Information literacy assessment by portfolio: a case study

2007 ◽  
Vol 35 (1) ◽  
pp. 41-70 ◽  
Author(s):  
Valerie Sonley ◽  
Denise Turner ◽  
Sue Myer ◽  
Yvonne Cotton
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Assessment Method ◽  
Literacy Assessment ◽  
Content Type ◽  
Small Cohort ◽  
The University ◽  
Practical Implications ◽  
Selection Of

PurposeThe purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment method took the form of a portfolio.Design/methodology/approachDuring 2004, all six credit modules at the University of Teesside had to be reviewed and restructured into ten credit modules. Following Biggs' principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of the assessment method was undertaken after the module had run.FindingsThe paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort.Research limitations/implicationsThe assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim.Practical implicationsThe tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of studentsOriginality/valueThere is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy.

Librarians and instructors developing student learning outcomes

2014 ◽  
Vol 42 (3) ◽  
pp. 484-498 ◽  
Author(s):  
Kacy Lundstrom ◽  
Britt Anna Fagerheim ◽  
Elizabeth Benson
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Student Learning Outcomes ◽  
Threshold Concepts ◽  
Content Type ◽  
Writing Instructors ◽  
Department Faculty ◽  
Practical Implications

Purpose – The purpose of this paper if to design a workshop that effectively facilitates the collaborative revision of student learning outcomes based on current research relating to competencies in information literacy (IL). Design/methodology/approach – This case study describes collaborations between librarians and writing instructors throughout an eight-week workshop. The workshop focused on using the results of assessments to revise learning outcomes and restructure instruction practices to help students in the areas they struggle with the most. Three significant frameworks, including threshold concepts, backward design and decoding the disciplines, were used to facilitate effective discussion and revise learning outcomes. Findings – The structure of the workshop based on three key frameworks stimulated innovation, fostered collegiality, prompted future collaborative opportunities and garnered buy-in for the importance and implementation of IL initiatives. This collaboration served as a pilot workshop for future plans to write and revise IL outcomes with other departments across campus. Practical implications – This study can serve as a model for future collaborations with any department faculty, especially when IL learning outcomes need to be articulated or revised. The frameworks described are particularly helpful for guiding this process. Originality/value – While much is written on librarian collaborations, this case study emphasizes the importance of creating even closer collaborative opportunities that place both non-library faculty and teaching librarians on equal footing, allowing everyone in the workshop to take part in the design and implementation of integrating IL into a program. It also gives concrete ways to use threshold concepts to discuss IL issues with faculty, which is a major focus of the newly drafted Framework for Information Literacy for Higher Education.

scholarly journals E‐books from MyiLibrary at the University of Worcester: a case study

2007 ◽  
Vol 41 (3) ◽  
pp. 217-226 ◽  
Author(s):  
Alison Taylor
Keyword(s):  
Technical Problems ◽  
Content Type ◽  
Library Users ◽  
User Access ◽  
Set Up ◽  
The Individual ◽  
The University ◽  
Practical Implications ◽  
Selection Of

PurposeThe purpose of this paper is to describe how an e‐books project was set up at the University of Worcester Information and Learning Services with the aim of improving user access to the range of textbook materials available.Design/methodology/approachDetails of the background and circumstances of the University and the effect of these on the process undertaken by the e‐books project group are described. The selection of an e‐books provider, MyiLibrary, and subsequent ordering, cataloguing and promotion activities are outlined.FindingsThis paper outlines the importance of tailoring the approach to e‐books acquisition to the individual institution. It is found that authentication is a major issue and that for e‐books packages to be successful, technical problems need to be kept to a minimum.Practical implicationsExamples to assist others in setting up e‐books provision are given. Technical difficulties and the range of titles available are both impediments to providing a full e‐books service.Originality/valueE‐books appear to provide greater access and flexibility to library users. Information and Learning Services fully intends to extend the range of e‐books available to students. This paper looks at the practicalities of setting up and expanding such a service.

Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
James Calleja ◽  
Patrick Camilleri
Keyword(s):  
Technology Use ◽  
Lesson Study ◽  
Group Discussion ◽  
Content Type ◽  
Self Reflection ◽  
Opportunities For Learning ◽  
Study Process ◽  
The University ◽  
Practical Implications

PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

Post-occupancy evaluation of outdoor spaces on the campus of the Federal University of Juiz de Fora, Brazil

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ana Clara Carvalho Tourinho ◽  
Sabrina Andrade Barbosa ◽  
Özgür Göçer ◽  
Klaus Chaves Alberto
Keyword(s):  
Critical Role ◽  
Future Research ◽  
Content Type ◽  
University Campuses ◽  
Post Occupancy Evaluation ◽  
Outdoor Spaces ◽  
The University ◽  
The Impact ◽  
Practical Implications

