scholarly journals ‘We've Spent too Much Money to Go Back Now’: Credit-Crunched Literacy and a Future for Learning

2011 ◽  
Vol 8 (4) ◽  
pp. 296-314 ◽  
Author(s):  
Tara Brabazon
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Learning Outcomes ◽  
Media Literacy ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Public Funding ◽  
Widening Participation ◽  
Transferable Skills ◽  
New Models

This is an article of activism, application and intervention. It offers new models and modes of teaching and learning by aligning information literacy, media literacy and multiliteracy. The priority is on learning outcomes rather than technological choices, and social justice rather than transferable skills. These are not – obviously – ‘either/or’ categories, but the author wishes to shift thinking to demonstrate the diversity of assessment options that can activate the insights and innovations of literacy theory. The aim is to show, through examples and applications in university assessment, how students can move from everyday competencies and skill development and into disciplinary and transdisciplinary scholarship. With public funding under threat, the time for ‘easy’ technological solutions to complicated problems in widening participation agendas requires renewed commitment to literacy, professional development and academic expertise.

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

scholarly journals Mapping Information Literacy and Written Communication Outcomes in an Undergraduate Nursing Curriculum: A Case Study in Librarian-Faculty Collaboration

2016 ◽  
Vol 4 (1) ◽  
pp. 22-34 ◽  
Author(s):  
Mindi Miller ◽  
Linda Neyer
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Nursing Program ◽  
Health Science ◽  
University Teaching ◽  
Academic Disciplines ◽  
Baccalaureate Nursing Program

A syllabi study was conducted by the health science librarian and nursing faculty members in a baccalaureate nursing program to map information literacy and communication learning outcomes. Nursing course syllabi and assignments were examined for particular evidence of information literacy and communication learning outcomes in relationship to three sets of standards from the American Association of Colleges of Nursing and the Association of College & Research Libraries, and the rubrics of the Association of American Colleges & Universities. A crosswalk was created between the standards to identify areas where the librarian and nursing faculty could better collaborate to assist students in their achievement of these standards. The resulting analysis led to a change in the librarian’s practices with greater involvement with the nursing department. Information literacy skills are needed in a growing number of professions that value evidence-based practice, thus suggesting that similar curriculum mapping projects are useful for other academic disciplines. This project was supported by the Bloomsburg University Teaching and Learning Enhancement (TALE) Pedagogy-Related Research Grant.

scholarly journals Digital equity: Considering the needs of staff as a social justice issue

2019 ◽  
Vol 35 (6) ◽  
pp. 150-160
Author(s):  
Julie Willems
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Digital Divide ◽  
Teaching And Learning ◽  
Development Program ◽  
Professional Staff ◽  
Digital Equity ◽  
Technological Advances ◽  
Technology In Teaching ◽  
Tertiary Teaching

The rollout of technological advances in tertiary teaching and learning continues unabated. Concerns around staff lag in acceptance and adoption may overlook hidden influences. While considerations to address the digital divide and digital equity for tertiary students has been a growing social justice issue since the 1980s, what of the academic and professional staff who facilitate their teaching and learning? They are the other side of the coin and, as a cohort, are as diverse as the students they teach. Today, building staff capacity in the implementation of technology in teaching and learning in higher education still remains a key need. Yet a one-size-fits-all approach may miss the differing needs, views and capabilities of staff. It may also be built and developed upon explicit assumptions relating to staff access, skills and ability. For an equity-based approach to building staff capacity through professional development, empathy is required in purveying staff values, abilities, and needs. To address such issues and empower staff, a robust professional development program on digital technology is but one means to help stem the digital divide between staff haves and have-nots.

scholarly journals Setting up for Success: Implementing a Learning outcomes-based Pre-class Communication Process

2019 ◽  
Vol 7 (2) ◽  
pp. 81-90
Author(s):  
Anne C. Behler
Keyword(s):  
Learning Outcomes ◽  
Goal Setting ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Communication Process ◽  
Research Institution ◽  
Large Research

Librarians in a teaching and learning department at a large research institution linked their pre-class communications process to learning outcomes for foundational information literacy. Doing so enabled clearer messaging, collaborative goal setting, and more focused information literacy classes. 

scholarly journals Exploring the Personal, Social and Occupational Elements of Teacher Professional Development

2017 ◽  
Vol 5 (12) ◽  
pp. 60 ◽  
Author(s):  
Vivien McComb ◽  
Narelle Eather
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Research Literature ◽  
Individual Teacher ◽  
New Models ◽  
Teacher Professional ◽  
The Individual

