Professor Shailey Minocha invited me to give a presenation at the Open University on 23 July. I have been a bit late uploading it to slideshare, but now this is it: Reflections on teaching and information behaviour in a Futurelearn MOOC. The first part has a further elaboration on my ideas about MOOC teaching, and the last part identifies information behaviour within the Play MOOC (that I taught on), and implications for information literacy teaching.
Showing posts with label Pedagogy. Show all posts
Showing posts with label Pedagogy. Show all posts
Archambault, S. and Masunaga, J. (2015) Curriculum Mapping as a Strategic Planning Tool (post-print proof) Journal of Library Administration. 55(6) Available at: http://works.bepress.com/susan_gardner/19
"Curriculum mapping is a procedure for documenting and visualizing student learning at the programmatic level. The process allows libraries the opportunity to record where information literacy skills are taught across the curriculum in order to locate gaps and redundancies within a library instruction program. It also allows for alignment of the library’s learning outcomes with the learning outcomes important to the institution. This paper presents a review of the history of curriculum mapping, followed by a case study of how Loyola Marymount University (LMU) used the process to support information literacy in a new core curriculum."
Secondly, recent items from the priced publication International Information and Library Review (2015, not yet allocated to an issue at time of writing) http://www.tandfonline.com/action/showAxaArticles?journalCode=ulbr20#.Vb0j6kZOOZM
- Perceptions of Faculty about Information Literacy Skills of Postgraduate Engineering Students by Mamoona Kousar and Khalid Mahmood
- Perceptions and Knowledge-Sharing Behavior of Pre-University Students by Shaheen Majid and Chitra Panchapakesan
Abstract extracts: "Knowledge sharing is an essential element of a collaborative learning process. The purpose of this study was to investigate students' knowledge-sharing behavior with their classmates, frequency and type of knowledge shared, preferred communication channels, and the factors likely to motivate or inhibit knowledge sharing. A pre-tested questionnaire was used for data collection and 220 higher secondary students (equivalent to “A” levels) from India participated in this study. ... It was found that the top three sources for seeking study-related information were the internet, teachers, and classmates. The primary motives of sharing knowledge were to improve understanding of concepts discussed in the class and to build good relationship with classmates. For group assignments, more knowledge sharing occurred within the group members than with other groups. The major barriers to knowledge sharing were the lack of time, lack of a sharing culture, and inadequate depth in relationships"
- Everyday Life Information-Seeking Behavior of Marginalized Youth: A Qualitative Study of Urban Homeless Youth in Ghana by Evelyn Markwei and Edie Rasmussen
Abstracts extracts "Forty-one homeless youth, ages 15 to 18 years participated in this qualitative study. Participants were identified by snowball sampling and data was collected by field observations, an adaptation of the critical incident technique and in-depth interviews. The results show that (1) information needs of the homeless youth in the study relate to basic needs following Maslow's hierarchy of needs; (2) their information sources are primarily interpersonal and comparatively limited in range; and (3) the most important information-seeking behavior is a community approach, characterized by free sharing of information among their social network of friends. The results further revealed that participants relied on their social network of friends to meet 8 of the 11 information needs identified in the study."
