Loughborough University Library: Open Journals
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Student Teachers of Technology and Design: Can short periods of STEM-related industrial placement change student perceptions of engineering and technology?
Get PDFThis is a report, on a small-scale case study, of a
programme of short industrial placements (5 day block)
for student teachers of technology and design in Northern
Ireland. Such placements increase student awareness and
understanding of the nature of Engineering and Technology
and therefore better prepare them to teach these subjects,
as integral elements of STEM (Science, Technology,
Engineering and Mathematics). The aim was to discover if
a short period of industrial placement would change
student perceptions of industry, engineering and
technology. Prior to the placement, undertaken in
collaboration with industrial partners, the students revealed
preconceived ideas about engineering, technology and
industry. During placement students had opportunities to
‘work-shadow’ engineers and technologists and to contest
their predetermined views and opinions. This study reveals
that previously held views were challenged in terms of
definitions contested, roles and function considered,
perceptions challenged, and awareness increased
The Warp and Weft of Information Literacy: Changing Contexts, Enduring Challenges
Get PDFIn this personal exploration of information literacy instruction at one institution, I look back at three decades of my involvement with pedagogy and how our local practices have reflected national conversations about the field. Anxiety about the identity and purpose of academic libraries in higher education has shaped the ways we have conceptualized and argued for the value of IL, yet in spite of spirited efforts to reformulate our purpose, many of the challenges we face have consistently resisted solutions
School library staff perspectives on teacher information literacy and collaboration
Get PDFPupils need to develop information literacy (IL) skills in schools in order to be active members of a skilled workforce, for lifelong learning and digital citizenship. However, there has been little focus on the extent to which this happens in a classroom setting and on information competencies of teachers. As part of a broader study of teachers’ knowledge and perceptions of IL, librarians in schools in Northern Ireland were interviewed. Findings reveal low levels of collaboration with teachers. Recommendations are made regarding how to overcome challenges involved in developing teachers’ IL so that they can better support learners
Assessing the impact of a guided inquiry unit on Year 5 pupils’ information literacy: a student case study
Get PDFMissed Opportunities
Get PDFOver the last couple of months I have read two documents
that forced me to pause, take a longer look, and develop a
considered view about them. Both of them have roots in
Pearson, the multinational publishing and education
company
Lessons from Forty Years as a Literacy Educator: An Information Literacy Narrative
Get PDFThis article summarises the author’s evolution as a writing instructor toward a career as a librarian teaching information literacy and finally as a scholar and researcher studying information literacy as an academic subject. Changes in writing pedagogy are explored as they relate to changes in the author’s instructional practices and how they underlie an understanding of information literacy as a form of literacy practice closely related to writing. Questions about the future of information literacy under current management philosophy are presented
Influence Of Cognitive Styles On Technical Drawing Students’ Achievements In Senior Secondary School In Federal Capital Territory, Abuja
Get PDFThere are different cognitive strategies for processing information which in turn influence students’ academic achievement. This paper reports an investigation of cognitive styles and achievement scores of secondary school students. In the study, the standardised Group Embedded Figures Test was used to determine the influence of student’s cognitive styles on Technical Drawing students’ achievement in Senior Secondary Schools in Federal Capital Territory (FCT), Abuja. A research question and null hypothesis tested at 0.05 level of significance guided the study. The design of the study was a causal comparative or (expost-facto) design. The sample for the study consisted of 87 Senior Secondary School Two (SSSII) Technical Drawing students drawn from the three sampled schools in three Area Councils of FCT. The students were categorized into three groups based on Group embedded figure test (GEFT). The instrument used for data collection was Technical Drawing Achievement test (TDAT). The instrument was face and content validated by three Technical Drawing Lecturers and two experts in Measurement and Evaluation. The reliability coefficient of Basic Electricity Achievement Test (BEAT) was established using Kuder- Richardson formula 20 (K-R20) and this yielded an index of 0.69. Data were analyzed with mean, standard deviation and analysis of variance (ANOVA). Results of the study revealed that cognitive style significantly influenced students’ achievements in Technical Drawing. Recommendations made among others were that students’ cognitive styles be adopted for effective teaching of Technical Drawing in Secondary Schools
A Model of Framing in Design Teams
Get PDFHow do ideas evolve in the context of collaborative design? This research explores the framing strategies and tools involved in the co-construction of a shared understanding in the early stages of a design project. We observed a team of four industrial design students working to design a popup shop. We found that, while the key design elements of the solution were present from the early stages of discussion, they were continually framed and reframed through intense verbal discussion supported by sketching reflection-in-action (individual or collective) that help each team member make sense about the popup shop branding, user experience, visibility, structure, etc. The design ideas were crystallized at the end of the fourth working session. The research identifies patterns of framing, deframing and reframing of ideas that emerged from different symbolic elements associated with a brand, allowing students to design customized, non-standard, impressive and complex forms. Linking these patterns with specific ‘designerly actions’ led us to develop an empirically grounded model of the framing cycle. This model extends previous work of Schôn and Dorst and Valkenburg to specifically take into account collaborative design situations. In such situations, discussion among team members plays a vital role in clarifying, explaining, and interpreting as well as in encouraging reflection and critique