Different approaches and experiences at the University of Parma (Italy) Embedding information...

Different approaches and experiences

at the University of Parma (Italy)

Embedding information literacy into subject learning

Fabrizia BevilacquaMonica Vezzosi

University of ParmaItalyLILAC 2006

Leeds 27-29 March

Information literacy and subject learning

Information Literacy in context

– IL does not have a life of its own, rather it is a way of thinking and reflecting about aspects of a subject matter.

– IL cannot take place “in a vacuum” since it develops within the context of an understanding of the research concerns in particular disciplines.

The deep learning approach

– Intrinsic motivation: understanding the meaning– Lack of anxiety: a “safe” learning environment– Perception of relevance: experience and reflection

Partnership

Policy level– strategic plan– IL inserted into University educational offer

Curriculum level– degree learning plan– credit-bearing courses

Course level– course programme– activity inserted into a subject course

11 FACULTIES

43 DEPARTMENTS

30.000 STUDENTS

60 DEGREES, 32 MASTER COURSES, 44 PhD

1000 TEACHERS

900 TECHNICAL, ADMINISTRATIVE, LIBRARY STAFF

IL activity at the University of Parma 2001-2006

2001 STAND-ALONE model

2004ACROSS CURRICULUM model

2005 EMBEDDED model

The stand-alone model

•Students: Small, non homogeneous groups (25 students)

•Time & setting: 15 hours of class activity in IT laboratory

•Contents: Research tools and techniques

•Activity: Lectures, demonstrations, individual

hands-on activities

•Learning material: Leaflets

•Methodology: Traditional, different teaching librarians

•Informal assessment: Final test & questionnaire

The across-curriculum model

•Students: Homogeneous group (25 students)

•Time & setting: 20 hours of class activity + ~15 hours

of individual & group activity in IT laboratory and the library

•Contents: Focus on subject contents & research process

•Activity

• Group activity

• Lectures

• Demonstrations

• Individual or in-pairs activities

•Learning material: Printed booklets

The across-curriculum model

•Methodology: Interactive/reflective, single teaching librarian

•Informal assessment

•Group activity: presentation

• Individual learning: exam

•Peer & teacher assessment

•Interviews, focus groups

The embedded model

•Students

•Homogeneous & quite large group (up to 70 students)

•Digital publishing (BA level), Digital library (2nd cycle)

•Time & setting

• 2 hours of class activity + post-class individual

or group activity

• IT laboratory / equipped classroom / library

•Contents: Focus on subject contents & research task

The embedded model

•Activity

• Lectures

• Demonstrations

• Individual research work for U students

• Group research work for G students

•Learning material: Web guide

•Methodology: Shared responsibility, self-directed learning

•Formal & embedded assessment

•Group activity: presentation

• Individual learning: entry & final test, exam

•(Focus groups)

A process of development

EMBEDDING

INVOLVING

Student involvement and participation

Frontal lectures

Source-based

approach

Generic skills

Team working

Process based

approach

Subject learning

Self-directed learning

Research based approach

STAND-ALONE ACROSS-CURRICULUM EMBEDDED

Variables and critical aspects

Number of students

Time

Availability

of equipment

Integration with subject learning

Broad

disciplinary

areas

Generic

topics

Subject context

Existing basic

knowledge

Commitment and

enjoyment

Research task as

integral part of the

course program

STAND-ALONE EMBEDDEDACROSS-CURRICULUM

Variables and critical aspects

Different levels of interaction

Prototype research task

Real research task

Educational focus

Focus on searching

skills

Focus on research process

Reflection on process

Focus on

research

problem

STAND-ALONE EMBEDDEDACROSS-CURRICULUM

Variables and critical aspects

Role of information resources in

subject learning

Type of groupsHomogeneous / Non-homogeneous

Learning assessment

Informalassessment

Limited to skills

Peer assessmentteacher assessment

on •research process

•presentation•reflection

Joint assessmentacademic teacher

librarianon

- research findings- presentation

STAND-ALONE EMBEDDEDACROSS-CURRICULUM

Variables and critical aspects

Assessmentvalidity

Long-term learning

Different assessmentmethods and criteria

Student experience of learning

Lack of motivation

Low-level attention

Low participation

Different activitiesfor different

learning styles

High-level of interestand

participation

Strongcommittment

High-level of worry?

STAND-ALONE ACROSS-CURRICUUM EMBEDDEDACROSS-CURRICULUM

Variables and critical aspects

Individual level of interest

Competencebackground

Learning styles

Study year

Role of the teaching librarian

Hierarchical relationship

with students

Engagement limited to frontal lectures

No relationship with academic teachers

(autonomy)

Interactive relationship

with students

High level of engagement

Responsibility ata curriculum level

Complex interactiverelationships

Shared responsibility with academic teacher

Subordinate role, but cooperation adds

value to IL activities

Empowerment

STAND-ALONE CROSS-CURRICLUM EMBEDDEDACROSS-CURRICULUM

Variables and critical aspects

Definition of responsibility

Time Support activity

for individual/groupwork

Available resources

Conclusions

Variables impacting on the success of integrated IL activities:

Information needs in specific study situations

Teaching style of faculty

Positive approach towards the information specialist

Student information behaviour

ConclusionsPut information literacy

in CONTEXT

Create a PARTNERSHIP with academic teachers and students

Focus on ASSESSMENT and long-term outcomes

Do RESEARCH on information literacy teaching and learning

Fabrizia Bevilacqua

fabrizia.bevilacqua@unipr.it

Monica Vezzosi

monica.vezzosi@unipr.it

Thank you very muchfor your kind attention!