scholarly journals Enhancing Students’ Tertiary Blended Learning Experience Through Embedding Digital Information Literacy

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Bettina Kathrin Schwenger
Keyword(s):  
Blended Learning ◽  
Information Literacy ◽  
Literacy Development ◽  
Learning Experience ◽  
Digital Information ◽  
Tertiary Institutions ◽  
Teachers And Students

This article argues that integrating practices of digital information literacy can support a learner-centred, developmental blended learning experience. It considers the consequences of blended learning delivery for teachers and students and how the affordances of such delivery might benefit digital information literacy development. Additionally, the article aims to contribute to a discussion about the design of blended learning for digital information literacy development in tertiary institutions.

Reinforcing information literacy development through a subject-focused resource-based project

2016 ◽  
Vol 50 (4) ◽  
pp. 386-398
Author(s):  
Halida Yu ◽  
A. Abrizah ◽  
Rafedzi E.R.K ◽  
Siti Nurul Maryam Abdullah
Keyword(s):  
Secondary Schools ◽  
Information Literacy ◽  
Literacy Development ◽  
Learning Experience ◽  
Information Gathering ◽  
Individual Interviews ◽  
School History ◽  
Student Focus ◽  
Teachers And Students ◽  
Group Interviews

This paper discusses the findings of research investigating the implementation of a resource-based school history project in Malaysian secondary schools. It seeks to understand how the project contributes towards students’ information literacy development. The study took place in selected secondary schools in Kuala Lumpur, Malaysia. A total of 23 students and 5 teachers from four schools participated in the study, employing (a) student focus group interviews, (b) teacher individual interviews, (c) observation, and (d) document analysis as the data collection techniques. In general, although the history project is considered a “research” project by teachers and students, it is found to be a cursory information-gathering and information-compilation type of assignment, which is fully guided by the project guidelines or instructions. While teachers employ a mixture of teaching approaches in the project instruction, the efforts are concentrated on subject matter-related issues such as subject content and project instructions fulfillment. The larger learning experience such as information literacy and learning skills development, as well as research and report writing enhancement, appear to be overlooked in the instructions. The findings also show that (a) information literacy is loosely defined, (b) the “information gathering and information compilation” of the project task is of a superficial nature, and (c) inadequate guidance from teachers has resulted in low information literacy development among students. This study highlights the critical need to address information literacy in the education system, design resource-based assignments with a clear information literacy focus, and the importance of support from teachers for successful development. It provides a foundation for further research on the development of information literacy-focused resource-based school project assignments.

scholarly journals Designing Blended Learning to Foster Students’ Digital Information Literacy: Developing an In(ter)vention

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Bettina Kathrin Schwenger
Keyword(s):  
Blended Learning ◽  
Information Literacy ◽  
Development Process ◽  
Academic Literacy ◽  
First Year ◽  
Digital Information ◽  
Tertiary Institutions ◽  
Face To Face ◽  
Practice Opportunities ◽  
Face To Face Learning

How to integrate online with face-to-face learning appropriately is an often-discussed question as New Zealand tertiary institutions increasingly offer blended learning. In this context, there is a need to develop students’ academic literacy, for example digital information literacy (DIL) as its significance for study (Feekery, 2013) and workplace (Bruce, 2004) success is well recognised. Embedding DIL in a blended learning course offers teachers options to create additional learning and practice opportunities for students. My research explores how blended learning design can support DIL, with a particular focus on the potential of online learning affordances. The article reports on the iterative process of creating an embedded digital information literacy (DIL) in(ter)vention aligned with the assessment in a first-year undergraduate course and focuses on the four online resources developed. The research is still in progress and this article therefore addresses the development process rather than the findings.

scholarly journals Which educational role can Libraries play in a University learning environment?

2010 ◽  
Vol 2 (1) ◽  
Author(s):  
Alexandra Angeletaki
Keyword(s):  
Information Literacy ◽  
Learning Experience ◽  
Digital Information ◽  
Research Strategies ◽  
Spring Semester ◽  
Final Exam ◽  
First Year Students ◽  
Technology Application ◽  
University Library ◽  
Project Coordinator

Objective – This study assesses the skills of students in information literacy through course work, embedded in the curriculum. Methods – Data has been collected trough five different modes: From questionnaires, journals by students and teachers of the research strategies used during the course Classroom instruction and observation of skills and technology application proficiencies Face to face conversation with the students and the faculty members involved in the program. Web-organised library survey. Project coordinator: Alexandra Angeletaki, University library of Trondheim Email: [email protected] Description: The traditional way of assessing library service quality is to measure the numbers of users and resource materials purchased each year by the library users (Quantitative). But can this type of information help the Library to establish itself as an important educational component, meeting its role in the digital information world with a high academic standard that can influence the research outcome of the faculty it serves. What will the future Library environment be, if one takes in consideration the technological change of the library in place to the library in “Space”? The aim should be to maximise not only the services in numbers as they are easy numeric figures to measure, but in quality that meets the academic requirements of a research Library with educational programs exerting influence on the learning experience of its users. It is consequent then that such a measurement will have to be empowered in order to increase academic literacy and research competence.The University Library of Trondheim has been working the last 2 years in collecting data about the learning process of archaeology students trained in Information literacy workshops in collaboration with the Institute of Archaeology from the University of Trondheim.In 2010 our department introduced the use of reading devices for first year students of two different curriculums Archaeology and Chemistry. Three reading devices were filled up with the texts of the subjects taught and the students that were chosen to participate in the program will be giving at the end of the Spring semester 2010 an account of the use of the reading devices. The overall aim of the project is to collect data about the use of e-books and digitised documents for a specific purpose as important as the final exam.

