HIVK03138U Cph., Instructional and training strategies for information Professionals (Summerschool)
Informationsvidenskab og kulturformidling
This module is part of an international summer school, which
focuses on information and the associated literacies required by
users when seeking, accessing, evaluating, employing and creating
information in different contexts and practices. Participants are
introduced to different tradions and approaches to information
literacy and their underlying conceptions and learning
perspectives. It will form the basis for examining frameworks for
teaching and critically reflecting on how to design instructions
for information literacies and user education.
The module consists of the following three elements: 1. Strategies
for teaching and learning, 2.Concepts and theory of information
literacy and learning, and 3.Traditions and approaches to
information literacy.
Competence objectives for the module
The objective of the module is to provide the student with
knowledge and understanding of:
- A specific subject within library and information science.
- Relevant theories and methods related to the module's theme.
skills in:
- Identifying and outlining academic issues within library and information science and make these the object of independent analysis.
- Reflecting critically on theoretical and methodological choices in relation to an academic issue.
- Expanding on and putting a chosen subject field within library and information science into perspective.
competences in:
- Applying relevant theories and methods to a subject within library and information science.
- Communicating a scientifically studied issue.
Academic objectives
The examinee is able to
- Delimit and deal with and issue within library and information science.
- Give an account of central theories of relevance th the chosen subject independently and at a level that reflects in-depth knowledge and understanding of the subject's scientific methods.
- Consider own theoretical and methodological choices critically.
- Communicate a scientifically studied issue.
Examples of literature that will be used in the course:
- Keller, J.M. (2010) Motivational Design for Learning and Performance. Springer science and Business media, LLC. (Selected chapters)
- Kolb, D. (1984). Experiential learning. Experience as the source of learning and development. Prentice-Hall, Inc., Englewood Cliffs. New Jersey. (Selected chapters)
- Limberg, L. et al. (2008). What matters? Shaping meaningful learning through teaching information literacy. Libri, vol.58, pp.82-91.
- Schreiber, T. (2014). Conceptualizing students´written assignments in the context of information literacy and Schatzki´s practice theory. Journal of Documentation, vol.70.3.
- Category
- Hours
- Class Instruction
- 22,5
- Exam
- 72
- Preparation
- 110,9
- Total
- 205,4
- Credit
- 7,5 ECTS
- Type of assessment
- Written assignmentExamination language: English
Extent: 12 standard pages for individual exam - Aid
- All aids allowed
- Marking scale
- 7-point grading scale
- Censorship form
- No external censorship
- Exam period
Winter 2016
- Re-exam
Sams as the ordinary examen, February 2017
Course information
- Language
- English
- Course code
- HIVK03138U
- Credit
- 7,5 ECTS
- Level
- Full Degree MasterFull Degree Master choice
- Duration
- 1 semester
- Placement
- Autumn
- Schedule
- Undervisningen afvikles i september måned 2016. The classes will be taught only in September 2016
- Course capacity
- 25 deltagere
- Study board
- Royal School of Library and Information Science
Contracting department
- Royal School of Library and Information Science
Course responsibles
- Trine Louise Schreiber (15-77756c71683176666b75686c656875436b7870316e7831676e)
Lecturers
Trent Hill, University of Washington