabwe (20)
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More from IL Group (CILIP Information Literacy Group) (20)
Plagiarism and AI tools: an example of linking information- and digital liter...
Musemburi, Mushowani & Greengrass - Collaboration and Partnership in developing Information Literacy Pedagogy in Zimbabwe
1. Collaboration and
Partnership in developing
Information Literacy
Pedagogy in Zimbabwe
Emma Greengrass (IDS UK)
Darlington Musemburi (UZ)
Aston Mushowani (UZ)
8. Outline
1. University of Zimbabwe community
2. BLDS / UZ - IL Training Objectives
3. Changes resulting from intervention
4. Problems solved
5. Impact, lessons learnt, benefits
6. Recommendations going forward…
9. University of Zimbabwe Community
Lecturers
Students
Researchers
IIATA IMAGE LIBRARY FLICKR
10. BLDS, UZ training objectives
• To build the capacity of IL trainers to
confidently deliver learner-centred training
programmes
• To learn how to nurture independent and
critical learners through participatory training
methods
11. BLDS, UZ training objectives
• To incorporate a reflective practice into your
training practice
• To learn about conceptions of IL and how to
embed these skill-sets into your training
• To provide IL trainers with a toolkit of
techniques and approaches for delivering and
measuring training needs & outcomes
12. Changes post training include a curriculum review, a new IL
module & course outline, a paradigm shift in training
delivery & pre-diagnostic surveys
Gustavo Mazzarollo flickr
13. Problems addressed include: skills to develop IL
curricula & session lesson plans, undertake gap
analysis, consider & prepare transition to HE,
awareness of learning theories & teacher
assessments
14. Impact & lessons learnt include: assessment for & of
learning, how to develop a reflective practice (trainer &
trainee), improve feedback techniques & mechanisms,
apply learning theories and cater for learning preferences,
share knowledge, resources & best practice . Finally,
courses more effective with pedagogical element
15. Impact on our work: confidence and skills to apply
participatory training approaches, undertake
assessment, integrate technology in IL delivery,
manage large groups and observing improvements in
student IL behaviours & attitudes
Inge Petterson Flickr
16. Benefits to IL trainers: a toolkit of techniques (training &
M&E), evidence-based advocacy & training, a focus on
managing transition, forging networks and collaborations,
ongoing & continuous professional development and a
mentoring program
S Duvigneau, Zambia 2011
17. Benefits to students: improvements to transition to HE,
awareness of learning preferences, focus on self-directed &
critical learning, increased exposure to global academic
trends, contextualisation of IL lessons, subject-specific
relevance of IL, friendly feedback for shy
Jbelluch, Flickr
18. Recommendations
UZ is now spearheading the training of high
school librarians and partnering with Library
schools across Zimbabwe to foster the
development of an IL pedagogy module in LIS
curricula. We also want to continue to foster
international collaborations and relationships.
BLDS IL Programme... Commenced by trying to understand the landscape and how we could add value to the work of our partners Lots of high-quality training material available but little awareness of how to deliver the material using creative methods to build self-reliance Responding to research which showed that research is available but little uptake or use Poor comprehension of IL, problematic language / term results in low uptake amongst faculty IL wasn’t embedded in subject-curriculums but was mostly the province of librarians, who aren’t taught how to teach IL in LIS programmes – training lacks awareness of the learner and how to develop the learner Lots of ‘re-inventing the wheel’ – lack of information sharing about approaches, & best practices Capacity to translate standards into curricula not there, training focuses on what IL is without stating how to build this competency or develop curricula. Focus on library orientation skills (e.g. use of e-databases), rather than building critical thinking skills or developing the student researcher
BLDS IL programme aimed to address some of these factors: to incentivise the use of research, to solve problems and address research questions to build the training skills of IL trainers, to improve their training design / delivery and develop programmes that are situated in the real-world problems of the training beneficiary (to help them contextualise and apply the skills but most importantly to stimulate a shift in their perception of the information seeking behaviours / attitudes from those that might hinder them from using evidence in their decision-making processes or research) to broaden conceptions of IL and move away from technical skills to building the right ‘behaviours’ (critical thinking skills and lifelong, independent learners) promote a shift in language used to describe IL, make the language accessible & relevant (terms such as the ‘student researcher’ when talking to faculty as opposed to ‘information literacy’) also to introduce an evidence-based approach to training (through formative & summative assessment) Ultimately we work with partners in Sub-Saharan Africa to build their capacity to train other to access, appraise and use research (to help them make informed decisions in their work, studies or as global citizens). We are going to talk about one of our initiatives today – where we worked with senior librarians in Zimbabwe to create a nationwide curriculum for building IL skills using learner-centred and enquiry-based training approaches.
