scholarly journals Information skills and library knowledge for higher education teachers

2020 ◽  
Author(s):  
Tatiana Sanches
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Information Literacy ◽  
Collaborative Work ◽  
Content Structure ◽  
Learning And Teaching ◽  
New Knowledge ◽  
Literacy Training ◽  
Information Skills ◽  
Fertile Area

The explosion of information, not only in print, but in a digital context has become a fertile area for exploring, transmitting, and disseminating information, enabling learning and teaching, transforming and creating new knowledge. Higher education teachers need to be aware of how to train and guide their students in multiple ways to knowledge, including the ability to deal with information in print and digital contexts, so information literacy training should be a priority. This paper aims to list the skills to be developed by these teachers, preferably integrated into their professional development. Starting from the framework of tried-and-tested models, a flexible and comprehensive content structure is proposed, considering the need for their transfer to students. The importance of collaborative work with higher education libraries is stressed.

scholarly journals The reflective information literacy educator

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Andrew Whitworth
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Information Literacy ◽  
Higher Education Institutions ◽  
Theory And Practice ◽  
Raising Awareness ◽  
Effective Use ◽  
The Way

The shift in perception, from librarians as providers of information to librarians as educators in the effective use of information, requires the profession to become aware of differing approaches to the development of teaching and of the professional consciousness of educators: also of the way certain forms of teaching and CPD are privileged over others within higher education institutions, and why. This paper reports on and synthesises a range of theoretical works in this area, to explain how becoming an effective information literacy educator requires not just an awareness of practice, but developing it, through a continous interaction between theory and practice. The librarian-as-educator must engage in professional development practices which, ultimately, require the continuous questioning of the very foundations of IL, and work actively towards raising awareness of these processes throughout their institutions.

Professional Development in Blended Practice

2018 ◽  
pp. 180-198
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Digital Technologies ◽  
Learning And Teaching ◽  
Online Technologies ◽  
Social Expectation ◽  
Higher Education Teaching

It is approaching two decades since digital technologies began infiltrating higher education in earnest, and the issue of whether or not technology should be used in higher education teaching is no longer a hot topic. The use of online technologies is considered an imperative by institutions, mostly for reasons of efficiency and social expectation. From the pedagogical perspective, the use of digital technologies infuses discussion about quality in learning and teaching but the net changes in practice are minimal. In the present chapter, a case is made for continued investment of effort into designing professional development that is effective in helping academics make use of digital technologies in ways beyond simple access to content. Findings from research into the factors likely to influence how academics use technology provide some evidence of the need to contextualize professional development around educator practices.

PROFESSIONAL DEVELOPMENT OF TEACHERS IN HIGHER EDUCATION INSTITUTIONS (BASED ON THE EXPERIENCE OF BORYS GRINCHENKO KYIV UNIVERSITY)

2018 ◽  
Vol 1 ◽  
Author(s):  
Nataliia Vinnikova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Decisive Factor ◽  
School Teachers ◽  
Essential Condition ◽  
Learning And Teaching ◽  
Professional Development Of Teachers ◽  
The Individual

Nowadays, higher education is not only an essential condition for the spiritual and professional development of the individual, but also a decisive factor in socio-economic transformation.Taking into consideration changing nature of learning and teaching at higher education institutions, the need for professional development of teachers is increasing. The main purpose of the thesis is to highlight the problem of professional development of academic staff, its relevance and importance for improving learning and teaching. There will be presented a model of teachers’ skills improvement implemented at Borys Grinchenko Kyiv University (Ukraine), as well as new approaches to the organization of training for higher school teachers that combine different training strategies for their development.

scholarly journals Bridging the Knowledge Gap between Secondary and Higher Education

2003 ◽  
Vol 64 (1) ◽  
pp. 75-85 ◽  
Author(s):  
Zorana Ercegovac
Keyword(s):  
Higher Education ◽  
High School ◽  
Secondary Schools ◽  
Information Literacy ◽  
Collaborative Work ◽  
School Level ◽  
High School Level ◽  
Educational Levels ◽  
Physics Teacher ◽  
Literacy Standards

