Maryam Nazari PhD in Educational Informatics [email protected] Case Study for Information Literacy Research Department of Information Studies, University of Sheffield March 2010
Dec 17, 2014
Maryam Nazari
PhD in Educational Informatics
Case Study for Information Literacy Research
Department of Information Studies, University of Sheffield
March 2010
Definitions of some terms
ODL- Online Distance LearningGIS- Geographic Information Science/ SystemsGI - Geospatial information IL- Information Literacy
Maryam Nazari, University of Sheffield
Outline
Approaches to research IL Case study researchA contextual study of IL in ODL GIS
programmesA little case study game
Maryam Nazari, University of Sheffield
Approaches to research IL
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From IL to context
From context to IL
Current studies of IL
Case study approach
Phenomenography-Context of people’s information world (Bruce, 1997)- Disciplinary context (Webber et al., 2005; Leckie and Fullerton, 1999; Wu and Kendall, 2006)-Constructive grounded approach - Workplace context (Lloyd’s (2006)
Broad methodological term: to describe, implement or examine IL in a specific project, program, place or, more broadly, in a specific situation (e.g. Hadengue, 2005; Pinto and Sa, 2007; Tan and Theng, 2006)
Importance of context
Maryam Nazari, University of Sheffield
Concept and function of IL varies in different contexts
- Information world (Bruce, 1997) - Disciplines (Webber et al. 2005; Leckie
and Fullerton 1999; Wu and Kendall 2006) - Workplace (Lloyd, 2006) - Information society (Shapiro and Hughes,
1996)IL is supposed to prepare people for
lifelong learning in different eras and contexts
IL for problem-solving
Case study
“An empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident”.
(Yin 2003, 13)
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Features of case studyStudy of phenomena in real-life contexts
e.g. on-going events and situations Use of multiple data sources and methods
of data collection Understanding of processes and
relationships in the ‘natural setting’ of the case
A strong methodology for generating or testing theories
(Eisenhardt 1989; Stake 1998; Yin 1994)
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Types of case study
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Design PurposeOrientatio
n
Single MultipleHolistic Embedd
ed
IntrinsicInstrument
alCollective
Descriptive
Explanatory
Exploratory
Designs of case study
CONTEXT
Case
CONTEXT
Case
Embedded unit of analysis 1 (EUA1)
Embedded unit of analysis 2 (EUA2)
CONTEXT
Case
CONTEXT
Case
CONTEXT
CONTEXT
Case
Case
CONTEXT
Case
CONTEXT
Case
CONTEXT
Case
CONTEXT
Case
EUA1
EUA2
EUA1
EUA2
EUA1
EUA2
EUA1
EUA2
Embedded
(multiple units of
analysis)
Holistic
(single-unit of
analysis)
Single-case designs Multiple-case designs
Basic types of designs for case studies(Yin 1994, 40 quoting COSMOS Corporation)
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Models for doing case study
Yin’s model of case study methodology
Eisenhardt’s process of building theories from case study (1989)
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Yin’s model
(Yin 2003, 50)
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Eisenhardt’s process
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A Contextual Study of Information Literacy:
an Eisenhardt’s approach
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Introduction
Aim To develop a model of IL for ODL GIS
programmesRationale Lack of in-depth research on IL in ODL
environments Need for research IL in context and from the
point of view of people who experiencing it directly (e.g. while learning, teaching, problem-solving etc)
Methodology selection To address the questions To achieve the study aim
Embedded single case study
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Step 1- Getting started
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Question What does IL mean in ODL GIS
programmes?
Constructs Information Discipline Problem-solving
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Originality
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Step 2- Selecting cases
The case A partnership GIS Masters degree ODL
programme in the universities of Leeds, Southampton, and Pennsylvania State University
Suitability Theoretical – diversity and overlaps in
the modules Pragmatic – WUN awardDesign Single case Embedded (teaching and learning
experiences of GI/S) – 23 module
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Step 3- Crafting instruments and protocols
Questions How has GI and GIS been perceived and
experienced in the ODL GIS programmes? What competencies are needed to a) analyse a
GIS problem; b) to find, evaluate and use GI and c) solve GIS problems?
Key informants and methods Interview (20 educators, 7 students),
questionnaire (12 students), students’ reflection (36 students)
Observation, document study
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Triangulation
IL in ODL GIS
InterviewQuestionnair
eStudents’ reflectionDocument
study
Students
Programme directors
Educators
Interview transcriptions
Documents and field notesData from
questionnaires and students’ reflections
IL in ODL GIS
IL in ODL GIS
Methodology triangulation
Theory triangulation
Data triangulation
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Contribution of the multiple sources and methods in uncovering the various contextual aspects of IL
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Step 4- Entering the field
Access to the site – ethical issuesSheffield University – UK sitesPenn State – US site
Simultaneous data collection and analysisAdd or revise questions“further questions on the IL competencies e.g.
creating, manipulating, analysing and handling GI”
“what are the challenges and approaches to transferable learning in the ODL GIS programme?”
