jonathan smart, university of plymouth, 17.3.08 we’re in this together – getting involved...
TRANSCRIPT
![Page 1: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/1.jpg)
Jonathan Smart,
University of Plymouth,
17.3.08
We’re in this together – getting involved through information
literacy strategies that encourage reflection through collaboration between faculty, student and
information professional
![Page 2: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/2.jpg)
OutlineContext
Connecting with the curriculum
The nature of the assignment
Reflective approach
Collaborative teaching
IL & study skills
Student feedback
Concluding thoughts
![Page 3: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/3.jpg)
‘...evidence suggests that IL is still treated as an elective skill set on the periphery of the core curriculum in most disciplines’
McGuinness (2007 p26)
![Page 4: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/4.jpg)
Context PGCE / Cert Ed students, HE levels – 3 / 1.
NQF levels 6 / 4 F/t / p/t SWAST Diverse backgounds c. 50% SWAST cohort no education beyond
secondary school Demanding & challenging curriculum Strong need for effective IL skills
![Page 5: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/5.jpg)
Connecting with the curriculum
Essential to connect IL with curriculum
(Bundy 2004, Johnston & Webber 2003, Grafstein 2002 etc.)
PBS students – relevance to business success
Reflective practice integral to curriculum + PDP
Dual function as diagnostic – mutual gain Study skills element
![Page 6: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/6.jpg)
Schon’s reflective practitionerReflection-in-action: thinking on their feet – try apply
prior experience to new situations for new understanding
Reflection-on-action: later stage – write up account
of ‘journey’ , reflect in order to change / adapt. Action
following reflection - new theories & responses.
Constructivist.
![Page 7: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/7.jpg)
Other Reflection models
Kolb: Concrete experience; Observation & reflection; Forming abstract concepts; Testing in new situations
Boud & Walker – 3 stages of reflection: R. in action; R. mid-experience & R. after an event
John: Situation relates to other experiences?
Could have handled differently? Consequences of alternative actions? Feelings now? Experience changed way I know?
![Page 8: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/8.jpg)
The assignment Induction - orientation Hands-on ‘Facilitated Discovery’. Learn by
doing with help of coaching (Refl Practicum) ‘Safe’ environment First written assignment Importance of initial positive experience Diagnostic for PCET staff, students & me
![Page 9: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/9.jpg)
The assignment
As a consequence of the session you have received and
the follow-up work you have done, consider the following
diagnostic checklist of information literacy skills and
identify both the ones in which you feel that you have
now accomplished a working level of competency (i.e.
you can use them as part of the process of researching
for your coursework) and those that you consider you
are still in need of developing.
![Page 10: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/10.jpg)
You will then research around issues of diversity,
inclusion and equality of opportunity, producing a 500
word reflexive summary reflecting on your own personal
progress in acquiring and applying information literacy
skills, reflecting on both your successes and areas that
you are aware you still need to develop. You should
include the following:
![Page 11: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/11.jpg)
1. Information strategies you have found most effective
2. How you assess and critically evaluate what you find
3. What you have learned from the process
4. What further actions you need to take to further
develop your information literacy skills
5. How you will use the knowledge you have gained to
instil information literacy skills in your students
![Page 12: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/12.jpg)
Diagnostic checklist
![Page 13: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/13.jpg)
Diagnostic checklist cont.
![Page 14: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/14.jpg)
The reflective approach Get them thinking Cognitive, higher order skills Reflection key part of course and practice Raising levels of (self) awareness Reflexive for us too PDP key element of the course
![Page 15: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/15.jpg)
Assignment: prior knowledge
‘I started with Diversity. I have quite a lot of
background knowledge in this area as I was the
lead person for the Ambulance service this year at
Plymouth’s Respect festival....As a ‘mature’ student
I will probably take longer than the ‘normal’ student
to grasp things although I bring life skills with me
and the experiences that I have had so far in life.’
![Page 16: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/16.jpg)
Assignment: reflection
‘By using the basic reflective cycle of action;
reflection; revised action and reflection (Wallace,
2007) both myself and my students could analyse
information literacy. Therefore if I reflect by
exploring if I am acquiring the correct information, I
can revise my action by seeking another method to
get information, for example from another data base
or use a different key word and then reflect again.’
