1 / 11

Information Literacy Learning Strategies

Information Literacy Learning Strategies. Creating Knowledge III Akureyri September 2003. A Case Study - Context. Mature ‘non-traditional’ students Selected from successful trainers and supervisors advanced standing in content lack academic skills external/distance learners

ophilip
Télécharger la présentation

Information Literacy Learning Strategies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Information Literacy Learning Strategies Creating Knowledge III Akureyri September 2003

  2. A Case Study - Context • Mature ‘non-traditional’ students • Selected from successful trainers and supervisors • advanced standing in content • lack academic skills • external/distance learners QUESTION: Can it transfer to your context?

  3. Teaching in Context Learning about issues in adult and workplace education • funding • competencies • public, private and community agencies • equity and access

  4. Graduate attributes at UNE • Communication • team work • global vision • problem solving • information literacy

  5. Structure of Unit • Introduction • Analysing Texts - assignment 1(short answers) • Information Skills - assignment 2 Annotated bibliography • Applying critical thinking and writing - assignment 3 (an essay argument)

  6. On completion, learners will • Increase understanding of adult education • Differentiate description, beliefs, evidence • Locate info from the web and library • Understand and use procedural and constructed knowledge • Know protocols and processes in reflective writing • Increased confidence as HE learner

  7. Assignment 1 - examples • Summarize the author’s views • give three examples of claims made supported by evidence • Quote an example of the author stating his opinion. • Give two reasons why the diagram is confusing.

  8. Assignment 2 - examples • Search the (ANTA) web site to identify equity target groups • List three articles relevant to the topic, and justify relevance, currency and reliability. • Give reference details for an in-text quote.

  9. Workshop Tasks 1. Apply Sharon Markless’ slide - influences on learning. Does this program address her criteria? 2. Apply the CAUL IL standards. Are they addressed in this program?

  10. The 7 CAUL standards • Recognises need for information • Access information effectively • Evaluates information and sources • Stores and manages information • Uses information to create ideas • Uses information legally & ethically • Uses information as a lifelong learner

  11. Can this model be transferred? • Are there barriers? • Are there modifications? • Is there the will?

More Related