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Perceptions of Information Literacy in the transition into Higher Education

Moira Bent National Teaching Fellow Faculty Liaison Librarian. Perceptions of Information Literacy in the transition into Higher Education. National Teaching Fellowship Project. Strand one: (theory) How people perceive IL and how it fits into teaching and learning

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Perceptions of Information Literacy in the transition into Higher Education

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  1. Moira Bent National Teaching Fellow Faculty Liaison Librarian Perceptions of Information Literacy in the transition into Higher Education

  2. National Teaching Fellowship Project Strand one: (theory) How people perceive IL and how it fits into teaching and learning Strand two: (practical application) A pragmatic view of the transition into HE, information related issues which students face and where the university library fits into the picture. Strand three: (fun!) Visits and networking - opportunities to make contacts in the IL field and discover what is happening elsewhere.

  3. Strand 3 : Visits and networking • IL experts – discussing ideas, focusing project • Conferences/ meetings • Local schools and librarian’s groups • Local students and lecturers • Wildlife? • Yellow eyed penguin, NZ

  4. Visits and networking – the big trip! 18th October to 18th November 2006 • University of Canterbury at Christchurch NZ • Christchurch Polytechnic University • QUT Library and research group • University of Queensland • University of Western Australia • Curtin University of Technology • Murdoch University http://blogs.ncl.ac.uk/moira.bent

  5. Strand 1 : the theory • Seven faces of IL - Bruce • Relational model – Bruce/Edwards/Lupton • Perceptions in HE – Webber/Johnston • IL in schools - Crawford/Irving; Williams/Wavell • Transition – Lonsdale/Armstrong; Taylor(QUT) Kea, NZ

  6. Seven Faces of IL (Bruce) • Information technology conception • Information sources conception • Information process conception • Information control conception • Knowledge construction conception • Knowledge extension conception • Wisdom conception

  7. Content Competency Learning to learn Personal relevance Social impact Relational – “variation” “People see teaching and learning differently” The 6 Frames of IL (Bruce et al)

  8. Teachers’ conceptions of student IL: Finding Linguistic understanding Making connections Practical skills Critical awareness of sources Independent learning Info lit in the classroom (Williams/Wavell)

  9. Gathering data • Local schools • Newcastle University • PCAP - academic staff • T&L seminar – academic staff • Library staff in Australia/ NZ Galah • Perceptions of IL – what does it mean to me, my friends/colleagues, my teachers/students, my school/uni

  10. Interviews and Focus groups • What are the characteristics of an information literate person? • Do students leave school adequately prepared for HE in terms of IL? • Whose responsibility is it? • What can we do to improve the situation?

  11. Preliminary results • Most teachers regard themselves as information literate • Teachers do see IL as important and feel it’s their responsibility to encourage students • Main issues are with time in the curriculum • Many school students rely totally on Wikipedia • Teacher’s perceptions of student abilities differ from student perceptions

  12. Practical outcomes • More links with university libraries • Access for study • Access to resources • Visits/awareness in both directions • IL sessions for teachers • Library as focus for all kinds of information • Virtual/ physical

  13. What next? What questions should I be asking? Wandering mind?

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