Add or revise tools“questionnaire, students’ reflection”
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Flexible and opportunistic approach
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Step 5- Data analysisWithin-unit analysis Write within-unit reportsExtract data on the conceptions of GI and GIS from
each source Wrote a report on the conceptions >> two
frameworks
Searching for across-units patterns – 32 reports
Ways of viewing and using GI and GISCompetencies needed to interact with, and use GI/SCompetencies needed to analyse and solve GIS
problemsChallenges and approaches to transferable learning
Final report
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Searching for across-units patterns
Maryam Nazari, University of SheffieldMaryam Nazari, University of Sheffield
Across-units analysis- final report
Maryam Nazari, University of SheffieldMaryam Nazari, University of Sheffield
Step 7- Shaping hypothesis
Conceptions and characteristics of GIConceptions and characteristics of GISProcess of problem-solving geospatiallyNature of GIS education in the ODL GIS
programme
Maryam Nazari, University of Sheffield
Maryam Nazari, University of Sheffield
Observation and document study
Step 7- Enfolding literature
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GIS education, curriculum design and approaches to the development of information literate GIS professionals
ODL and requirements for learning in this environment
Concepts of GI and GISIL literature and models (ACRL and SCONUL)IL literature with a focus on the adaptation
approaches to IL in e-environments
Step 8- Reaching closure
Constant comparison of the data with the emergent theory
Overlaps in the modules Replication in the findings Saturation in the early stages
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Concluding points
IL is a contextually‐constructed phenomenon New perspectives on IL emerged from the disciplinary,
physical and educational contexts of the case The need for IL in ODL GIS programmes lies in the
challenging nature of GIS education and variation in the ways of viewing and using GIS by different people and in different situations. This requires approaches facilitating independent, connective, transferable and lifelong learning.
The final model of IL was designed to facilitate overcoming these challenges by enabling learners to:
- Develop their way of viewing/using GI/S when interacting with a problem and the GI/S conceptions;
- Identify their information/competency‐needs through questioning their knowledge‐base and value system;
- Adopt appropriate information behaviour to acquire their information/competency‐needs;
- Connect their learning experience with their real‐life experiences and update themselves.
Maryam Nazari, University of Sheffield
Contributions
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New directions in the contextual research and practice of IL;
The first research‐based model of IL in ODL/e‐environments;
Addition of knowledge to existing disciplinary studies of IL;
Delivery of approaches to answer the dilemma of GIS education; using MG/SIL.
… let’s have a go!
Maryam Nazari, University of Sheffield
Think of the research project you have to do for this class and see how it would have to be redesigned to be a full case study:
The study aimThe population(s)The boundaries of the contextResearch question and constructs Unit(s) of analysis Data collection methods and toolsData analysis
References Bruce, C. (1997). Seven faces of information literacy. Adelaide: Auslib Press. Eisenhardt, K.M. (1989). "Building theories from case study research". The Academy of
Management Review, 14 (4), 532-550. Leckie, G.J. & Fullerton, A. (1999). "Information literacy in Science and Engineering
undergraduate education: faculty attitudes and pedagogical practices". College and Research Libraries, 60 (1), 9-29.
Lloyd, A. (2006). "Information literacy landscapes: an emerging picture". Journal of Documentation, 65 (5), 570–583.
Shapiro, J.J. & Hughes, S.K. (1996). "Information literacy as a liberal art". Educom Review 31 (2), http://www.educause.edu/pub/er/review/reviewarticles/31231.html (Accessed in 25 April 2006).
Stake, R.E. (1978). "The case study method in social inquiry". Educational Researcher, 7 (2), 5-8.
Stake, R.E. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications. Stake, R.E. (1998). "Case studies". In: Denzin, N.K. & Lincoln, Y.S. (eds.), Strategies of
qualitative inquiry, pp. 86-109. London: Sage. Webber, S., Boon, S. & 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.
Wu, Y.D. & Kendall, S.L. (2006). "Teaching faculty’s perspectives on business information literacy". Reference Services Review, 34 (1), 86-96.
Yin, R.K. (1994). Case study research: design and methods (2nd ed.). London: Sage.Maryam Nazari, University of Sheffield