![Page 17: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/17.jpg)
Assignment: cascading benefits
‘Once I have mastered the art of e-resources I feel
that it will benefit my research and ultimately my
skills as a teacher. In time I am certain that I will be
able to do this efficiently and with confidence in my
ability.’
![Page 18: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/18.jpg)
Collaborative teaching Natural move to team teaching Learning from each other ‘Shared’ cognitive authority Reflexive process for us Mutual trust & confidence in each other
as professionals Expand horizons Part of tutorial programme Listed as ‘tutor’ in handbook
![Page 19: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/19.jpg)
Study skills & scholarship Request from PCET while planning programme Study skills & IL have natural fit More ‘territories’ (LD & Academic Support) Scholarship – overlap. Boyer (1990) E-learning – shared & adapted slides Predicated around faculty’s needs Relevance of AS confirmed
Professionally stretched Directly addressed faculty need Information professional directly alongside
faculty – shared territory
![Page 20: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/20.jpg)
Student collaboration Groups in refectory Wiki Joint tutorials with me ‘By spending more time accessing the resources by
trial and error, discussing best practice with colleagues and listening to there [sic] experiences, it will make me more efficient enabling me to spend time on relevant material’
‘Critical evaluation from these sources is
vital. Sharing findings and resources with
fellow students helps to expand resource
information’
![Page 21: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/21.jpg)
Questionnaire
![Page 22: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/22.jpg)
Students’ perceptions 100 % found FD either v.useful or useful 80% thought assignment useful for thinking
through IL issues 70% FD most useful 10% reflective assignment 20% both in conjunction 100% transferable to further coursework
![Page 23: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/23.jpg)
‘Other comments’‘without the practical session...would have appeared
very daunting’
‘Having never attended university prior to this
course, I found this exercise very useful’
![Page 24: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/24.jpg)
Concluding thoughts
Recipe for success(?): Think outside own territory Continuous communication Relate to curriculum – don’t be semi-detached Mutual understanding of drivers Comfort in shared professional spaces If in doubt - take it on Step outside comfort zone –
it’s good for us...
![Page 25: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/25.jpg)
Question
Where would/do you as an information professional
draw the line in terms of what you are prepared to
teach in order to promote the integration of IL in the
curriculum?
![Page 26: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/26.jpg)
References Bundy, A. (2004) Australian and New Zealand
information literacy framework: principles, standards and practice. 2nd ed. Adelaide: Australian and New Zealand Institute for Information Literacy
Grafstein, A. (2002) A discipline-based approach to information literacy. J of Academic Librarianship, 28 (4) pp197-204
Johnston, B., Webber, S. (2003) Information literacy in higher education: a review and case study. Studies in Higher Education, 28 (3) pp 335-352
![Page 27: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/27.jpg)
References (cont.) McGuinness, C. (2007) Exploring strategies for integrated
information literacy. Communications in information literacy, 1 (1) pp 26-38 [Online] . Available at: http://www.comminfolit.org/index.php/cil/article/view/Spring2007AR3/14 (Accessed 3.3.2008)
Pilerot (2006) How do students develop information
literacy – through formal education or social participation? Paper presented at E-Lit conference.
Smart, J. (2005) Cabinet reshuffle: from the Business to
the education portfolio – a practitioner’s reflections, Education libraries J. 48 (3) pp 5-8
![Page 28: Jonathan Smart, University of Plymouth, 17.3.08 We’re in this together – getting involved through information literacy strategies that encourage reflection](https://reader036.vdocuments.mx/reader036/viewer/2022062515/56649cc05503460f949870a4/html5/thumbnails/28.jpg)
Bibliography
Boyer (1990) Scholarship reconsidered: priorities
of the professoriate. Carnegie Foundation for the
Advancement of Teaching.
McGuinness, C. (2003) Attitudes of academics tothe library’s role. In: Martin, A. Rader, H. Informationand IT literacy: enabling learning in the 21st century. Facet Publishing, 244-254.