Educational informatics

Ford, Nigel

doi:10.1002/aris.2008.1440420118

Cited by 8 publications

(6 citation statements)

References 74 publications

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“…The students were successful in addressing in each case a very real business problem set by the business partners. All but one student showed clear evidence of learning from the exercise, and increased their confidence and learning autonomy: As students build their confidence and skills, they move to the state of autonomous learners and develop the ability to experiment with different approaches (Ford, 2008;Simons & Klein, 2007). Student 6 describes the process, firstly using tutor support by referring to lectures, and using mentor support from other group members, experimenting with different approaches to information seeking, and growing in confidence as the student is successful in finding appropriate resources for the task.…”

Section: Discussionmentioning

confidence: 99%

“…The students at this stage could be termed as dependent learners (Ford, 2008 Dependence refers to a learning situation where information is used directly by the student to inform the problem, the solution, and/or the reasoned evidence supporting the solution. The goal is to increase student confidence and autonomy so that they reach a learning situation in which the student finds information, and/or processes information to autonomously generate knowledge of what is the problem, the solution, and/or the reasoned evidence supporting the solution (Clifford, 1999).…”

Section: Discussionmentioning

confidence: 99%

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The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing

Sen

McKinney

2014

NORIL

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Reflective writing is a key professional skill, and the University of Sheffield Information School seeks to develop this skill in our students through the use of reflective assessments. Reflection has been used as a means of supporting Information Literacy development in the Higher Education context and recent pedagogical IL frameworks highlight the important role of reflection. This paper presents an analysis of Undergraduate students' reflective writing on one module. The writing is mapped against two models of reflection to understand the nature and depth of the students' reflection and through this understand their Information literacy development, with the overall aim of improving the teaching and learning experience for the future. Key findings are that students did reflect deeply and identified a number of ways in which they felt their IL had developed (e.g. developing a knowledge of specialist sources), ways they could have improved their information literacy practices (e.g. through storing information in a more organised fashion), and ways that we could improve our teaching (e.g. by providing appropriate scaffolding for the activities).

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing

Sen

McKinney

2014

NORIL

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“…As shown in table 2, Ford's (2008) contribution to the Annual Review of Information Science and Technology contained the largest number of references (116) and was in that sense the most extensively referenced article; however, it was also the longest article, with a recorded word count of 16,670. Examining the number of references alongside the word count and dividing the number of words recorded by the number of references listed provided a words-per-reference figure.…”

Section: Types and Numbers Of Items Referencedmentioning

confidence: 98%

Putting Research into Practice: An Exploration of Sheffield iSchool Approaches to Connecting Research with Practice

Roberts¹,

Madden²,

Corrall³

2013

lib

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The relationship between research and practice in the work of members of the University of Sheffield's Information School (iSchool) was examined through a mixed-methods study carried out in two stages. Two focus groups with doctoral students and faculty members explored motivations for undertaking research, views about the impact of research, and the role of social media in its dissemination. Personal enjoyment and pursuit of knowledge for its own sake emerged as strong motivators but were also linked with expressing professional identity and contributing something useful to practice in the field. Differing stakeholder definitions of research impact were perceived as problematic, and multiple channels of communication were advocated, including judicious use of professional and social networks. A content analysis of journal articles written by iSchool faculty collected qualitative and quantitative data on the subject matter, methodology, references, and other dimensions of published output, including statements relating the research to practice. Published outputs highlighted diversity in the methods used, demonstrated collaboration with practitioners in conducting and communicating research, and identified five distinct ways of connecting research with practice. The study concludes with ten recommendations for strengthening the research-practice relationship in library and information studies.

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“…Tutors can help by ensuring that adequate support (or scaffolding) is in place to allow deeply critical reflection to take place. Once the student has engaged with the process, and has developed their reflective skills, then a de-scaffolding 114 http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/ LLC-V6-I2-2012-5 approach can be taken where the tutor support is reduced and the student moves to autonomous learning (Simons and Klein 2007;Ford 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Reflection for learning:

McKinney

Sen

2012

JIL

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Reflective writing has long been acknowledged as an important aspect of personal and professional development. There is increasing evidence of the use of reflective writing assessments and activities in the context of information literacy (IL) education, particular in higher education (HE). Writing reflectively can help students to understand their own IL development and engage in deeper learning. Students on an undergraduate business intelligence module at the University of Sheffield completed a piece of reflective writing about their IL development as part of the assessed work for the module. This writing was mapped against a model of reflection and a model of IL to understand the depth and spread of reflection offered by these students. The results showed that students had chosen to reflect in some but not all areas of IL, and the depth of reflection was variable. However, the aspects of IL where students were reflective illustrated that the learning outcomes of the module had been met. Mapping reflective statements against models of reflection was found to aid in the analysis and assessment of the reflective writing. The analysis undertaken by the researchers supported their own reflective practice as scholars of teaching and learning.

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Educational informatics

Cited by 8 publications

References 74 publications

The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing

The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing

Putting Research into Practice: An Exploration of Sheffield iSchool Approaches to Connecting Research with Practice

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