role delineation in an iterative, cognitive skills based model of information literacy judith keene...
TRANSCRIPT
![Page 1: Role delineation in an iterative, cognitive skills based model of Information Literacy Judith Keene and John Colvin, University of Worcester, U.K. Justine](https://reader036.vdocuments.net/reader036/viewer/2022062421/56649e615503460f94b5cb65/html5/thumbnails/1.jpg)
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-journalsAIMS• 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
![Page 10: Role delineation in an iterative, cognitive skills based model of Information Literacy Judith Keene and John Colvin, University of Worcester, U.K. Justine](https://reader036.vdocuments.net/reader036/viewer/2022062421/56649e615503460f94b5cb65/html5/thumbnails/10.jpg)
Identify
Information
NeedsLocate / 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 & magazinesLibrary StockInternet 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
NeedsLocate / Retrieve
Evaluate
Solve Problem
Model: Evaluate
Problem
Solution
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Evaluate
Cognitive Skills
Analysis: (High Level)Identifying relevant extracts
FactsDefinitionsTechniques
Evaluation - Fixed Criterion: (Medium/High)
Evaluating identified extracts againstRelevanceAuthority of
SourceTimelinessetc.
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Identify
Information
NeedsLocate / 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
NeedsLocate / 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 & magazinesLibrary Stock, Internet Resources
DeliveryShort Joint presentationSlides/Notes for Student use
SupportGeneral 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 OperatorsPhrase/Proximity Searches
DeliveryShort Joint presentationIndividual Student Centred Activities
Support1-1 Librarian Support
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How/Who: Evaluation Stage
Analysis: (High Level)Identifying relevant extracts
DeliveryShort Joint presentationStudent Centred Activities in GroupsJoint Consolidation
Support1-1 Support: Lecturer or Subject Specialist
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How/Who: Evaluation Stage
Evaluation - Fixed Criterion: (Medium/High)
DeliveryShort Joint presentationStudent Centred Activities in GroupsJoint Consolidation
Support1-1 Librarian Support
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How/Who: Information Needs
Awareness: (Low Level)Concepts associated with problem
DeliveryRoutine Delivery of Course
Support1-1 Support: Lecturer or Subject
Specialist Librarians
![Page 24: Role delineation in an iterative, cognitive skills based model of Information Literacy Judith Keene and John Colvin, University of Worcester, U.K. Justine](https://reader036.vdocuments.net/reader036/viewer/2022062421/56649e615503460f94b5cb65/html5/thumbnails/24.jpg)
How/Who: Information Needs
Analysis: (High Level)Analysing problem to identify
Problem aspects requiring further informationKey words
DeliveryShort Joint presentationStudent Centred Activities in GroupsJoint Consolidation
Support1-1 Support: Lecturer or Subject
Specialist Librarian
![Page 25: Role delineation in an iterative, cognitive skills based model of Information Literacy Judith Keene and John Colvin, University of Worcester, U.K. Justine](https://reader036.vdocuments.net/reader036/viewer/2022062421/56649e615503460f94b5cb65/html5/thumbnails/25.jpg)
How/Who: Problem Solving Stage
Analysis: (High Level) Decompose problemEvaluation: (High Level) Information (against detailed problem needs)Synthesis: (High Level) Build a solution from retrieved information
DeliveryRoutine Delivery of Course
Support1-1 Support: Lecturer or Subject
Specialist Librarians
![Page 26: Role delineation in an iterative, cognitive skills based model of Information Literacy Judith Keene and John Colvin, University of Worcester, U.K. Justine](https://reader036.vdocuments.net/reader036/viewer/2022062421/56649e615503460f94b5cb65/html5/thumbnails/26.jpg)
How/Who: Problem Solving Stage
Application: (Medium Level)Apply techniques e.g. Report structuring
Referencing
DeliveryShort Joint presentationSlides/Notes for Student use
Support1-1 Support: Lecturer or Librarian
![Page 27: Role delineation in an iterative, cognitive skills based model of Information Literacy Judith Keene and John Colvin, University of Worcester, U.K. Justine](https://reader036.vdocuments.net/reader036/viewer/2022062421/56649e615503460f94b5cb65/html5/thumbnails/27.jpg)
Identify Information
Needs
Locate / Retrieve
Evaluate
Solve Problem
Information Literacy v Model
Problem
Solution