scholarly journals The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing

2014 ◽  
Vol 6 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Barbara Anne Sen ◽  
Pamela McKinney
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Development ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Learning Experience ◽  
Reflective Writing ◽  
Professional Skill ◽  
The University

Reflective writing is a key professional skill, and the University of Sheffield Information School seeks to develop this skill in our students through the use of reflective assessments. Reflection has been used as a means of supporting Information Literacy development in the Higher Education context and recent pedagogical IL frameworks highlight the important role of reflection. This paper presents an analysis of Undergraduate students’ reflective writing on one module. The writing is mapped against two models of reflection to understand the nature and depth of the students’ reflection and through this understand their Information literacy development, with the overall aim of improving the teaching and learning experience for the future. Key findings are that students did reflect deeply and identified a number of ways in which they felt their IL had developed (e.g. developing a knowledge of specialist sources), ways they could have improved their information literacy practices (e.g. through storing information in a more organised fashion), and ways that we could improve our teaching (e.g. by providing appropriate scaffolding for the activities).

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

The Influence of Professional Development on Teachers’ Implementation of the Teaching Personal and Social Responsibility Model

2015 ◽  
Vol 34 (4) ◽  
pp. 603-625 ◽  
Author(s):  
Okseon Lee ◽  
Euichang Choi
Keyword(s):  
Professional Development ◽  
Social Responsibility ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Cultural Differentiation ◽  
Teachers And Students ◽  
Common Goals ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The purpose of this study was to examine the influence of a professional development (PD) program on teachers’ implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data were collected from interviews with the teachers and students, observations, and teachers’ reflective journal entries. The findings revealed that PD enhanced the fidelity of implementation in terms of improving structural adherence, facilitating coherent instructional delivery, and making the students more active and responsible. The PD also helped the teachers to adapt the model by developing cultural differentiation strategies, modifying existing components, and extending the implementation of the TPSR through connection with other subjects or activities. The teachers found that the PD facilitated their implementation of TPSR by giving them common goals, empowering them as creators of knowledge, and providing a continuous and authentic learning experience.

scholarly journals A Blended Learning Experience for Teaching Microbiology

2006 ◽  
Vol 70 (5) ◽  
pp. 120 ◽  
Author(s):  
Pilar Sancho ◽  
Ricardo Corral ◽  
Teresa Rivas ◽  
María Jesús González ◽  
Andrés Chordi ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Experience

Adapting Pandemic Practices for the Future: Blended Learning Model for Online Advocacy Training in Pakistan

2021 ◽  
Vol 8 (2) ◽  
pp. 144-157
Author(s):  
Hadia Awan
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Training Session ◽  
Skills Training ◽  
Virtual Learning Environment ◽  
Formative Assessments ◽  
Grading Policy ◽  
Research Areas ◽  
Teachers And Students ◽  
Effective Use

The challenge of teaching a skill-based course online, during pandemic unfolded lasting/ground-breaking opportunities for teachers and students of law alike. For the advocacy skills' training course, a suit for dissolution of marriage was selected and training was divided into 12 steps. The pre-planned semester calendar of the University was followed, but in the virtual learning environment (VLE), sessions were held mostly synchronously by using an indigenized blended learning (BL) model. Station rotation (SR) and the flipped classroom (FC) were also indigenized for effective use. Indigenization of BL was done. SR was done by creating stations comprising research areas involved in the trial for dissolution of a marriage. The FC was used to make students learn lectures beforehand, and all simulations, role-plays and activities were done in class. On-spot grading was done on assessment rubrics by using standard observation forms, generated based on extracted principles. All rubrics and standard forms were shared and discussed with students to build trust in the VLE. The asynchronous mode was also used, but only for the sake of supplemented learning. The grading policy was revised, and the curves of summative and formative assessments were flattened. A total of 45 students were trained, out of whom 26 scored A, four A–, two B, five B+, one B–, one C, one C+, one C– and four got F (for not participating at all). The outcome was encouraging. After completion of the semester, the need assessment survey culminated in a hands-on training session for the Faculty of Law (FoL). Participants designed courses using the BL model and found the methodology effective for future use in regular classes.

Examining digital information literacy as a determinant of women's online shopping behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Munazza Mahmood ◽  
Syeda Hina Batool ◽  
Muhammad Rafiq ◽  
Muhammad Safdar
Keyword(s):  
Information Literacy ◽  
Online Shopping ◽  
Literacy Skills ◽  
Shopping Behavior ◽  
Digital Information ◽  
Content Type ◽  
Information Literacy Skills ◽  
Information Professionals ◽  
Online Shopping Behavior

PurposeThe present study aims to examine the current digital information literacy (DIL) skills of female online shoppers in Lahore city of Pakistan. Data were gathered from a purposive sampling of women, aged between 20–50 years who were buying products online, not from the traditional retail stores. Out of 309 received questionnaires, 269 responses were useable and were utilized for data analysis. Descriptive and inferential statistics were used to deduce inferences.Design/methodology/approachQuantitative research approach was employed for this study, and a survey was conducted to collect the data from the study's respondents. For data analysis, descriptive and inferential statistics were used.FindingsResults revealed that the digital information literacy skills of women were good to a moderate level. However, they were not confident in applying advanced searching options. In accordance with what was hypothesized in a directional hypothesis, DIL was found to be a strong predictor of online shopping behavior of women, consequently highlighting the importance of such competencies in modern life. Other findings illustrate that participating women rarely engaged in online shopping and felt hesitation in using credit/debit card for online transactions.Research limitations/implicationsThese observations highlight the important role of information professionals in creating digital literacy among different population groups, specifically women, by planning digital information instruction through courses, workshops and trainings. This could eventually be possible with the dynamic role of librarians or information professionals in the society.Originality/valueThe present study adopts the unique approach of measuring online shopping behavior of female shoppers in connection with their digital information literacy skills.

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