Bedding down the embedding: IL reality in a teacher education program

Hobbs, Helen F.; Aspland, Tania

doi:10.1080/00049670.2003.10721580

Cited by 8 publications

(7 citation statements)

References 3 publications

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“…Only three studies referenced any sort of instruction that moved students beyond a skill level. Hobbs and Aspland (2003) discussed instructional content designed to support fourth year education students' learning so that they could identify the importance of context in the information creation cycle. Similarly, Witt and Dickinson (2003) described a collaboration in which an education professor was responsible for teaching the basic research skills while the librarian taught and mentored students in the theory and practice of information literacy.…”

Section: Discussionmentioning

confidence: 99%

Back to the Future: Prospects for Education Faculty and Librarian Collaboration Thirty Years Later

Scripps-Hoekstra

Hamilton

2017

Educ. Lib.

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Thirty years ago, education conference panelists shared concerns regarding collaboration between education faculty and librarians and they presented ideas for expanding these partnerships. A review of their ideas raises an important question: In what ways have their ideas for collaboration and partnership been realized? To answer this question, the authors conducted a review of the literature regarding education faculty-librarian collaboration. Findings indicate that when collaborating with education faculty, there are three roles librarians have embodied: librarian-as-reference, librarian-as-consultant, and librarian-as-instructor. These roles contribute to the realization of the panelists' proposed ideas and offer suggestions for future collaboration and research possibilities.

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Section: Discussionmentioning

confidence: 99%

Back to the Future: Prospects for Education Faculty and Librarian Collaboration Thirty Years Later

Scripps-Hoekstra

Hamilton

2017

Educ. Lib.

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“…In recent years, a number of models for embedding or integrating IL in teacher education courses have been developed (Asselin & Lee, 2002;Crouse & Kasbohm, 2003;Floyd, Colvin & Bodur, 2008), but two are of particular significance in the Australian academic environment (Hobs & Aspland, 2003;Lipu, 2003). Both advocate a strategic, top down, whole of program, student learning-centred approach, and both models identify units where IL is embedded or integrated.…”

Section: Integrated Il Models -An Australian Contextmentioning

confidence: 99%

“…These maps were based on the research done by Hobs & Aspland (2003) and Peacocks QUT IL Framework & syllabus (Peacock, 2002), which implemented both a framework and syllabus. Unlike the Hobs & Aspland model which embedded IL into all 151 units of the BEd program (Hobs & Aspland, 2003), or the Lipu model which identified discrete targeted units (Lipu, 2003), the TEIL Learning Pathways identified Professional Studies core units throughout both the four-year and twoyear teacher education structures. This allowed for consistent and systematic curricular design conversations around IL to take place between stakeholders, spanning across entire teacher education degrees in a cohesive sustainable fashion.…”

Section: Teil Learning Pathwaysmentioning

confidence: 99%

A Strategic Approach to Curriculum Design for Information Literacy in Teacher Education – Implementing an Information Literacy Conceptual Framework

Klebansky

Fraser

2013

AJTE

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“…To do this requires particular skills, abilities, and mindsets that are characteristic of a lifelong learner. These include being a problem solver, being able to learn new skills and strategies, being able to work across and see the interconnectedness of contexts, fields and portfolios and being able to apply new knowledge to novel situations (Candy et al, 1994;Doring, 2002;Hobbs & Aspland, 2003;Renshaw, 2002;Stokes, 2002). Such a person will be knowledgeable, capable, autonomous, organised, have an inquiring mind, love learning for the sake of it, be curious, questioning and critical, have a breadth of vision, and will engage in positive and productive self reflection.…”

Section: Lifelong Learningmentioning

confidence: 99%

Discourses in conflict: The relationship between Gen Y pre-service teachers, digital technologies and lifelong learning

Donnison

2009

AJET

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This paper analyses Gen Y pre-service primary school teachers' conceptualisations of lifelong learning. It is situated within a context of improving the provision and delivery of pre-service teacher education. This paper argues that Gen Y's understanding of lifelong learning has been influenced by their engagements with digital technologies and that while they may have appropriated the Discourse of change in this context, it does not necessarily indicate an overall capacity for change agency. This is a concern for programs of teacher education whose mission, arguably, is to prepare future activist teaching professionals. This paper argues that higher education and teacher education programs of study need to consider the relationship between Gen Y, lifelong learning and change agency when aligning pedagogy and curriculum with the new generation of students.

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Bedding down the embedding: IL reality in a teacher education program

Cited by 8 publications

References 3 publications

Back to the Future: Prospects for Education Faculty and Librarian Collaboration Thirty Years Later

Back to the Future: Prospects for Education Faculty and Librarian Collaboration Thirty Years Later

A Strategic Approach to Curriculum Design for Information Literacy in Teacher Education – Implementing an Information Literacy Conceptual Framework

Discourses in conflict: The relationship between Gen Y pre-service teachers, digital technologies and lifelong learning

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