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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
Monica Vezzosi
Thank you very muchfor your kind attention!
