"Information literacy-the ability to find, evaluate and use information effectively-is an essential skill set. The authors examine how assignments such as case analyses and research reports help business students master these abilities and provide examples of how analytic rubrics with measurable outcomes are particularly suited to assessing these skills. Also demonstrated is how librarians enhance and support student learning of information literacy by teaching in-depth research skills. Working together, professors and librarians can give students a solid foundation in the information-handling skills they need to be effective and productive in the workplace today."
This paper investigates the similarities and differences between two important ideas in information processing and knowledge utilisation. Those ideas are [critical thinking] and [information literacy]. The two phrases are shown in brackets to indicate that the two words involved in each idea are not arbitrarily combined but have been coupled by authors to represent a single entity or a focus for development of concepts describing the characteristics involved. By exploring terms related to this couplet from the same sentence, the meaning of each of the central ideas can be expanded. The education, library science, and health science literature were used in this study, which analysed 8745 articles dealing with [critical thinking] and 8201 reports dealing with [information literacy] included in either ERIC or PubMed from 2000-2009.
Plagiarism is a folk devil into which is poured
many of the challenges, problems and difficulties confronting higher education . This article investigates how software-
Turnitin in particular - is 'solving' a particular ' crisis' in universities . However I investigate how alternative strategies for the development of information literacy offer concrete,
productive and imaginative trajectories for university staff and students.
I asked for suggestions for a replacement for Netskills TONIC and Sam Oakley (@rscsam) also suggested SAFARI "a guided expedition through the information world." This resource was developed by the Open University (OU) and looks like a comprehensive tutorial on accessing, finding and reviewing information -- and not just from the Internet. The recommended time to work through the examples is 10-13.5 hours. TONIC was much more of a beginners guide to the internet but Safari looks an excellent resource for students embarking on a research project.
"Objective - To describe the development and implementation of two courses designed to help university students avoid plagiarism.
Design - Quantitative and qualitative analysis.
Setting - A university in the United Kingdom.
Subjects - An unknown number of university students who took a Plagiarism Awareness Program (PAP) course between 2008 and 2011, and approximately 3,000 university students enrolled in a Plagiarism Avoidance for New Students (PANS) course delivered via a virtual learning environment (VLE) between October and December 2012. The authors attempted to collect rates of continued plagiarism among students who had taken plagiarism education courses. The authors also surveyed 702 university students about plagiarism in 2011.
Methods - Data collected from PAP participants informed revision of the authors' approach to plagiarism education and led to development of the second course, PANS. At the end of the course, students completed a test of their knowledge about plagiarism. Authors compared scores from students who took a course supervised by a librarian to the scores from students who took the course independently.
Main Results - Students reported that many aspects of citation and attribution are challenging (p. 149). The authors discovered that 93% of students who completed the PANS course facilitated by a librarian in-person passed the final exam with a grade of 70% or higher, while 85% of students who took the same course independently, without a librarian instructor, in an online VLE scored 70% or higher (p. 155). The authors report that referrals of students who plagiarized declined significantly (p-value < 0.001) since the implementation of a plagiarism avoidance curriculum.
Conclusion - As reported by the authors, first-year university students require more extensive education about plagiarism avoidance. A university plagiarism avoidance program instructed by librarians reduces the total number of students caught plagiarizing an
"We're often asked for detailed information on how educators are using blogs.
The main reasons why we get these requests from educators are:
They need information to convince school administrators to allow blogging.
They are trying to work out the benefits of blogging and how blogs are used with students.
They want to know more about which blogging platforms are commonly used by educators (and why).
So last year we decided to conduct an annual survey on how educators are using blogs. Our goal is to document the trends in educational blogging."
This guide has been produced by the International Centre for Guidance Studies, and aims to provide the information needed to make an informed decision about using social media and select from the vast range of tools that are available.
In the last several years, many observers of education and learning have been stunned by the abundance of information online, the ever-faster findability of answers, and the productivity of online "crowds," which have created information resources like Wi
Instead of focusing their attention on promoting information to mainstream media, some university public affairs offices are using the power of social media to engage the community directly.
Student skills development conference - University of Teesside Library & Information Services is sponsoring a conference on Wednesday 15th October 2008 with speakers from four current JISC Users & Innovation Programme -funded projects
The purpose of this study was to explore group forming strategies by examining participation behaviours during whole class discussions associated with active participation in a following small group activity. Written communication data, posted in class discussion forums (843 messages/70,432 words) and small group forums (732 messages/59,394 words), were analyzed quantitatively. The result indicated that individuals' participation quantity in small groups was significantly correlated with their own participation behaviour in whole class discussions. Also, a significant portion of small group participation was explained by their group members' participation (i.e., group member effect). Based on the results, we suggest instructors use the information of participation behaviours during the initial period of whole class activities for allocating students into small groups heterogeneously.
This guide, produced by the HEA, constitutes a revised and updated version of the Pedagogy for Employability publication first published in 2006. This original publication was produced under the auspices of the Higher Education Academy and the Enhancing Student Employability Co-ordination Team (ESECT), and formed part of the Learning and Employability Series, a set of publications offering guidance and information to staff in higher education institutions involved in the enhancement of student employability.
This paper reports on a study at a research intensive University in the North of the UK exploring academics' perceptions of the potential of Web 2.0 for their teaching and any influences shaping those perceptions. It looks at the perceptions of academics 'on the ground' as well as those leading teaching and learning strategies at the University. The study identifies a range of perceptions among academics. These are influenced predominantly by academics' beliefs of what constitutes good teaching in their contexts. The paper concludes with an exploration of ways in which the range of perceptions evidenced may inform discussion of Web 2.0, arguing that academics' perceptions are crucial to context-based understandings of its potential.
Principles in Patterns (PiP) is a £1 million project partly funded by JISC under its Institutional Approaches to Curriculum Design Programme. The project is led jointly by the Development and Innovation Unit of the Information Services Directorate and the Centre for Academic Practice and Learning Enhancement (CAPLE) at the University of Strathclyde in Glasgow. PiP is developing a new technology-supported approach to curriculum design, approval and review at the University of Strathclyde.
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