Role delineation in an iterative, cognitive skills based model of Information Literacy Judith Keene and John Colvin, University of Worcester, U.K. Justine.

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

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

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

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

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

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

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

Common themes

• Delivery by:– Collaboration– Reinforcement

• Delivery– Embedding in curriculum– Assessment Related– Timely– Contextualised learning activities

Identify Information

Needs

Locate / Retrieve

Evaluate

Solve Problem

Model

Problem

Solution

Identify

Information

NeedsLocate / Retrieve

Evaluate

Solve Problem

Model: Locate/Retrieve Stage

Problem

Solution

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

Identify

Information

NeedsLocate / Retrieve

Evaluate

Solve Problem

Model: Evaluate

Problem

Solution

Evaluate

Cognitive Skills

Analysis: (High Level)Identifying relevant extracts

FactsDefinitionsTechniques

Evaluation - Fixed Criterion: (Medium/High)

Evaluating identified extracts againstRelevanceAuthority of

SourceTimelinessetc.

Identify

Information

NeedsLocate / Retrieve

Evaluate

Solve Problem

Model: Information Needs

Problem

Solution

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

Identify

Information

NeedsLocate / Retrieve

Evaluate

Solve Problem

Model: Solve Problem

Problem

Solution

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

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)

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

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

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

How/Who: Evaluation Stage

Evaluation - Fixed Criterion: (Medium/High)

DeliveryShort Joint presentationStudent Centred Activities in GroupsJoint Consolidation

Support1-1 Librarian Support

How/Who: Information Needs

Awareness: (Low Level)Concepts associated with problem

DeliveryRoutine Delivery of Course

Support1-1 Support: Lecturer or Subject

Specialist Librarians

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

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

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

Identify Information

Needs

Locate / Retrieve

Evaluate

Solve Problem

Information Literacy v Model

Problem

Solution