OER evaluation as a means of teaching information literacy in individual and small group settings

2017 ◽  
Vol 59 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Sarah Evelyn ◽  
John Kromer
1994 ◽  
Vol 57 (3) ◽  
pp. 76-78
Author(s):  
Sue Rugg

This article presents the results of a national postal survey to determine the type and amount of educational input on HIV/AIDS received by British occupational therapy students. All respondents (18/25 courses, 72%) indicated that they currently provided such input, with an average of 11.9 hours of course time being devoted to it. The majority of presenters were occupational therapists, although colleagues from many other backgrounds were also involved. Much of the material was considered in small group settings, with the content being balanced among a range of aspects. The article concludes that most British occupational therapy students are ‘positively prepared’ to work with clients with HIV/AIDS.


2017 ◽  
Vol 51 (2) ◽  
pp. 545-560 ◽  
Author(s):  
Lorna Dawes

This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse communities. When information experiences are intentional, and involve using and teaching information use while learning the discipline content, this becomes “informed learning”, which is a pedagogical construct developed by Christine Bruce (Bruce and Hughes, 2010) that involves experiencing information in new ways while learning disciplinary information behaviors and content. This study gives new insight into the nature of this “informed learning” in first-year college courses and reveals that faculty create cultures of inquiry in their classes and, in so doing, treat information literacy as central to their disciplines. In addition to providing a more substantial understanding of faculty perceptions of teaching information use, the study indicates that the new ACRL Framework for Information Literacy and the changes to SCONUL Framework reflect an approach to teaching information literacy that will be welcomed in the college classroom.


2012 ◽  
Vol 367 (1589) ◽  
pp. 704-716 ◽  
Author(s):  
Kenneth T. Kishida ◽  
Dongni Yang ◽  
Karen Hunter Quartz ◽  
Steven R. Quartz ◽  
P. Read Montague

Measures of intelligence, when broadcast, serve as salient signals of social status, which may be used to unjustly reinforce low-status stereotypes about out-groups' cultural norms. Herein, we investigate neurobehavioural signals manifest in small ( n = 5) groups using functional magnetic resonance imaging and a ‘ranked group IQ task’ where implicit signals of social status are broadcast and differentiate individuals based on their expression of cognitive capacity. We report an initial overall decrease in the expression of cognitive capacity in the small group setting. However, the environment of the ‘ranked group IQ task’ eventually stratifies the population into two groups (‘high performers’, HP and ‘low performers’, LP) identifiable based on changes in estimated intelligence quotient and brain responses in the amygdala and dorsolateral prefrontal cortex. In addition, we demonstrate signals in the nucleus accumbens consistent with prediction errors in expected changes in status regardless of group membership. Our results suggest that individuals express diminished cognitive capacity in small groups, an effect that is exacerbated by perceived lower status within the group and correlated with specific neurobehavioural responses. The impact these reactions have on intergroup divisions and conflict resolution requires further investigation, but suggests that low-status groups may develop diminished capacity to mitigate conflict using non-violent means.


Author(s):  
Jilliane Yawney

The objective of this qualitative research project was to determine if storytelling would improve grade four students’ information literacy. A storytelling program was presented to a class of 21 grade four students. This storytelling pro-gram was designed from a constructivist framework and was used to guide the students through Carol…L’objectif de ce projet de recherche qualitative était de vérifier si la narration permettrait d’améliorer les résultats d’élèves de quatrième année en ce qui concerne la maîtrise de l’information. Un programme de narration a été présenté à une classe de 21 élèves de quatrième année. Ce programme, conçu à partir d’un cadre constructiviste, a servi de guide pour les étudiants à travers les différentes étapes de l’approche du processus de recherche de Carol… 


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