Different approaches and experiences at the University of Parma (Italy) Embedding information literacy into subject learning Fabrizia Bevilacqua Monica Vezzosi University of Parma Italy LILAC 2006 Leeds March

Information literacy and subject learning Information Literacy in context –IL does not have a life of its own, rather it is a way of thinking and reflecting about aspects of a subject matter. –IL cannot take place “in a vacuum” since it develops within the context of an understanding of the research concerns in particular disciplines. The deep learning approach –Intrinsic motivation: understanding the meaning –Lack of anxiety: a “safe” learning environment –Perception of relevance: experience and reflection

Partnership Policy level –strategic plan –IL inserted into University educational offer Curriculum level –degree learning plan –credit-bearing courses Course level –course programme –activity inserted into a subject course

 11 FACULTIES  43 DEPARTMENTS  STUDENTS  60 DEGREES, 32 MASTER COURSES, 44 PhD  1000 TEACHERS  900 TECHNICAL, ADMINISTRATIVE, LIBRARY STAFF

IL activity at the University of Parma STAND-ALONE model 2004 ACROSS CURRICULUM model 2005 EMBEDDED model

The stand-alone model Students: Small, non homogeneous groups (25 students) Time & setting: 15 hours of class activity in IT laboratory Contents: Research tools and techniques Activity: Lectures, demonstrations, individual hands-on activities Learning material: Leaflets Methodology: Traditional, different teaching librarians Informal assessment: Final test & questionnaire

The across-curriculum model Students: Homogeneous group (25 students) Time & setting: 20 hours of class activity + ~15 hours of individual & group activity in IT laboratory and the library Contents: Focus on subject contents & research process Activity Group activity Lectures Demonstrations Individual or in-pairs activities Learning material: Printed booklets

The across-curriculum model Methodology: Interactive/reflective, single teaching librarian Informal assessment Group activity: presentation Individual learning: exam Peer & teacher assessment Interviews, focus groups

The embedded model Students Homogeneous & quite large group (up to 70 students) Digital publishing (BA level), Digital library (2nd cycle) Time & setting 2 hours of class activity + post-class individual or group activity IT laboratory / equipped classroom / library Contents: Focus on subject contents & research task

The embedded model Activity Lectures Demonstrations Individual research work for U students Group research work for G students Learning material: Web guide Methodology: Shared responsibility, self-directed learning Formal & embedded assessment Group activity: presentation Individual learning: entry & final test, exam (Focus groups)

A process of development EMBEDDING INVOLVING

Student involvement and participation Frontal lectures Source-based approach Generic skills Team working Process based approach Subject learning Self-directed learning Research based approach STAND-ALONEACROSS-CURRICULUMEMBEDDED

Variables and critical aspects Number of students Time Availability of equipment

Integration with subject learning Broad disciplinary areas Generic topics Subject context Existing basic knowledge Commitment and enjoyment Research task as integral part of the course program STAND-ALONEEMBEDDEDACROSS-CURRICULUM

Variables and critical aspects Different levels of interaction Prototype research task Real research task

Educational focus Focus on searching skills Focus on research process Reflection on process Focus on research problem STAND-ALONEEMBEDDEDACROSS-CURRICULUM

Variables and critical aspects Role of information resources in subject learning Type of groups Homogeneous / Non-homogeneous

Learning assessment Informal assessment Limited to skills Peer assessment teacher assessment on research process presentation reflection Joint assessment academic teacher librarian on - research findings - presentation STAND-ALONEEMBEDDEDACROSS-CURRICULUM

Variables and critical aspects Assessment validity Long-term learning Different assessment methods and criteria

Student experience of learning Lack of motivation Low-level attention Low participation Different activities for different learning styles High-level of interest and participation Strong committment High-level of worry? STAND-ALONEACROSS-CURRICUUMEMBEDDEDACROSS-CURRICULUM

Variables and critical aspects Individual level of interest Competence background Learning styles Study year

Role of the teaching librarian Hierarchical relationship with students Engagement limited to frontal lectures No relationship with academic teachers (autonomy) Interactive relationship with students High level of engagement Responsibility at a curriculum level Complex interactive relationships Shared responsibility with academic teacher Subordinate role, but cooperation adds value to IL activities Empowerment STAND-ALONECROSS-CURRICLUMEMBEDDEDACROSS-CURRICULUM

Variables and critical aspects Definition of responsibility Time Support activity for individual/group work Available resources

Conclusions Variables impacting on the success of integrated IL activities: Information needs in specific study situations Teaching style of faculty Positive approach towards the information specialist Student information behaviour

Conclusions Put information literacy in CONTEXT Create a PARTNERSHIP with academic teachers and students Focus on ASSESSMENT and long-term outcomes Do RESEARCH on information literacy teaching and learning

Fabrizia Bevilacqua Monica Vezzosi Thank you very much for your kind attention!