Photo by Sheila Webber: plums, Farmers Market, August 2015
New articles: data information literacy, international students, first year experience, copyright, integration
- “It's in the Syllabus”: Identifying Information Literacy and Data Information Literacy Opportunities Using a Grounded Theory Approach by Clarence Maybee, Jake Carlson, Maribeth Slebodnik, Bert Chapman
- Beyond Embedded: Creating an Online-Learning Community Integrating Information Literacy and Composition Courses by Mary Beth Burgoyne, Kim Chuppa-Cornell
- Creation and Use of Intellectual Works in the Academic Environment: Students' Knowledge About Copyright and Copyleft by Enrique Muriel-Torrado, Juan-Carlos Fernández-Molina
- Student, Librarian, and Instructor Perceptions of Information Literacy Instruction and Skills in a First Year Experience Program: A Case Study by Sung Un Kim, David Shumaker
- Demographic Differences in International Students' Information Source Uses and Everyday Information Seeking Challenges by Sei-Ching Joanna Sin
- Establishing a Participatory Library Model: A Grounded Theory Study by Linh Cuong Nguyen
- Foregrounding the Research Log in Information Literacy Instruction by Louise R. Fluk
The issue page is at http://www.sciencedirect.com/science/journal/00991333/41/4
Photo by Sheila Webber: bee, July 2015
- Issue of British Journal of Educational Technology (vol 46 no 3 - priced publication) focusing on MOOCs: http://onlinelibrary.wiley.com/doi/10.1111/bjet.2015.46.issue-3/issuetoc
- Proceedings Papers: European Stakeholder summit: on experiences and best practices in and around MOOCs: 18-20 May 2015: Université catholique de Louvain, Mons (Belgium)[EMOOCs conference]: http://www.emoocs2015.eu/sites/default/files/Papers.pdf
Photo by Sheila webber: orange dahlia, photoshopped, July 2015
- “Mind-Blowing”: Fostering Self-Regulated Learning in Information Literacy Instruction by Eveline Houtman
- Education Theory and Pedagogy for Practical Library Instruction: How to Learn What We Really Need to Know by Molly Montgomery
- A Decade of Critical Information Literacy: A Review of the Literature by Eamon Tewell
- Motivational Design in Information Literacy Instruction by Amanda Kathryn Nichols Hess
- Teaching and Learning Information Synthesis: An Intervention and Rubric Based Assessment by Kacy Lundstrom, Anne R. Diekema, Heather Leary, Sheri Haderlie, Wendy Holliday
- Connecting Inspiration with Information: Studio Art Students and Information Literacy Instruction by Katie Greer
http://www.comminfolit.org/index.php?journal=cil&page=issue&op=view&path[]=17&path[]=showToc
Photo by Sheila Webber: bee and wild rose, June 2015
He started by talking about the background to the study, including the changing information and teaching landscape, and the need for teachers to be information literate in order to develop information literate students. He identified that information literacy (IL) may not be well understood in developing countries, and that the conception of the information literate teacher has not been studied. The University of Education Winneba does aim to develop their trainee teachers as information literates, but there had not been extensive work to achieve this at the time of the study. Joseph went on to explain the nature of phenomenography, a qualitative approach which gives insight into the different ways in which people experience or conceive of a phenomenon.
25 participants (trainee teachers) were interviewed. Ages ranged from 25 to 42 (with 11 females and14 males), with a varied amount of teaching experience and teaching 12 different subjects between them. Five different conceptions of the information literate teacher were discovered:
1. Linguistic conception: the information literate teacher (ILT) is seen as knowing and speaking English (since this allowed you to access information in thre first place, and you also needed English to function effectively as a teacher)
2. ICT and information retrieval conception: ILT conceived of as being aware of ICT tools and able to use them
3. Critical awareness conception - acquiring the mindset to be able to evaluate and filter the information
4. Knowledge building conception, with the ILT deepening knowledge to become well informed
5. Professional growth category, with the ILT applying information to develop professional skills and knowledge, and becoming a professional teacher.
This is an inclusive hierarchy, with the first category including the second, the top category (category 5) including all the previous ones.
Photo by Sheila Webber: through a window in Dunnottar Castle, Scotland, June 2015
- The Amazing Library Race: tracking student engagement and learning comprehension in library orientations by Katherine Boss, Katelyn Angell, Eamon Tewell
- How much do first-year undergraduate students in Norway know about information literacy? by Ellen Nierenberg, Øyvind Gjems Fjeldbu
- The impact of library information literacy classes on first year students’ searching behaviour by Torunn Skofsrud Boger, Hanne Dybvik, Anne-Lise Eng, Else Helene Norheim
