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Role delineation in an iterative, cognitive skills based model of Information Literacy Judith Keene and John Colvin, University of Worcester, U.K. Justine Sissons, Worcester College of Technology
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Lecturer’s Optimistic View Problem (2004) –In academic writing Inappropriate research Solution!! –E-journals now available On-line access would suit Computing students Therefore Students would use e-journals Research would improve
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Reality Little or no improvement Submitted assignments suggested –Research Lecture Notes Un-refereed www sites Set texts (Possibly!!) Little independent broader academic research –Journals –Other texts
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Project 1 – using e-journals AIMS Encourage use of e-journals Improve electronic searching skills WHAT DID WE DO? Measured student skills and searching behaviour (L&T quotient) Gave an e-journal induction Reinforced use of e-journals Re-measured the quotient Collected other information
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Project 1 - outcomes Significant rise in quotient –Making greater use of using journals –Making more use of advanced search techniques Better quality bibliographies (more journal articles) Positive feedback from focus groups
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Project 2 – better quality information AIMS Encourage students to select high quality resources Develop strategies for promoting and embedding evaluation skills in the L&T process WHAT WE DID Measured quotient Tested different approaches Remeasured quotient Collected other information
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Project 2 - outcomes Significant rise in quotient Better quality bibliographies (peer reviewed journals and quality websites) Changes to delivery methods in response to interim results and feedback
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Common themes Delivery by: –Collaboration –Reinforcement Delivery –Embedding in curriculum –Assessment Related –Timely –Contextualised learning activities
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Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model Problem Solution
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Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Locate/Retrieve Stage Problem Solution
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Locate / Retrieve Cognitive Skills Knowledge: (Low level) Awareness of Relevant journals & magazines Library Stock Internet Resources Application: (Medium Level) Able to use a variety of search engines using Keywords Boolean Operators Phrase/Proximity Searches
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Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Evaluate Problem Solution
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Evaluate Cognitive Skills Analysis: (High Level) Identifying relevant extracts Facts Definitions Techniques Evaluation - Fixed Criterion: (Medium/High) Evaluating identified extracts against Relevance Authority of Source Timeliness etc.
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Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Information Needs Problem Solution
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Identify Information Needs Cognitive Skills Awareness: (Low Level) Concepts associated with problem Analysis: (High Level) Analysing problem to identify Problem aspects requiring further information Key words
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Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Solve Problem Problem Solution
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Solve Problem Cognitive Skills Analysis: (High Level) Decompose problem Evaluation: (High Level) Information (against detailed problem needs) Synthesis: (High Level) Build a solution from retrieved information Application: (Medium Level) Apply techniques e.g. Report structuring Referencing
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Teaching Computing Students Recent L&T Project Our students do not instinctively employ higher- level cognitive skills Project Team recognised ‘traditional’ approach is inappropriate Constructive Alignment: Biggs (2003) Find ‘group’ activities successful in encouraging the use of higher-order cognitive skills Colvin & Phelan (2006) Colvin, Price & Wright (2008)
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How/Who: Locate / Retrieve Stage Knowledge: (Low level) Awareness of Relevant journals & magazines Library Stock, Internet Resources Delivery Short Joint presentation Slides/Notes for Student use Support General Info Desk Enquiries
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How/Who: Locate / Retrieve Stage Application: (Medium Level) Able to use a variety of search engines using Keywords, Boolean Operators Phrase/Proximity Searches Delivery Short Joint presentation Individual Student Centred Activities Support 1-1 Librarian Support
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How/Who: Evaluation Stage Analysis: (High Level) Identifying relevant extracts Delivery Short Joint presentation Student Centred Activities in Groups Joint Consolidation Support 1-1 Support: Lecturer or Subject Specialist
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How/Who: Evaluation Stage Evaluation - Fixed Criterion: (Medium/High) Delivery Short Joint presentation Student Centred Activities in Groups Joint Consolidation Support 1-1 Librarian Support
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How/Who: Information Needs Awareness: (Low Level) Concepts associated with problem Delivery Routine Delivery of Course Support 1-1 Support: Lecturer or Subject Specialist Librarians
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How/Who: Information Needs Analysis: (High Level) Analysing problem to identify Problem aspects requiring further information Key words Delivery Short Joint presentation Student Centred Activities in Groups Joint Consolidation Support 1-1 Support: Lecturer or Subject Specialist Librarian
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How/Who: Problem Solving Stage Analysis: (High Level) Decompose problem Evaluation: (High Level) Information (against detailed problem needs) Synthesis: (High Level) Build a solution from retrieved information Delivery Routine Delivery of Course Support 1-1 Support: Lecturer or Subject Specialist Librarians
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How/Who: Problem Solving Stage Application: (Medium Level) Apply techniques e.g. Report structuring Referencing Delivery Short Joint presentation Slides/Notes for Student use Support 1-1 Support: Lecturer or Librarian
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Identify Information Needs Locate / Retrieve Evaluate Solve Problem Information Literacy v Model Problem Solution
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