What’s in a name? Defining and developing information and digital literacies through Enquiry-Based Learning by Tund Varga-Atkins, Emma Thompson, Simon Snowden given at JISC Learning and Teaching Experts meeting on 17th Oct 2013
What’s in a name? Defining and developing information and digital literacies through EBL We will focus on digital literacies from a curriculum development point of view, reporting on our experiences with a new, enquiry-based learning module for second year undergraduate students at the University of Liverpool. The enquiry-based learning model was developed by the academic lead in collaboration with learning technology and library staff. This partnership allowed us to research the extent to which enquiry-based learning a good vehicle to develop students’ digital and information literacies, but also to consider the overlaps and distinctions between these literacies, and how these could be developed in tandem. Could partnerships or communities of practice enable digital and information literacies to be embedded into your curricula? How can definitions and distinctions help, or hinder student, and staff engagement and understanding? Come to the session to hear about our research, experiences and reflections and consider how they may apply to your own institution Emma Thompson, academic liaison librarian, and Tünde Varga-Atkins, learning technologist, University of Liverpool Theme is: Do names (definitions) really matter? Just a literary addition for those interested - from Shakespeare (Wikipedia) In Act II, Scene I of the play, the line is said by Juliet in reference to Romeo's house, Montague which would imply that his name means nothing and they should be together. Juliet: O Romeo, Romeo! wherefore art thou Romeo? Deny thy father and refuse thy name; Or, if thou wilt not, be but sworn my love, And I'll no longer be a Capulet. Romeo: [Aside] Shall I hear more, or shall I speak at this? Juliet: 'Tis but thy name that is my enemy; Thou art thyself, though not a Montague. What's Montague? it is nor hand, nor foot, Nor arm, nor face, nor any other part Belonging to a man. O, be some other name! What's in a name? that which we call a rose By any other name would smell as sweet; So Romeo would, were he not Romeo call'd, Retain that dear perfection which he owes Without that title. Romeo, doff thy name, And for that name which is no part of thee Take all myself. Romeo: I take thee at thy word: Call me but love, and I'll be new baptized; Henceforth I never will be Romeo.
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What’s in a name? Defining and developing information and digital literacies through Enquiry-Based Learning by Tund Varga-Atkins, Emma Thompson, Simon Snowden given at JISC Learning and Teaching Experts meeting on 17th Oct 2013
- 1. What’s in a name? Defining and developing information and digital literacies through Enquiry-Based Learning (EBL) Simon Snowden, Emma Thompson, Tünde Varga-Atkins University of Liverpool 17th October 2013, JISC Learning and Teaching Experts
- 2. Outline Partnership approach – for developing digital/info literacies What‟s in a name – definitions of information/digital literacies What we did Our findings Definitions – help or hinder? Partnerships as enablers
- 3. Partnership Simon Snowden Emma Thompson Tünde VargaAtkins The academic The librarian The learning technologist
- 4. Definitions (whose?) information literacy digital literacies Students : explicitly needed to reflect on these
- 5. Partnership approach – for developing digital/info literacies What‟s in a name – definitions of information/digital literacies What we did Our findings Definitions – help or hinder? Partnerships as enablers
- 6. What we did What we did
- 8. Student-led research with guidance
- 9. Digital Den?
- 11. Digital literacies: towards a Wikipedia article
- 13. Information literacy Currency.. Reliability... Authority... Purpose/Point of View CRAP
- 14. Your experience of definitions What is your elevator pitch about information literacy / digital literacies? What has worked? Interested others?
- 15. Partnership approach – for developing digital/info literacies What‟s in a name – definitions of information/digital literacies What we did Our findings Definitions – help or hinder? Partnerships as enablers
- 16. Our Data • • • • • Focus group Reflective journal entries Reflective assignment Module marks Observation Feedback used for future development
- 17. Definitions – help or hinder? Viewpoints: • Student learning • Librarian/Learning Technologist
- 18. Definitions – help or hinder? • Student learning The first thing I learned in this module about digital literacy’s was that it was different from computer skills. Digital literacy is about evolving your skills and managing your online identity. There is however a bond between IL [information literacy] and DL [digital literacy] which must be acknowledged; DL is an aspect of IL. DL has helped me improve my online research skills to find relevant and reliable sources, whilst the content analysis aspect of IL has helped me critically analyse the sources quickly and efficiently.