PurposeUsing the campus of a Brazilian university as case study, this research aims to identify which aspects of the outdoor spaces are the most significant in attracting people.Design/methodology/approachThis research relies on the application of different post-occupancy evaluation (POE) methods, including user tracking, behavioural mapping and questionnaires, on one plateau of the campus.FindingsThree group of aspects (socialization, proximity and infrastructure) were identified as key elements in explaining the impact of the campus physical characteristics on users’ behaviour. The results indicate that having characteristics of at least one group of aspects in those spaces can guarantee their vitality and, if there is presence of attributes of more than one group, liveliness can be increased.Research limitations/implicationsFurther studies should be conducted on an entire campus to identify other spatial elements in the three groups.Practical implicationsThis research contributes to the planning of future campuses and to solutions to the existed ones, indicating the most relevant spatial characteristics to be considered. Additionally, the combination of different methods may be useful to future research.Originality/valueMost of the investigations on the university campuses focus on the buildings, and little research has investigated the outdoor spaces, although they play a critical role in learning and academic life, where people establish social, cultural and personal relationships. In addition, studies using several POE allowed a consistent and complete diagnostic about the aspects of the campus, giving recommendations for future projects.

Ecological footprint: a tool for environmental management in educational institutions

2019 ◽  
Vol 20 (4) ◽  
pp. 675-690
Author(s):  
Katherine Ortegon ◽  
Pilar Acosta
Keyword(s):  
Ecological Footprint ◽  
Design Methodology ◽  
Educational Institutions ◽  
Practical Calculation ◽  
Content Type ◽  
Standard Tool ◽  
Sustainability Initiatives ◽  
The University ◽  
Practical Implications

Purpose The purpose of this paper is twofold. First, as few universities have assessed their ecological footprint (EF), a benchmark for Colombian universities is presented. Second, a practical calculation tool for measuring the EF in educational institutions (EIs) is developed. The purpose of this tool is to facilitate the process of assessing the EF in EIs that are starting sustainability initiatives and to unify criteria with those already involved. Design/methodology/approach The development of the Ecological Footprint for Educational Institutions (EFEI) calculator is detailed showing the seven categories analyzed and the adaptation to the Colombian context. Findings Results are presented from a case study of EFEI implementation at Universidad Icesi. Furthermore, the relation between these results and the action taken to mitigate EF at the university is detailed. Practical implications Colombian EIs have recently joined the sustainable campus movement. The EF methodology and this tool serve to assess impacts and identify what EIs can do to ameliorate their environmental stewardship. Social implications EIs are called on to lead by example in terms of sustainability, not only in teaching and researching cutting-edge technologies but also in being sustainable and transferring this knowledge to future generations. Originality/value First, an EF benchmark for Colombian universities is presented. In addition, a unified methodology for EIs is developed. The availability of a standard tool will encourage other EIs to move forward in the effort to achieve a sustainable campus.

Mobile phone vs paper-pencil mode of note-taking, a case study among the students of Bankura University

2019 ◽  
Vol 17 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Arnab Kundu ◽  
Tripti Bej
Keyword(s):  
Mobile Phone ◽  
Note Taking ◽  
Content Type ◽  
Modern Age ◽  
Wide Implication ◽  
Negative Impacts ◽  
Teaching Learning ◽  
The University ◽  
Practical Implications

Purpose The purpose of this study is to recommend the university authorities to build better teaching-learning environment for its students to use variables and multiple note-taking methods in class for best results fundamental in each method. Design/methodology/approach The study is a case study that follows a ‘problem-driven’ approach concerned specifically with providing practical solutions to real-world problems. A sample size of 320 respondents was obtained, in which 300 were university students selected from the first, second and third years of study and 20 were professors. Findings This case study made it very obvious to all that mobile phone note-taking is a regular practice among students at Bankura University. At the same time, the study also reveals that the practice does not significantly differ based on students’ sex. Research limitations/implications Based on the findings, the study recommends for the need to educate students on the importance of paper and pencil note-taking method so that they do not fall prey to such risks. A befitting environment should be created so that students can use various methods of note-taking in classrooms avoiding their negative impacts. Practical implications It has a wide implication in the modern age where cutting-edge technologies are shaping our course actions every day. We cannot keep ourselves from this technological association and our mobile phones have become our friend, philosopher and guide. In this scenario, this study bears a big implication in itself. Originality/value This study is based on the authors’ ground study and is purely original and unique in the true sense.

How can ecological fairs increase sustainability in a university campus?

2019 ◽  
Vol 20 (3) ◽  
pp. 515-529
Author(s):  
Luciana Londero Brandli ◽  
Amanda Lange Salvia ◽  
Leila Dal Moro ◽  
Vanessa Tibola da Rocha ◽  
Janaina Mazutti ◽  
...  
Keyword(s):  
Local Community ◽  
Social Economic ◽  
University Campus ◽  
Content Type ◽  
University Campuses ◽  
The Social ◽  
Short Period ◽  
The University ◽  
Practical Implications

Purpose This paper aims to highlight the contribution of ecological fairs to the promotion of sustainability in university campuses, based on a case study carried out at the University of Passo Fundo, located in Southern Brazil. Design/methodology/approach Producers and consumers of the ecological fairs were interviewed to analyse how the social, economic and environmental spheres of sustainable development are impacted by these fairs. In total, 24 interviews were conducted. Findings The results showed how fairs positively impact the academic and local community while bringing sustainability into university campuses. Research limitations/implications The main limitations of this study were the number of interviews and the short period during when the study was conducted. Practical implications This case study demonstrated how the promotion of ecological fairs on a university campus plays an important role in the implementation and practice of sustainability and can serve as an example for other institutions that intend to work on similar projects. Originality/value This paper contributes to the literature by providing a discussion on how ecological fairs represent a good addition in the process of universities to become more sustainable and which aspects of each sustainability sphere are involved.