In a neoliberal political context, educational reform is seen as largely dependent on the individual teacher and his or her ability to continue developing and improving his or her practice with the ultimate goal of improving student outcomes. Professional development (PD) is therefore reliant on teachers to embrace new models of practice, to engage with these new approaches, to correctly interpret the PD ideas for application to the teaching and learning process, and ultimately implement new models and ideas in their classrooms (Huber & Hiltmann, 2011). This paper seeks to examine more closely three aspects of PD that have been found in the research literature to have a significant impact on the effectiveness of PD programs, because of their focus on, and consideration of the individual teacher. Aligning with Fraser, Kennedy, Reid, and McKinney (2007), successful PD programs that have a distinct focus on the personal, social and occupational aspects of teacher development will be discussed.

scholarly journals The Synergetic Impact of AI, IoT, and 5G on Information Literacy and Education

2019 ◽  
Vol 57 (2(114)) ◽  
Author(s):  
Mieczysław Muraszkiewicz
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Learning And Teaching ◽  
Digital Era ◽  
Working Together ◽  
New Methodologies ◽  
New Generation ◽  
New Education ◽  
Significant Support

Purpose/Thesis: The purpose of the study is to argue, explain and justify that a troika of AI (Artificial Intelligence), IoT (Internet of Things), and 5G broadband cooperating with each other has the trans­formative power that can provide a synergetic impact on the information literacy and education. The troika can provide new methodologies and tools that will unleash and boost the spirit of innovation and trigger energy, passion, and creativity resulting in developing better education ecosystems.Approach/Methods: The method adopted in the study is twofold, namely: (i) it presents and examines the features of AI, IoT, and 5G and the way they can cooperate with each other in order to develop new education models and patterns, and then analyses the issue of e-literacy by breaking it apart into e-skills, information literacy, and media literacy; (ii) it shows how AI, IoT, and 5G can support information literacy and education.Results and conclusions: The outcome of the research is the presentation and examination of AI, IoT, and 5G collaborating with each other towards transforming education models and processes. It concludes that the AI, IoT, and 5G troika has a great potential to boost teaching and learning, and to inspire and support the development of new generation educational ecosystems. However, in the digital age information literacy and education is too serious a matter to be left solely to educators and ICT technologists. Learners, students, and concerned citizens need to be involved in the trans­formation processes.Originality/Value: The originality and value of the research is to prove that while working together AI, IoT, and 5G can provide a significant support for transforming the present education patterns, in particular regarding the information literacy that is a condition sine qua non of effective education in the digital era. This can help scholars and education communities to unleash innovativeness aimed at developing new generations of educational ecosystems, and thereby make learning and teaching processes more efficient and available to significantly larger audiences.

scholarly journals News from the Field

2020 ◽  
Vol 81 (11) ◽  
pp. 526
Author(s):  
David Free
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Case Studies ◽  
Information Literacy ◽  
Library Of Congress ◽  
Digital Inclusion ◽  
Pandemic Response

Purdue acquires Dorothy Kilgallen collectionMLS funds five pandemic response, professional development, digital inclusion projectsANSS seeks feedback on draft Framework for Information Literacy in SociologyLaw Library of Congress becomes GPO preservation stewardProject MUSE announces new books collectionsGale Case Studies focus on social justice issuesThe HAT Archive highlights haberdashery

A Framework for Assessing Technology-Assisted Learning Outcomes

2011 ◽  
pp. 1027-1031
Author(s):  
Anne H. Moore
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Institutional Support ◽  
Professional Organizations ◽  
Global Changes ◽  
Technology Fluency ◽  
Technology In Teaching ◽  
Assisted Instruction ◽  
Time And Energy

Colleges and universities have been actively engaged in integrating technology in teaching and learning activities since the early 1990s. These activities have been as varied as the university’s missions and the clarity of their aims for technology-assisted instruction allowed. In tandem with the widespread institutional support for new computers and software many faculty invested time and energy in learning how to use the new tools in their own teaching and disciplines; other faculty went further and became agents for transforming teaching and learning within their institutions and in their professional organizations. However, worldwide global changes are happening faster than change is occurring in higher education teaching and learning curricula and the resulting learning outcomes of students. Acquiring the intellectual capabilities necessary for technology fluency and information literacy generally and in particular within content domains remains elusive. Growing calls for students to demonstrate technology fluency competencies in their disciplines and chosen professions is a pressing challenge and a necessity.

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