scholarly journals Cross-country librarying

2020 ◽  
Author(s):  
Gunhild Austrheim
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Degree Programme ◽  
Cross Country

Since 2012 all students in higher education in Norway have had learning outcomes related to finding, evaluating and using information in their study work. All degree programmes have these learning outcomes in their study plans and all library teachings in information literacy are related to these learning outcomes.  HVL is the result of a merger between three institutions, all with libraries, and librarians that teach. The study portfolio of the former institutions were quite similar, nonetheless,  it turned out our library teaching offers varied from one degree programme to the next, and from one campus to the next. We needed to unify our practices across the institution. How could we achieve this across geography, tradition and work cultures? We have worked on the content of our teaching, the competency of our staff and our methods of collaboration with faculty, hoping that taken together this will be a magic mixture for our students’ information literacy.

scholarly journals Loaded questions: The Framework for Information Literacy through a DEI lens

2020 ◽  
Vol 81 (8) ◽  
pp. 382
Author(s):  
Karin Heffernan
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Strategic Plan ◽  
Threshold Concepts ◽  
Knowledge Practices ◽  
Diverse Individual

Just after our university published its Diversity, Equity & Inclusion (DEI) Strategic Plan, I found myself driving home from the “Engaging with the ACRL Framework” Roadshow. My head was full of converting knowledge practices into learning outcomes when the frames began to emerge through a DEI lens, and threshold concepts became questions. The very asking of a question inherently invites diverse, individual perspectives. Published before current higher education DEI efforts, the Framework prompts us to ask questions and pursue answers, especially from unheard or systemically silenced voices. It encourages us to challenge elitism, racism, sexism, ableism, and biases within the entire information ecosystem.

scholarly journals Reflection for learning: understanding the value of reflective writing for information literacy development

2012 ◽  
Vol 6 (2) ◽  
pp. 110 ◽  
Author(s):  
Pamela McKinney ◽  
Barbara A Sen
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Business Intelligence ◽  
Literacy Development ◽  
Teaching And Learning ◽  
Reflective Writing ◽  
Writing Assessments ◽  
The University

Reflective writing has long been acknowledged as an important aspect of personal and professional development. There is increasing evidence of the use of reflective writing assessments and activities in the context of information literacy (IL) education, particular in higher education (HE). Writing reflectively can help students to understand their own IL development and engage in deeper learning. Students on an undergraduate business intelligence module at the University of Sheffield completed a piece of reflective writing about their IL development as part of the assessed work for the module. This writing was mapped against a model of reflection and a model of IL to understand the depth and spread of reflection offered by these students. The results showed that students had chosen to reflect in some but not all areas of IL, and the depth of reflection was variable. However, the aspects of IL where students were reflective illustrated that the learning outcomes of the module had been met. Mapping reflective statements against models of reflection was found to aid in the analysis and assessment of the reflective writing. The analysis undertaken by the researchers supported their own reflective practice as scholars of teaching and learning.

scholarly journals Reaching into the basket of doom: Learning outcomes, discourse and information literacy

2022 ◽  
pp. 096100062110672
Author(s):  
Alison Hicks ◽  
Annemaree Lloyd
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
English Language ◽  
Ways Of Knowing ◽  
Research Programme ◽  
Language Models ◽  
Learning Goals ◽  
Theory Of Practice ◽  
Practice Architectures

Learning outcomes form a type of arrangement that holds the practice of information literacy within higher education in place. This paper employs the theory of practice architectures and a discourse analytical approach to examine the learning goals of five recent English-language models of information literacy. Analysis suggests that the practice of information literacy within higher education is composed of 12 common dimensions, which can be grouped into two categories, Mapping and Applying. The Mapping category encompasses learning outcomes that introduce the learner to accepted ways of knowing or what is valued by and how things work within higher education. The Applying category encompasses learning outcomes that encourage the learner to implement or integrate ideas into their own practice, including to their own questions, to themselves or to their experience. Revealing what is prioritised as well as what is less valued within the field at the present time, these findings also raise questions about supposed epistemological differences between models, the influence of research, and the language employed within these documents. This paper represents the third and final piece of work in a research programme that is interrogating the epistemological premises and discourses of information literacy within higher education.

Engineers or Lawyers? Institutions and Demand for Higher Education

2012 ◽  
pp. 30-51 ◽  
Author(s):  
T. Natkhov ◽  
L. Polishchuk
Keyword(s):  
Higher Education ◽  
Public Administration ◽  
Rule Of Law ◽  
Transmission Channel ◽  
Demand For Education ◽  
Fields Of Study ◽  
Quality Of Institutions ◽  
Cross Country ◽  
Rules Of The Game

Law and public administration schools in Russia vastly exceed in their popularity sciences and engineering. We relate such lopsided demand for higher education to the quality of institutions setting “rules of the game” in economy and society. Cross-country and Russian interregional data indicate the quality of institutions (rule of law, protection of property rights etc.) is negatively associated with the demand for education in law, and positively — in sciences and engineering. More gifted younger people are particularly sensitive to the quality of institutions in choosing their fields of study, and such selection is an important transmission channel between institutions and economic growth.

A Comparison of the Learning Outcomes for a PBL-based Information Literacy Course in Three Different Innovative Teaching Environments

Libri ◽  
2020 ◽  
Vol 70 (3) ◽  
pp. 213-225 ◽  
Author(s):  
Naicheng Chang ◽  
Zhiqiang Wang ◽  
Sheila Hsuanyu Hsu
Keyword(s):  
General Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Ministry Of Education ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Arcs Model ◽  
Online Study ◽  
Online Mode ◽  
Noticeable Improvement

AbstractThis study proposes an innovative blended flipped and online mode for PBL-flipped and PBL-online study, a PBL-blended format of instruction. The study determines whether different pedagogical strategies – PBL-flipped, PBL-online and PBL-blended – influence the validation results for the ARCS model and the PBL learning outcomes. The study population consists of 116 students who use the general education Information and Literacy Ethics digital materials for higher education produced by the Ministry of Education in Taiwan. The quantitative and qualitative results demonstrate that the paths in the ARCS model are all statistically significant for the three methods of instruction and there are no significant differences among the three methods of instruction in terms of class participation and learning scores. However, there is a very noticeable improvement in the PBL learning process in the aspects of reliable leadership and group collaboration learning in blended groups. Self-directed learning is also enhanced and negative learning attitudes are significantly reduced in blended groups. The study demonstrates that the proposed PBL-blended teaching mode is a more efficient and effective way of promoting PBL learning in information literacy courses.

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