Teaching information literacy for engineering students in a rapidly - - PowerPoint PPT Presentation

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 2010 Today

3

Global changes

Google Scholar Discovery tools Students' Perspective*

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

2005: ? ExLibrisPrimo Media plan Budget deficit => cuts in databases

6

Teaching and learning quality development via syllabus update – our 1 week course

<2009 >2010 Today

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

9

• 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.

Changing the course focus by changing the Intended Learning Outcomes

10

• 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

Changing the course focus by changing the Intended Learning Outcomes

11

• 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.

Changing focus via change of verbs Intended Learning Outcome 1: ”search”

(Boolean) Search Use interfaces Retrieve documents Identify info-need Choose resources Iterate searches Find relevant info Iterate searches identify different ”scientific” sources

12

Intended Learning Outcome 2: ”evaluate”

assess the source and reliability of information Source-critically analyse the total set

• f search results

Criteria for credibility Pluralism in science

13

Intended Learning Outcome 3: ”cite”

no ILOs Interpret and write complete literature references Correct use of Intellectual properties in text

14

Changing course prerequisites=eligibility [answer to a need for earlier IL-teaching]

”>2 years

• f studies”

~1 year (40credits) ~0.5 years (30credits)

15

Changing didactics teaching IL

Plenary lectures ”Behaviouristic”

• interpret. of IL

Interactive labs Flipped classroom Socio-cultural IL Peer teaching MOOC module?

16

Summary of focus changes

Licensed databases Boolean searching Source-criticism Iterative searching Modernized pedagogics Tool-independent informationliteracy Using IP in text

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!

20

• Dr. Göran Hamrin

Director of studies KTH School of Education and Communication in the Engineering sciences