- Using an information literacy curriculum map as a means of communication and accountability for stakeholders in higher education by Leslin H Charles
- Refining the definition of information literacy: the experience of contextual knowledge creation by Marc Forster
- Evidence-based instruction: assessing student work using rubrics and citation analysis to inform instructional design by Alan Carbery, Sean Leahy
There are also conference reports and book reviews
http://ojs.lboro.ac.uk/ojs/index.php/JIL/index
Photo by Sheila Webber: wild rose, Sheffield, June 2015
The presentations from the University of Sheffield's annual Learning and Teaching Conference are available. I didn't put in a paper this year, but there are a couple of presentations about information literacy from librarians here at Sheffield, and several related to digital literacy. http://www.sheffield.ac.uk/lets/cpd/conf/2015/prog
Volume 43 issue 1
- Teaching “format as a process” in an era of Web-scale discovery by Kevin Patrick Seeber (pp. 19 - 30)
- Badge it!: A collaborative learning outcomes based approach to integrating information literacy badges within disciplinary curriculum by Emily Ford , Betty Izumi , Jost Lottes , Dawn Richardson (pp. 31 - 44)
- Learning information literacy through drawing by David James Brier , Vickery Kaye Lebbin (pp. 45 - 67)
- One-shot Wikipedia: an edit-sprint toward information literacy by John Thomas Oliver (pp. 81 - 97)
- Flashlight: using Bizup’s BEAM to illuminate the rhetoric of research by Kate Rubick (pp. 98 - 111)
- Leveraging adult learning theory with online tutorials by Rebecca Halpern , Chimene Tucker (pp. 112 - 124)
- Integrating the thematic approach into information literacy courses by Elizabeth Price , Rebecca Richardson (pp. 125 - 136)
- Piloting a blended model for sustainable IL programming by Jody Nelson , Joan Morrison , Lindsey Whitson (pp. 137 - 151)
Volume 44 issue 2 (at time of writing this was early publication, so no page numbers)
- Learning from Degree-Seeking Older Adult Students in a University Library by Mary C. Aagard , Marilia Y. Antunez , Jaime N. Sand
- Evaluation of Sources: A New Sustainable Approach by Sharon Radcliff , Elise Y. Wong
- Using Interviews to Improve Relationships with Library Partners: A Case Study by Bridget Farrell
- Situated Information Literacy: History Instruction at a High School Early College by Meghann Walk
- Situating Information Literacy in the Disciplines: A Practical and Systematic Approach for Academic Librarians by Robert Farrell , William Badke
Go to http://www.emeraldinsight.com/loi/rsr
Photo by Sheila Webber: St Georges Church, Sheffield University: there are 3 peregrine falcons in this picture and since the photo isn't very sharp I have put red "x"s above them (a chick in the nest platform and one just-fledged chick on the ledge above the clock, and a parent bird sitting at the side). Click photo for full size. 2 June 2015
The latest C and RL (volume 76 no. 4 http://crl.acrl.org/content/76/4.toc) includes
- Katy Kavanagh Webb and Jeanne Hoover Universal Design for Learning (UDL) in the Academic Library: A Methodology for Mapping Multiple Means of Representation in Library Tutorials
- Amanda Rinehart, Jennifer Sharkey, and Chad Kahl Learning Style Dimensions and Professional Characteristics of Academic Librarians
Photo by Sheila Webber: Cow parsley, Gilbert's Pit, South London, May 2015
Char Booth: Cultivating Campus Collaboration http://ala.adobeconnect.com/p3asujae6d4/ ("For librarians who work in information literacy program development, creating and sustaining meaningful ties with a diverse range of campus stakeholders is an essential and complex task. This webinar will involve participants in a discussion about cultivating effective institutional collaborations, from identifying and engaging potential partners to curriculum mapping strategies to assessing (and sometimes ending) campus relationships.")
Sara Lowe: Developing Learning Outcomes http://ala.adobeconnect.com/p54qgg8dc4c/ ("For librarians who teach, learning outcomes are vital. Without them, it is difficult to assess learning and gauge success. This session will discuss all aspects of learning outcomes so that participants can integrate them into their teaching practice.")
Photo by Sheila Webber: spring path, Blackheath, May 2015
In my previous post I mentioned that Emily Wheeler was presenting at the LIRG AGM on 1st July. Embedded below is her presentation on the same topic given at the LILAC conference in April. Emily also blogged about LILAC at https://exlibrislinguist.wordpress.com/2015/04/13/teaching-or-training-my-lilac-presentation/ and
https://exlibrislinguist.wordpress.com/2015/04/16/another-lilac-blog-post-workshop-on-hunting-assumptions/
- A "53 ideas" series on the SEDA blog. The blog is publishing Graham Gibbs’ 53 Powerful Ideas All Teachers Should Know About (Gibbs is an educationalist of many years experience) and encouraging others to contribute ideas once they've finished the 53! https://thesedablog.wordpress.com/ (SEDA is "the professional association for staff and educational developers in the UK" and has useful material for higher education teachers).
