Loughborough University Library: Open Journals
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Refining the definition of information literacy: the experience of contextual knowledge creation
Get PDFA recently-conducted phenomenographic research study described six ways of experiencing information literacy (IL) in nursing practice. These findings and a re-interpretation of those of several other studies into IL experience, appear to show that such experience is always focused on context-specific knowledge creation. This suggests that those definitions of IL which focus on information gathering processes but not on their outcomes could be refined in a way which shows its role and value in a more explicit manner. Such a refinement might yield greater understanding and prominence for IL outside the information professions
Crafting Maths: Exploring Mathematics Learning through Crafts
Get PDFThis article introduces a project in a Finnish secondary
school where mathematics education was combined with
crafts instruction. The idea was to provide the students
with an interdisciplinary real-world learning context in
which they worked collaboratively on an open-ended
design task. The approach was problem-based and
student-centred in a way that Neumann (2013) describes
to be in and with students. The teacher’s role was to allow
the students to self-generate their learning and to work in
partnership with them. The students were given a rather
open-ended, ill-defined design task that required them to
take risks, find information and collaborate. The student
interviews (N=17) after the project revealed that their
attitude to mathematics had become more positive. They
began to understand the connections between these
school subjects in an authentic learning environment. They
learned to solve problems and combine theoretical and
practical knowledge. Their understanding of the
importance of mathematics in real-world situations
increased. The project demonstrates how to arrange
teaching and learning in a more holistic way instead of in
a traditional subject-based approach. This kind of
interdisciplinary approach demands good cooperation
from both the students and the teachers. For
interdisciplinary education to be further developed,
support is needed for the teachers to collaborate and
learn new teaching approaches
Constructing a Cyber Drawing Visual Rhetoric Within the Morphology of Art Discourse
Get PDFThe multiple threads of cultural and software connectivity available to cyber drawing bring it into the realm of a visual rhetoric for much the same reason that cubism was able to morph art ontology per subject and object towards greater elasticity between effective means and visual affect. Accordingly, a spatial plasticity of language in terms of point, mark, line, plane volume and mass have been given an introduction into the discourse of a topology, a rhetoric, by Bal (2001 p.44) ”Topology destroys linearity by making embedding, not sequence, a principle of narrative time - a body within a house”. Thus we may interpret her neologism of topology as the facultative projection of point of view configured into rhetoric (traditionally defined as ethos, pathos and dialectic or more availably: context, expression, and discourse). In the following article I will be using analysis and synthesis of traditional verbal rhetorical terms in relation to a visual morphology, topology and topography in which the abstract landscape of verbal discourse and visual language are points of view and planes of reality which effect metamorphosis simultaneously in mind and matter through drawing
The impact of library information literacy classes on first year students’ searching behaviour
No full textThe aim of this study was to investigate whether or not the library courses in information literacy (IL) taught at Østfold University College had an impact on the students’ search behaviour. To find out, 19 students were interviewed and observed about this topic. The results showed that there were only slight differences in search behaviour between those who had attended the IL sessions and those who had not. Many students used Google as their starting point for searching for information. In this paper, we discuss how these findings can be implemented when developing future library courses on information searching
Book review of Markgraf, J., Hinnant, K., Jennings, E. and Kishel, H. 2015. Maximizing the one-shot: connecting library instruction with the curriculum. London: Rowman & Littlefield.
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The Threshold of Uncertainty in Teaching Design
Get PDFIn many of our universities and colleges there is a long
established approach to teaching design through practice.
For most students their end goal is to achieve a level of
capability to function as designers in the professional
world. Their education helps them construct a passport to
enter this community of professional practice. Part of the
legacy of the funding initiative in England to support
research into teaching has been the development of a
better understanding of a practice-based approach to
design pedagogy. This was a principal focus in two centres
funded by the initiative in which ‘signature pedagogies’
were identified as a distinguishing characteristic for
developing student capability within various types of design
practice, each of which contains those elements, which are
characteristic of the discipline. This notion moves the
emphasis away from the content of the curriculum and
explores the importance of practical, embodied and
experiential ways of knowing. Where these were
investigated for product and automotive design the
concept of transformative practice was identified as crucial.
Designers typically employ two simultaneous interacting
cognitive styles. From a five-year longitudinal study
involving 89 design students, it became clear that in order
to develop the confidence to match these two modes of
thought, neophyte designers needed to surmount a barrier,
or a threshold concept, which we labelled the toleration of
of design uncertainty. Accommodating effective
arrangements to accomplish this has reinforced the
importance of employing the traditional arrangement of
studio teaching and given it a greater focus