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Information literacy: developing the reflective practitioner
Paper presented at the 5th Annual Conference of the LTSN Centre for Information and Computer Sciences, August 31 - September 2 2004, Belfast, Ireland.

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Belfast04

  1. 1. Information Literacy: developing the reflective practitioner Susie Andretta London Metropolitan University www.ilit.org
  2. 2. Background information  Continuation of ilit.org project  Information Literacy: a framework for learning  Independent and lifelong learning  Recursive learning/reflection on practice  Real world assessment
  3. 3. Independent and lifelong Relationship between information literacy and lifelong learning (Bundy, 2004: 5)
  4. 4. Recursive and reflective Action research cycle (O’Brien, 1998)
  5. 5. Applied Information Research AIR - Learning Outcomes: 1. Design a research project exploring an issue relevant to the information profession in support of an application for funding 2. Identify and evaluate relevant literature in order to c contextualise the research proposal. 3. Select research strategies appropriate to the nature of the proposed research project. 4. Communicate the various aspects of the research project using a range of dissemination strategies.
  6. 6. Feedback on provision Student:  “challenging”  High level of anxiety (topic suitability)  Relevant to CPD and career advancement Staff:  Formative feedback - extremely resource intensive  Facilitator role difficult to maintain when students don’t engage with the resources  Continuous reflection on practice
  7. 7. Transferable skills?  New career linked to AIR project  Implementation of AIR proposal  Successful completion of the dissertation?  Information Literacy competences  Reflective attitude  Aware of weaknesses  Response to feedback
  8. 8. Future developments  Need to explore students’ lack of engagement with formative tasks  Replace questionnaires with feedback session at the end of AIR  More practice on implementation-end of the research process

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