- Latest issue of the open access Journal of Educational Technology & Society http://ifets.info/issues.php?id=66
Photo by Sheila webber: spring along my path to work, May 2015
Photo by sheila Webber: Copper beech, new leaves, May 2015
Photo by Sheila Webber: fallen cherry blossom petals, April 2015
Photo by Sheila Webber: spring branch, May 2015
Photo by Sheila Webber: Balloons at the start of the London Marathon on Blackheath, April 2015
Photo by Sheila Webber: cherry blossom in my garden this morning
Julia Davies (School of Education) and Ros Walker talked about Going the distance: working with remote learners. I liked the fact that they used the term flexible learning, identifying that there are many ways of engaging with learning at a distance. They also highlighted Gilly Salmon's 5 stage model of online learning, as described here: http://www.gillysalmon.com/five-stage-model.html
Finally, I gave a short talk called: Futurelearning! Reflections on teaching in a Futurelearn play MOOC (the theme for the whole conference was “Futurelearning”, by the way). This is embedded below. In this talk I took three frameworks for analysing the teaching-learning environment and reflected on the Exploring Play MOOC in which I was an educator and (as a contrast) the core module Information Literacy on a campus based programme. The three frameworks were: Entwistle et al’s (2004) map of the teaching-learning environment (which I find useful when thinking about learning design and the different factors which impact on it); Conole’s (2014) 12 dimensions of MOOCs (the analysis for this was on a separate handout, but I list the dimensions in the ppt) and Sharpe et al’s (2006) dimensions of blended learning. For me, they each provide a useful lens for reflecting on what kind of learning and teaching is happening.
References
Conole, G. (2014). A 12-Dimensional classification schema for MOOCs.
Entwistle, N., Nisbet, J. and Bromage, A. (2004). Teaching-learning environments and student learning in electronic engineering: paper presented at Third Workshop of the European Network on Powerful Learning Environments, in Brugge, September 30 – October 2, 2004.
Sharpe, R. et al. (2006). The undergraduate experience of blended e-learning: a review of UK literature and practice. York: HEA.
He identified three ways of diagnosing failure: as lack of capability (and he felt there were issues with this: could capability always be accurately assessed?); as “a standard level of performance temporarily affected by external factors” (aka as “my gran died” i.e. it refers to the type of circumstances that (someone decides) are allowable as a reason for not having performed well); and finally as “a misalignment of task and effort”.
It was this last one which he found most persuasive. Tim stressed that the learner has always been doing “something”, even if it wasn’t what the educator hoped or wanted (e.g. the learner might have been out having a good time, or have paid someone else to do the work – but that was still “something”). He felt that identifying the “something” gave a starting point for engaging with the student. It also helped to focus on identifying – why has this misalignment happened? what could educator and student do to prevent the misalignment?
One of Tim’s recommendations was: Holt, J. (1982). How children fail. Rev. ed. DaCapo Press. ISBN 9780201484021
Leo Care and Daniel Jary, from the School of Architecture, talked about two types of projects: MatterReality (a first year project) and Live Projects (a Masters level project). They are not to do with information literacy, but I’ll put links to some of the projects’ websites and social media as I found them interesting. For MatterReality, students end up constructing a conversation space out of one material, which gets displayed in the centre of Sheffield https://instagram.com/matterreality and https://matterreality15.wordpress.com/. In Live Projects http://www.liveprojects.org/, the students work on projects for real clients (mostly 3rd sector, community groups). Care and Jary did provide some interesting points on how the group work was managed, and as with the next speakers, they included reflective elements in assignments.
Pam and Barbara analysed 25 students’ work, using (as you would guess from the title) situational analysis. Using this technique they identified actors (e.g. the student, the client), actants (e.g. ways of communicating), temporal elements (e.g. reflecting on past experiences of group work), silent actors/actants (i.e. things not mentioned e.g. very little mention of internet, wifi), discursive constructions (e.g. valuing each other’s contributions) and major issues or debates(e.g. importance of keeping in touch with the group).
In terms of implications for teaching, these included that (i) students used lots of different ways to communicate, with groups settling on the way that pragmatically worked best for that group (so the same way e.g. Facebook, email, was not best for every group); (ii) face to face group meetings were important, but there were issues around arranging and attending them; (iii) although the educators had put in a good deal of support and scaffolding, this was not mentioned by students (it was a “silent” item; (iv) students were not distinguishing work from social identities.
This identified (for example) the need to make it easier for students to arrange and manage face to face group meetings; the issue of the educator support could be seen as a positive (something the students used and took for granted), or perhaps its contribution to successful group work needed to be emphasised more.
Photo at the start of the post by Sheila Webber: blackthorn blossom, March 2015