Information Literacy Learning Strategies

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Information Literacy Learning Strategies

• Creating Knowledge III
• Akureyri
• September 2003

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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?

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Teaching in Context

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

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Graduate attributes at UNE

• Communication
• team work
• global vision
• problem solving
• information literacy

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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)

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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

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Assignment 1 - examples

• Summarize the authors 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.

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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.

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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?

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The 7 CAUL standards

1. Recognises need for information
2. Access information effectively
3. Evaluates information and sources
4. Stores and manages information
5. Uses information to create ideas
6. Uses information legally ethically
7. Uses information as a lifelong learner

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Can this model be transferred?

• Are there barriers?
• Are there modifications?
• Is there the will?