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.
- 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.
- Applying relevant theories and methods to a subject within library and information science.
- Communicating a scientifically studied issue.
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.
- 7,5 ECTS
- Type of assessment
- Written assignmentExamination language: English
Extent: 12 standard pages for individual exam
- All aids allowed
- Marking scale
- 7-point grading scale
- Censorship form
- No external censorship
- Exam period
Sams as the ordinary examen, February 2017
- Class Instruction