1. Role delineation in an iterative, cognitive skills based model of Information Literacy Judith Keene and John Colvin, University of Worcester, U.K. Justine Sissons, Worcester College of Technology

2. Lecturer’s Optimistic View Problem (2003) –In academic writing Inappropriate research Solution!! –E-journals now available On-line access would suit Computing students Therefore Students would use e-journals Research would improve

3. Reality Little or no improvement Submitted assignments suggested –Research Lecture Notes Un-refereed www sites Set texts (Possibly!!) Little independent broader academic research –Journals –Other texts

4. Project 1 – using e-journals AIMS Encourage use of e-journals Improve electronic searching skills WHAT DID WE DO? Measured student skills and searching behaviour (L&T quotient) Gave an e-journal induction Reinforced use of e-journals Re-measured the quotient Collected other information

5. Project 2 – better quality information AIMS Encourage students to select high quality resources Develop strategies for promoting and embedding evaluation skills in the L&T process WHAT WE DID Measured quotient Tested different approaches Remeasured quotient Collected other information

6. Common themes Delivery by: –Collaboration –Reinforcement Delivery –Embedding in curriculum –Assessment Related –Timely –Contextualised learning activities

7. Project 1 - outcomes Significant rise in quotient –Making greater use of using journals –Making more use of advanced search techniques Better quality bibliographies (more journal articles) Positive feedback from focus groups

9. BooksJournalsWebsitesTotal e-induction  4.00.82.06.7 e-induction  4.72.51.89.0

10. Project 2 - outcomes Significant rise in quotient Better quality bibliographies (peer reviewed journals and quality websites) Changes to delivery methods in response to interim results and feedback

11. Group work question You are researching the uptake of CASE tools by developers in the West Midlands and analysis of data from your own research indicates positive usage patterns in the three years after purchase. You find an article in the peer-reviewed journal IEEE Software that includes “…after one year of introduction, 70% of CASE tools are never used…” What do you do? CHOOSE ONE ANSWER Use it anyway Leave it out Use it but explain the different findings Evaluate its research methodology Don’t know Reasons for your choice

12. Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model Problem Solution

13. Bloom’s Taxonomy Evaluation / Synthesis / Analysis Knowledge Understanding Application

14. Example Computing Problem “For the given design, implement a multi-user client-server database system, with a SQL Server back-end and a MS Access front- end, that provides secure access for the three distinct views of the data”

15. Locate / Retrieve Cognitive Skills Knowledge: Awareness of Relevant journals & magazines Library Stock Internet Resources Application: Able to use a variety of search engines using Keywords Boolean Operators Phrase/Proximity Searches

16. Evaluate Cognitive Skills Analysis: Identifying relevant extracts Facts Definitions Techniques Evaluation - Fixed Criterion: Evaluating identified extracts against Relevance Authority of Source Timeliness etc.

17. Identify Information Needs Cognitive Skills Awareness: Concepts associated with problem Analysis: Analysing problem to identify Problem aspects requiring further information Sources Key words

18. Solve Problem Cognitive Skills Analysis: Decompose problem Evaluation: Information (against detailed problem needs) Synthesis: Build a solution from retrieved information Application: Apply techniques e.g. Report structuring Referencing

19. Teaching Computing Students Our students do not instinctively employ higher- order cognitive skills Project Team recognised ‘traditional’ approach is inappropriate Constructive Alignment: Biggs (2003) Find ‘group’ activities successful in encouraging the use of higher-order cognitive skills Colvin & Phelan (2006) Colvin, Price & Wright (2008)

20. Implications: Delivery (How) Evaluation Synthesis Analysis Application Understanding Knowledge

21. Implications: Delivery/Support (Who) Subject Awareness

22. Delivery How Awareness of Resources Use of Search Engines Referencing Powerpoint Evaluation Identifying Extracts Analysing Problem Problem Solving Who

23. 1-1 Support Awareness of Resources Use of Search Engines Evaluation Identifying Extracts Analysing Problem Referencing Powerpoint.. Problem Solving or

24. Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model Problem Solution