This article suggests several intersections for possible collaboration among different educational levels and disciplines. It describes some of the collaborative work between a physics teacher and a librarian at a high school level. In particular, science-integrated information literacy competencies have been selected that may easily be mapped to, and extended for, higher education. The paper concludes with directions for further study and a crossover between information literacy standards for secondary schools and colleges.

scholarly journals Information Literacy: Past Approaches and Present Challenges

1995 ◽  
Author(s):  
Penny Moore
Keyword(s):  
Information Literacy ◽  
National Curriculum ◽  
Information Age ◽  
Thinking Skills ◽  
New Developments ◽  
Learning And Teaching ◽  
Information Problem Solving ◽  
Information Skills ◽  
Future Learning

Interest in information literacy is increasing as the information age challenges educators to keep abreast of new developments in subject matter and technology. In this article, past approaches to teaching aspects of information literacy are reviewed and their implications for future learning and teaching are discussed. The role of collaboration between teachers and librarians is mentioned and information problem solving is examined as a context for developing thinking skills essential to information literacy. Professional development for both educators and librarians is seen as crucial to success in implementing the National Curriculum with respect to information skills.

scholarly journals Conhecimento e aplicação da Framework da Literacia da Informação em bibliotecas de Instituições de Ensino Superior em Portugal

2019 ◽  
Author(s):  
Tatiana Sanches ◽  
Maria Manuel Borges
Keyword(s):  
Higher Education ◽  
Quantitative Study ◽  
Information Literacy ◽  
Questionnaire Survey ◽  
Higher Education Institutions ◽  
Review Of The Literature ◽  
Sufficient Knowledge ◽  
Initial Adhesion ◽  
Information Skills ◽  
The Universe

Objective. It is investigated the knowledge of the instrument emanated by the ACRL, the Framework for Information Literacy for Higher Education, held by Portuguese librarians working in Higher Education Institutions (IES) and to what extent it is being put into practice, demonstrating the capacities to a new curriculum for information competence.Method. The methodology adopted was a questionnaire survey, launched in the universe of higher education libraries in Portugal and the analysis of the results of the answers to the same. The quantitative study is based on a review of the literature on the emergence of the Framework and its international application.Results. A total of 25 responses were obtained from a universe of 177 libraries of higher education institutions in Portugal. The results reveal a sufficient knowledge of the instrument, but an application still incipient, showing an initial adhesion to this pedagogical tool.Conclusions. It should be noted that higher education librarians have concerns about the teaching of information skills, but they do not immediately adopt new international recommendations. Nevertheless, librarians are still permeable to the ACRL Framework proposals, which is demonstrated by the positive responses regarding its application.Objetivo. Investiga-se o conhecimento do instrumento emanado pela ACRL, a Framework for Information Literacy for Higher Education, detido pelos bibliotecários portugueses que exercem funções em Instituições do Ensino Superior (IES) e até que ponto este está a ser colocado em prática, demonstrando as capacidades pedagógicas destes perante um novo programa para a competência em informação.Método. A metodologia adoptada foi um inquérito por questionário, lançado ao universo das bibliotecas do ensino superior em Portugal e a análise dos resultados das respostas ao mesmo. O estudo, de base quantitativa, está sustentado numa revisão de literatura sobre o surgimento da Framework e a sua aplicação internacional.Resultados. Foram obtidas 25 respostas, de um universo de 177 bibliotecas de instituições do Ensino Superior em Portugal. Os resultados revelam um conhecimento suficiente do instrumento, mas uma aplicação incipiente, demonstrando uma adesão ainda inicial a esta ferramenta pedagógica.Conclusões. Constata-se que os bibliotecários do ensino superior têm preocupações no ensino de competências em informação. Porém não adoptam imediata e plenamente as recomendações internacionais, vertidas em novas ferramentas orientadoras. Ainda assim, os bibliotecários são permeáveis às propostas da ACRL Framework, o que fica demonstrado com as respostas positivas relativas à sua aplicação.