- 19. Definitions – help or hinder? This module has allowed me to explore the world of digital literacies to highlight the different forms of information that is out there for the use of research. I also found it very interesting that there are digital literacies available to us like MarketLine and Hoovers that the university has paid for that I have not been informed of before maybe implying that we are not digital natives after all.
- 20. Definitions – way forward … Which aspects define digital literacies (from info literacy)? • Set apart and bring together (IL/DL) Ref: Adapting JISC model in Powell and Varga-Atkins (2013)
- 21. Definitions – way forward … • Use scenarios • Extend to attributes • „Critical reflection‟ Adapted from Beetham and Sharpe (2010) : Powell and Varga-Atkins (2013)
- 22. Definitions – help or hinder? • Student learning • Librarian/l.technologi st • Irrespective of definitions – • Make definitions clearer? evidence of student • Use them consistently learning • Get over our problem of defining • Making own definitions – more engagement? Balance between free (student-created) vs ready-made (staff) definitions
- 23. Could partnerships …enable embedding IL/DL? • Success: – Academic champion – EBL model (not a stand alone skills model) = REAL tasks • Value of collaboration: skill – expertise model • (Careers could have been a useful addition)
- 24. How do partnerships develop? • Dis/encouraged by structures? • What other structures help or hinder this kind of development?
- 25. Conclusion “I am using the digital skills you have taught us last year” (student on corridor) • Fruitful partnership model • Definitions can help & hinder • More important is: working out discipline-specific information and digital literacies • The „naming of the rose‟: defining is understanding? • Next: scaling up and extending partnership?
- 26. Simon.Snowden@liv.ac.uk @CreaticDestruct Emma.Thompson@liv.ac.uk @LibraryEmma Tünde Varga-Atkins tva@liv.ac.uk @tundeva Reference: Powell, S. S.; Varga-Atkins, T. (2013) „Digital Literacies: A Study of Perspectives and Practices of Academic Staff‟: a project report. Written for the SEDA Small Grants Scheme. Liverpool: University of Liverpool. July. Version 1. Available from academia.edu Developing Digital Literacies Programme http://digilearn.liv.ac.uk
Editor's Notes
- What’s in a name? Defining and developing information and digital literacies through EBL We will focus on digital literacies from a curriculum development point of view, reporting on our experiences with a new, enquiry-based learning module for second year undergraduate students at the University of Liverpool. The enquiry-based learning model was developed by the academic lead in collaboration with learning technology and library staff. This partnership allowed us to research the extent to which enquiry-based learning a good vehicle to develop students’ digital and information literacies, but also to consider the overlaps and distinctions between these literacies, and how these could be developed in tandem. Could partnerships or communities of practice enable digital and information literacies to be embedded into your curricula? How can definitions and distinctions help, or hinder student, and staff engagement and understanding? Come to the session to hear about our research, experiences and reflections and consider how they may apply to your own institution Emma Thompson, academic liaison librarian, and Tünde Varga-Atkins, learning technologist, University of LiverpoolIn Act II, Scene I of the play, the line is said by Juliet in reference to Romeo's house, Montague which would imply that his name means nothing and they should be together.Juliet:O Romeo, Romeo! wherefore art thou Romeo?Deny thy father and refuse thy name;Or, if thou wilt not, be but sworn my love,And I'll no longer be a Capulet.Romeo:[Aside] Shall I hear more, or shall I speak at this?Juliet:'Tis but thy name that is my enemy;Thou art thyself, though not a Montague.What's Montague? it is nor hand, nor foot,Nor arm, nor face, nor any other partBelonging to a man. O, be some other name!What's in a name? that which we call a roseBy any other name would smell as sweet;So Romeo would, were he not Romeo call'd,Retain that dear perfection which he owesWithout that title. Romeo, doff thy name,And for that name which is no part of theeTake all myself.Romeo:I take thee at thy word:Call me but love, and I'll be new baptized;Henceforth I never will be Romeo.
- EBL –problem cyclesTypical week – general Enquiry-based learningStudent-initiated research activities, Teams working in problem cycles, each week , 4 hourly session with a chair and secretaryPre-session tasks, in class group activities with typically quick flipchart presentations Range of resource types and analytical strategies
- Library laptops used