Teaching information literacy for engineering students in a rapidly changing landscape Creating Knowledge VIII, Reykjavik, June 3, 2016
KTH ROYAL INSTITUTE OF TECHNOLOGY Teaching information literacy for engineering students in a rapidly changing landscape Dr. Göran Hamrin, Logician Lecturer Librarian. Director of studies, KTH Library. ghamrin@kth.se (work in progress w/Drs. Rosa Lönneborg&Maria Unger)
A rough timeline of changes 2005 Today 2010 3
Global changes Google Students' Scholar Perspective* Discovery tools 4
*Students' perspective – (sloppy) summary • ”Why not just Google it?” [1] • ”What is a bibliographic database?” [existence=full-text] • ”Do I have to read the course literature?” [Swedish ”full- time” university studies] • ”I will work as an engineer/programmer, not as a scientist.” [frequent comment on student evaluations] • ”I know exactly what kind of information I need.” [The student claims to be an expert.] 5
Changes locally@KTH Budget deficit 2005: => cuts in ? databases ExLibrisPrimo Media plan 6
Teaching and learning quality development via syllabus update – our 1 week course <2009 Today >2010 7
Changing the course focus – signalling it via change in course name ”Information searching” ? ”Source-critical information management” 8
Changing the course focus by changing the Intended Learning Outcomes • Intended Learning Outcomes (ILOs) are the content declaration or ”contract” for the course. • Constructive alignment gives that a change in the ILOs implies a change in teaching activities and assessments • Hence, a course change is an iterative process where you: • 1) write ILOs, • 2) construct relevant exam activities • 3) define the structure of learning activities • This is summarized in the KTH official course syllabus and in detailed course memos to the students. 9
Changing the course focus by changing the Intended Learning Outcomes • Intended Learning Outcomes (ILOs) are the content declaration or ”contract” for the course. • Constructive alignment gives that a change in the ILOs implies a change in teaching activities and assessments • Hence, a course change is an iterative process where you: • 1) write ILOs, • 2) construct relevant exam activities • 3) define the structure of learning activities • This is summarized in the KTH official course syllabus and in detailed course memos to the students. • Synergistic effect 1 : this is a basis for continuous assessment of our IL-teaching via performance rates and course evaluations 10
Changing the course focus by changing the Intended Learning Outcomes • Intended Learning Outcomes (ILOs) are the content declaration or ”contract” for the course. • Constructive alignment gives that a change in the ILOs implies a change in teaching activities and assessments • Hence, a course change is an iterative process where you: • 1) write ILOs, • 2) construct relevant exam activities • 3) define the structure of learning activities • This is summarized in the KTH official course syllabus and in detailed course memos to the students. • Synergistic effect 2 : this is also a tool for marketing our IL-activities for integration into other KTH-programs and thesis/project courses. 11
Changing focus via change of verbs Intended Learning Outcome 1: ”search” Find relevant info (Boolean) Search Iterate searches Use interfaces identify different Retrieve documents ”scientific” sources Identify info-need Choose resources Iterate searches 12
Intended Learning Outcome 2: ”evaluate” assess the source Criteria for credibility and reliability of information Pluralism in science Source-critically analyse the total set of search results 13
Intended Learning Outcome 3: ”cite” Correct use of Intellectual properties in no ILOs text Interpret and write complete literature references 14
Changing course prerequisites=eligibility [answer to a need for earlier IL-teaching] ~0.5 years ”>2 years of studies” (30credits) ~1 year (40credits) 15
Changing didactics teaching IL Peer teaching MOOC module? Plenary lectures ”Behaviouristic” interpret. of IL Interactive labs Flipped classroom Socio-cultural IL 16
Summary of focus changes Licensed databases Tool-independent informationliteracy Boolean searching Using IP in text Source-criticism Iterative searching Modernized pedagogics 17
Links & documents • KTH Library: www.kth.se/kthb • ECE-courses: https://www.kth.se/student/kurser/org/LGC • G Hamrin: ”Informationskompetens för ingenjörer” [”Information literacy for engineers”] In: Kungl. biblioteket (2015). Bortom förlägenheten: bibliotekariens pedagogiska roll i utveckling . Stockholm: Kungl. biblioteket. (available@ http://www.kb.se/Dokument/Aktuellt/publikationer/Antologi _Bortom_webb.pdf [2006-05-19]) • ~5 years of student feedback and course evaluations. 18
Bibliography, selected • [1]Kingsley, Karl, et al. "Why not just Google it? An assessment of information literacy skills in a biomedical science curriculum." BMC medical education 11.1 (2011):1 • [2] Daugherty, Alice L., and Michael F. Russo. "An assessment of the lasting effects of a stand-alone information literacy course: the students' perspective." The Journal of Academic Librarianship 37.4 (2011): 319-326. • [3] Wang, Li. "An information literacy integration model and its application in higher education." Reference Services Review 39.4 (2011): 703-720. • [4] Catalano, Amy. "Patterns of graduate students' information seeking behavior: A meta-synthesis of the literature." Journal of Documentation 69.2 (2013): 243-274. • … 19
Questions? Contact? Thanks! Dr. Göran Hamrin Director of studies KTH School of Education and Communication in the Engineering sciences 20
Recommend
More recommend
