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

Lecturer’s Optimistic View Problem (2004) –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

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

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

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

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

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

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

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

Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Locate/Retrieve Stage Problem Solution

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

Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Evaluate Problem Solution

Evaluate Cognitive Skills Analysis: (High Level) Identifying relevant extracts Facts Definitions Techniques Evaluation - Fixed Criterion: (Medium/High) Evaluating identified extracts against Relevance Authority of Source Timeliness etc.

Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Information Needs Problem Solution

Identify Information Needs Cognitive Skills Awareness: (Low Level) Concepts associated with problem Analysis: (High Level) Analysing problem to identify Problem aspects requiring further information Key words

Identify Information Needs Locate / Retrieve Evaluate Solve Problem Model: Solve Problem Problem Solution

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

Teaching Computing Students Recent L&T Project Our students do not instinctively employ higher- level 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)

How/Who: Locate / Retrieve Stage Knowledge: (Low level) Awareness of Relevant journals & magazines Library Stock, Internet Resources Delivery Short Joint presentation Slides/Notes for Student use Support General Info Desk Enquiries

How/Who: Locate / Retrieve Stage Application: (Medium Level) Able to use a variety of search engines using Keywords, Boolean Operators Phrase/Proximity Searches Delivery Short Joint presentation Individual Student Centred Activities Support 1-1 Librarian Support

How/Who: Evaluation Stage Analysis: (High Level) Identifying relevant extracts Delivery Short Joint presentation Student Centred Activities in Groups Joint Consolidation Support 1-1 Support: Lecturer or Subject Specialist

How/Who: Evaluation Stage Evaluation - Fixed Criterion: (Medium/High) Delivery Short Joint presentation Student Centred Activities in Groups Joint Consolidation Support 1-1 Librarian Support

How/Who: Information Needs Awareness: (Low Level) Concepts associated with problem Delivery Routine Delivery of Course Support 1-1 Support: Lecturer or Subject Specialist Librarians

How/Who: Information Needs Analysis: (High Level) Analysing problem to identify Problem aspects requiring further information Key words Delivery Short Joint presentation Student Centred Activities in Groups Joint Consolidation Support 1-1 Support: Lecturer or Subject Specialist Librarian

How/Who: Problem Solving Stage Analysis: (High Level) Decompose problem Evaluation: (High Level) Information (against detailed problem needs) Synthesis: (High Level) Build a solution from retrieved information Delivery Routine Delivery of Course Support 1-1 Support: Lecturer or Subject Specialist Librarians

How/Who: Problem Solving Stage Application: (Medium Level) Apply techniques e.g. Report structuring Referencing Delivery Short Joint presentation Slides/Notes for Student use Support 1-1 Support: Lecturer or Librarian

Identify Information Needs Locate / Retrieve Evaluate Solve Problem Information Literacy v Model Problem Solution