HIVA02009U  Information Literacies and Instructional design (Summerschool)

Volume 2014/2015
Education
Informationsvidenskab og kulturformidling
Content

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 five elements: 1. Traditions and approaches to information literacy, 2.Concepts and theory of information literacy and learning, 3.Strategies for teaching and learning, 4. Knowledge media and new literacies, and 5. Participatory culture and information practices.

Learning Outcome

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.

Examples of literature that will be used in the course:

Limberg, L. et al. (2008). What matters? Shaping meaningful learning through teaching information literacy. Libri, vol.58, pp.82-91.

Lloyd, A. (2009). Information practice: information experiences of ambulance officers in training and on-road practice. Journal of Documentation, vol.65.3, pp.396-419.

Schreiber, T. (2014). Conceptualizing students´written assignments in the context of information literacy and Schatzki´s practice theory. Journal of Documentation, vol.70.3.

Sundin, O. & Francke, H. (2009). In search of credibility: pupils´ information practices in learning environments. Information Research, 14 (4) paper 418.
This course is part of an international summer school involving a number of activities such as class teaching, lectures, group discussions, workshops and field studies and trips. Classes are held Monday through Thursday during 3 weeks.
Credit
7,5 ECTS
Type of assessment
Written assignment
Written paper with subject chosen by the student:
Examination language: English
Marking scale
7-point grading scale
Censorship form
No external censorship
Exam period
Winter 2014/15
Re-exam
Examination form as an ordinary exam, February 2015
  • Category
  • Hours
  • Class Instruction
  • 22,5
  • Exam
  • 72
  • Preparation
  • 110,9
  • Total
  • 205,4