IDS – BLDS programme focused on: increasing the capacity of intermediaries (in this instance: librarians working in Higher Education) to stimulate the demand for research evidence the approach is built on the premise that if IL trainers can effectively communicate the value of building IL competencies (i.e. technical skills and soft, behavioural skills) then information consumers will understand how to apply these skills in their work, educational endeavours and as informed and responsible citizens Background – the programme was initiated by ZEPARU (Zimbabwe Economic Policy Analysis and Research Unit) in consultation with the Zimbabwean University Library Consortium. These representative bodies recognised the lack in capacity to develop and deliver IL curricula, which included a learner-centred, enquiry-based approaches. Furthermore, ZEPARU wanted to spearhead the introduction of a nationwide curriculum or approach that would help trainers apply IL standards through exposing them to international conceptions of IL (which are broader than just user library orientation skills) and demonstrate how to practically develop IL curricula. The crux of the problem is: librarians do not receive formal training in IL as part of their undergraduate / post-graduate librarian training. However, they are expected to teach IL at University level – the course aimed to provide the skills / knowledge they would need to build their capacity as trainers. Additional benefits included: an increase in the trainer’s ability to advocate for IL / raise profile through adopting an evidence-based approach to IL training (through assessment of training cohort) therefore enabling dialogue between faculty and the library to be based on tangible benefits / outcomes.
IDS / BLDS & ZEPARU developed a pedagogy of trainers programme, consisting of three stages: a pre-workshop phase (a pre-survey based on self-reporting, diagnostics and statements of practice), a 5 day intensive & reflective workshop, and ongoing mentoring and support phase (primarily through Chat Literacy CoP– Emma to come back to Chat Literacy after questions). [we will need to include something here about the rationale behind our approaches]
Darlington Musemburi:- Assistant Librarian at University of Zimbabwe Library Faculty of Science librarian Open Access Coordinator Information Literacy Trainer of Trainers Aston Mushowani:- Assistant librarian at University of Zimbabwe Library Special Collections librarian University of Zimbabwe Institutional Repository Coordinator Information Literacy trainer of trainers
MISSION AND VISION OF THE UNIVERSITY OF ZIMBABWE Vision Our Vision is to maintain the University of Zimbabwe Library as the leading academic library in the country and in the region as a whole Mission The mission of the University of Zimbabwe Library is to provide access to scholarly information resources required to meet the learning, teaching, research and service needs of the University of Zimbabwe. TARGET AUDIENCE Students:- postgraduate undergraduate Lecturers:- teaching assistants tenured lecturers professors Researchers:- research fellows external researchers Administrators:- executive senior and junior administrators
Production of a detailed IL course outline (June-August 2012) Review of the IL module (June-August 2012) Design and administration of IL pre-diagnostic survey (July-August 2012) Paradigm shift in IL delivery (from teacher centred to learner centred approaches)
Curriculum development:- the BLDS helped the University of Zimbabwe contextualise its curriculum in terms of culture and learning preference of the students that make up the UZ community. This was done basing on the SCONUL seven pillars of IL ( identify, scope, plan, gather, evaluate, manage and present) Transition:- the BLDS training helped the IL trainers manage well the transition of the students from high school to University. The IL trainers prepare students on what was expected of them in tertiary education Assessment for teaching and learning:- there were no mechanisms to assess the needs of students. This was a shortcoming in the sense that there was no assessment that was being done to feed the curriculum. This went a long way in informing the trainers on what was required of them with regards to addressing the needs that were identified in students IL skills knowledge and attitudes Gap analysis:- the BLDS training program put into perspective the gaps that were there where learning and teaching were concerned. There were no mechanisms designed to inform trainers on the gaps that existed. To this end, things like pre-diagnostic surveys, mood monitors, probing techniques were designed to help identify gaps before, during and after training sessions Learning theories:- before the BLDS intervention, librarians were not trained on the methodologies used to effectively deliver IL. To this end, they were introduced to learning theories that helped them shape their delivery styles. As a result, participatory approaches (that include constructivism, behaviourism, cognitivism and experiential learning) that are enquiry based were adopted and these have proven to be fruitful as they are engaging and make students more independent learners who are critical thinkers. Lesson planning:- prior to BLDS interventions, IL trainers at the University of Zimbabwe were religiously modules that were handed to them without tailor-making them to suit the specific needs of their students. Today, lessons are being planned with students being the focal point
Last bullet supported by the level of expertise that students showed when we ran an electronic resources competition Adoption of learner centred, enquiry based, participatory approaches to IL delivery (September 2012 to Date) Impact assessment survey (February 2013- on going) Increased student appreciation as evidenced by a 70% enthusiasm and participation during training Improved IL behaviours in students
IL toolkit developed and disseminated Networking, Interacting and collaborating of librarians through Social media (Chat Literacy) IL grassroots intervention through engaging library schools (NUST and the Polytechnics) Generation of evidence to help lobby and advocate for IL embedding in the curricula
Cascading pedagogical skills to: School librarians so that they help with the transition of students and help lay the IL foundations for high school graduates Library schools – so that they establish CPD programs that foster IL pedagogy Trained librarians to mentor their peers as a way of making IL pedagogy self sustaining Influencing library school to adopt IL and IL pedagogy into their curricula. This will help in the production of librarians who a IL competent in terms of skill and delivery Maintaining a healthy working relationship with the sponsors of the initial project and look for new partners so as to make IL pedagogy perpetual
Building on the need we identified through the BLDS IL programme for information sharing about approaches, & best practices in an international context, we set up the Chat Literacy online community of practice (on Eldis Platform). We have over 450 members from 72 countries – representing Africa, Asia and Latin America. Great articles! “Young Learners”, “Future Trends”, shared practice (direct personal/professional experience), E-discussions... How to join....
We are also on Facebook – ‘like’ us to stay up to date with our informal IL-related news... Informal network You can follow us on Twitter – Chat Literacy @infolitdoodle – snapshot of all our activities (formal and informal)