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Second Life is a trademark of Linden Labs Developing diverse learners’ conceptions of information literacy through different tools and spaces Sheila Webber Inf6350: Information resources and information literacy (IL) MOLE Virtual Learning Environment Inf6350: Intervention 1 Conceptions of IL • In 2009/10 83 students • Mainly taking MSc Information Management or MA Librarianship programmes • From a total of 12 countries, including 30 from China Core module Semester 1 By the end of the module students will: • understand key aspects of information literacy and information behaviour including: the nature of information needs, information seeking strategies, and the complexities entailed in satisfying information needs; • be able to demonstrate and evaluate their information literacy, for example expertise in accessing, using, comparing and evaluating information resources such as Web of Science, the Internet and DIALOG. Assessment: an individual annotated bibliography, a literature review and a reflective report on the student’s Information Literacy Using the 3D world, Second Life (SL) to explore meaning of IL Reference Webber, S. Boon, S. and Johnston, B. (2005) “A comparison of UK academics' conceptions of information literacy in two disciplines: English and Marketing.” Library and Information Research, 30 (93), 4-15. http://www.lirg.org.uk/lir/ojs/index.php/lir/article/view/197/242 Aims for this exercise: “ Develop your knowledge of research into IL “Identify your own views/experience of IL “Improve your ability to use MOLE (WebCT)” Find the “thread” for your category on MOLE and make a posting to show your choice “Read through the article, in particular the description of each Category of IL conception” “Choose a conception that you feel is nearest to how you view information literacy” Emphasised there is no “right, answer” only the right answer for you” If had not yet chosen a conception: “What will you chose and why?” “Why do you find it difficult to chose?” Relevant to “7 Pillars of Information Literacy” assignment: evidence of IL perspective Basis: conceptions of IL derived from phenomenographic research (Webber et al, 2005) Each conception posted to a discussion thread on MOLE “This viewpoint is near to mine. I think being thinker and questioner helps us to understand information better also its helpful for our personal development” Discussion The international information literacy logo: http://infolitglobal.info/ Week 1 Week 2-3 Week 4 Class reflection on their choice: Do educators & library/information professionals need to do anything differently help people develop this form of information literacy? Post-it 63 responses (75%) Assessment Top IL concepts: Solving real-world problems; Becoming confident, autonomous learners and critical thinkers Lecture Reading Aims: •“To develop your understanding of the SCONUL 7 Pillars of Information Literacy •“To identify the aspects of Information Literacy relevant to your future careers Output •“You will create depictions, in words and graphics, of the way in which information literacy will be relevant to your career. You will work in small groups to produce these depictions on flip chart paper. In week 7 you will make these into a poster display that people outside this class may view.” Inf6350: Intervention 2 IL in my future career Post-it exercises “Helping users understand the broader information context – not just task focussed – also personal and professional needs and contribution to society” Week 6: Preparation Week 7: Presentation Inf6011: Educational Informatics By the end of the module students will be able to demonstrate understanding of: • policy frameworks driving developments in the use of ICT in learning, teaching and training; • problems and issues that arise from use of ICT in learning • key relevant learning theories, design principles, and development, delivery and evaluation/research methods; • the impact of ICT on the experience of learning; • the roles of information specialists in designing, supporting etc. learning with ICT; Optional Semester 2 module -- 50% of assessment is a group report including “an evaluation of the educational potential and limitations of Second Life” With thanks and acknowledgements to Nigel Ford the Inf6350 class Overall approach: SL Orientation, tours, conferencing; students report/reflect on their experiences “KS: This really emphasises how context influences perceptions of information literacy” tH: “IL helps people critically appraise resources” LA :“ information literacy just open my mind to think better about finding, locating and evaluate information” BUT Increasing insight into IL for both students and educators Flexible spaces 1 hour exhibition in the Information Commons, with all students + staff & librarians; part of IL Week Career focus varied e.g. academic or public library, IT consultant, Government work Visit to virtual exhibition “What Information/Literacy means to me” Exhibition created by Webber using research quotes about personal meaning of IL Students chat their own reactions and concepts of IL Can be captured in text chat and as “post-its” on virtual notice board Stimulated reflection on 3D medium and IL Some technical issues to address Increasing insight into IL for both students and educators Poster: Affra Al Shamsi, Stephen Burton, Jiexiong Cai Poster: Adrian Lewis and Shujie Wang Poster: Chandrani Maitra, Dan Guo, Philip Greaves, Weilong Guo, You Lu, Li Xiang Tools & spaces used in examples