scholarly journals A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

2017 ◽  
Vol 12 (3) ◽  
pp. 20 ◽  
Author(s):  
Alison Lesley Weightman ◽  
Damian J. J. Farnell ◽  
Delyth Morris ◽  
Heather Strange ◽  
Gillian Hallam
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Thematic Analysis ◽  
Comparative Research ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Skill Test ◽  
Student Views ◽  
Significant Difference ◽  
Literacy Training

Abstract Objective – Evidence from systematic reviews a decade ago suggested that face-to-face and online methods to provide information literacy training in universities were equally effective in terms of skills learnt, but there was a lack of robust comparative research. The objectives of this review were (1) to update these findings with the inclusion of more recent primary research; (2) to further enhance the summary of existing evidence by including studies of blended formats (with components of both online and face-to-face teaching) compared to single format education; and (3) to explore student views on the various formats employed. Methods – Authors searched seven databases along with a range of supplementary search methods to identify comparative research studies, dated January 1995 to October 2016, exploring skill outcomes for students enrolled in higher education programs. There were 33 studies included, of which 19 also contained comparative data on student views. Where feasible, meta-analyses were carried out to provide summary estimates of skills development and a thematic analysis was completed to identify student views across the different formats. Results – A large majority of studies (27 of 33; 82%) found no statistically significant difference between formats in skills outcomes for students. Of 13 studies that could be included in a meta-analysis, the standardized mean difference (SMD) between skill test results for face-to-face versus online formats was -0.01 (95% confidence interval -0.28 to 0.26). Of ten studies comparing blended to single delivery format, seven (70%) found no statistically significant difference between formats, and the remaining studies had mixed outcomes. From the limited evidence available across all studies, there is a potential dichotomy between outcomes measured via skill test and assignment (course work) which is worthy of further investigation. The thematic analysis of student views found no preference in relation to format on a range of measures in 14 of 19 studies (74%). The remainder identified that students perceived advantages and disadvantages for each format but had no overall preference. Conclusions – There is compelling evidence that information literacy training is effective and well received across a range of delivery formats. Further research looking at blended versus single format methods, and the time implications for each, as well as comparing assignment to skill test outcomes would be valuable. Future studies should adopt a methodologically robust design (such as the randomized controlled trial) with a large student population and validated outcome measures.

scholarly journals Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education

2013 ◽  
Vol 14 (4) ◽  
Author(s):  
Jenny Mackness ◽  
Marion Waite ◽  
George Roberts ◽  
Elizabeth Lovegrove
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Role Models ◽  
Teaching And Learning ◽  
Significant Feature ◽  
Pedagogical Issues ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Study Approach ◽  
Task Oriented

<p>Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC - Oxford Brookes University’s ‘First Steps in Learning and Teaching in Higher Education’ MOOC (FSLT12).</p><p>FSLT12 was an open and free professional development opportunity for people moving into HE teaching. It was a small course (200 participants registered from 24 countries) which was focused on introducing HE teaching skills, and, uniquely, to deliberately integrate open academic practice as a vital part of professional development for HE teachers. A qualitative, case-study approach was used in the research, based on surveys, interviews, and social media, to provide evidence about how people learned in this course and consider wider implications for teaching and learning in higher education.</p><p>The evidence shows that participants who completed the course were able to learn autonomously and navigate the distributed platforms and environments. The most challenging issues were acceptance of open academic practice and difficulty in establishing an academic identity in an unpredictable virtual environment. An interesting and significant feature of the course was the support for learners from a number of MOOC ‘veterans’ who served as role models and guides for less experienced MOOC learners.</p><p>The research shows that small task-oriented MOOCs can effectively support professional development of open academic practice.</p>

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