Universities and smart specialisation strategy

2018 ◽  
Vol 19 (1) ◽  
pp. 67-84 ◽  
Author(s):  
Chiara Rinaldi ◽  
Alessio Cavicchi ◽  
Francesca Spigarelli ◽  
Luigi Lacchè ◽  
Arthur Rubens
Keyword(s):  
Sustainable Development ◽  
Knowledge Society ◽  
Regional Economies ◽  
Content Type ◽  
Social Sciences And Humanities ◽  
Smart Specialisation ◽  
The University ◽  
Practical Implications

Purpose The paper analyses the emerging role of Social Sciences and Humanities (SSH) universities in contemporary society via third- and fourth-mission activities. In particular, the paper investigates the potential contributions that SSH universities can offer in developing and enhancing capacities, supporting the changing conception of innovation coherently through a Smart Specialisation Strategy (S3) approach. Design/methodology/approach The case study presents multiple third- and fourth-mission activities carried out by the University of Macerata (Italy). The activities are framed according to the roles universities could have in supporting S3. Findings Within third- and fourth-mission activities, SSH universities can play different and broader roles (generative, absorptive, collaborative and leadership), which could support regions in designing and implementing S3. Practical implications The paper shows the important contributions that SSH universities can make in their regions, both to support S3 and enhance the transition to sustainable development. Social implications The article emphasises SSH universities’ multiple contributions to sustainable development and to innovation in the knowledge society/economy framework. Originality/value This case study captures SSH universities’ contributions to S3 and the wider innovation paradigm, by highlighting their transformational effect on regional economies.

Online induction programme with webinar: a case study

2015 ◽  
Vol 7 (1) ◽  
pp. 123-132
Author(s):  
Sharon Warren ◽  
Patricia Black ◽  
Elizabeth Mills
Keyword(s):  
Social Interaction ◽  
Design Methodology ◽  
Structured Interview ◽  
Learning Opportunities ◽  
Student Feedback ◽  
The Other ◽  
Content Type ◽  
The University ◽  
Practical Implications

Purpose – The purpose of this paper is to describe the introduction of an online induction programme including an interactive webinar on a distance learning course and to present student feedback on the programme. It focuses on lessons learnt and implications for others implementing similar induction programmes. Design/methodology/approach – A self-completion questionnaire was sent to all students enroled on the programme, including those who did not attend the webinar or participate in the online induction programme. This was followed up with a semi-structured interview. The analysis focused on the student experience of the induction programme. Findings – Overall, students reported to be satisfied with the online programme. The webinar encouraged engagement with some elements of the online workshop and was felt to complement the other learning opportunities available online. The webinar was particularly valued for providing a “face” to the course, facilitating interactivity among tutors and students and helping the students to feel part of the University. Students also reported that the webinar had the advantage of allowing a social interaction between them. Practical implications – A number of key changes related to multiple offerings of the webinar and the timing of activities in the online workshop were highlighted to encourage participation. Greater clarity on what is required in the induction and how long it would take would also encourage participation. Originality/value – This case study is one of the few to evaluate the inclusion of webinar technology within an online induction programme and, therefore, has value in this context.

Student work-placements from the company perspective: a case study

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Reina Ferrández-Berrueco ◽  
Lucía Sánchez-Tarazaga
Keyword(s):  
Future Research ◽  
Student Work ◽  
Content Type ◽  
Work Placement ◽  
Quantitative And Qualitative Research ◽  
University Services ◽  
Staff Recruitment ◽  
Practical Implications ◽  
Selection Of

PurposeThe aim of this paper is to report the motivations and perceived benefits of companies that collaborate with universities by offering student work-placement positions.Design/methodology/approachThe study follows a mixed methodology based on (1) a literature review on the topic, (2) a case study survey including companies that collaborate with one Spanish university in student work-placements and (3) meetings with collaborating companies in different countries and universities.FindingsThe most important reasons for collaborating in student work-placements were related to social duty, the opportunity of training students in company needs and as a source of staff recruitment. Conversely, the less rated motivators were improving the company's position within the sector, benefitting from university services and saving time in the selection of personnel.Research limitations/implicationsFuture research should include a bigger corpus of the number of universities and companies, as well as the type of collaborations with universities, in order to identify any resulting differences.Practical implicationsThe conclusions highlight the need to define/improve the mechanisms that contribute to a win-win context. This is the only way that collaboration can advance towards a genuine partnership that will provide an effective framework for universities and companies to effectively share the same objectives in training future employees.Originality/valueThese results are relevant because of the lack of quantitative and qualitative research on this topic.

Sign in / Sign up

Export Citation Format

Share Document