HIVA02009U Information Literacies and Instructional design (Summerschool)
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.
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.
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.
- 7,5 ECTS
- Type of assessment
- Written assignmentWritten 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
- Examination form as an ordinary exam, February 2015
- Class Instruction