Loughborough University Library: Open Journals
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Creativity and the Brain
Get PDFThe preface to this intriguing book begins as follows:
'Until recently, human creativity had been treated as a mysterious process of brain activity, since we had neither the tools to measure brain activity precisely nor the theories to analyse and synthesise creativity. However, the quick advancement of brain science these days - thanks largely to the development of various measurement tools such as electroencephalography (EEG), electromyography (EMG) and functional magnetic resonance imaging (fMRI) and to new attitudes which view the brain as a system - has enabled us to discuss creativity in the context of science. Hence we organised a workshop for the exchange of ideas among distinguished scholars who have been contributing to the understanding of creativity in different fields and from different viewpoints
Instructional design for the active: Employing interactive technologies and active learning exercises to enhance library instruction
No full textIn a variety of instructional scenarios, librarians at The University of North Carolina have been working to engage students with the use of interactive technologies combined with active learning strategies in attempts to enhance learning of information literacy concepts. This paper describes the successful use of this approach in not only increasing student engagement, but possibly learning outcomes as well. Practical examples of our use of class response systems (clickers), interactive whiteboards, wireless slates, and digital cameras in conjunction with active learning environments are discussed in the context of both upper and lower-division classes.
Our study, using a clicker group and control group in information literacy sessions for English Composition II classes, revealed a four-point increase in information retention in classes using clickers and discussion compared to classes taught using more traditional methods of instruction. Assessment data collected from experiments provides evidence that these technologies coupled with active learning methods are capable of delivering not only improved student engagement and participation, but also increased learning outcomes in some cases. The results of these experiences shed light on the potential impact that implementation of interactive technologies with a shift in pedagogy can have on student engagement and learning of information literacy concepts
The evolution of an embedded information literacy module: using student feedback and the research literature to improve student performance
Get PDFThe purpose of this paper is to describe the development and evolution of the embedded information literacy (IL) module for first year BSc in Marketing students in X institution over a three year period between 2007-8 and 2009-10. It describes the pedagogical theories underlining the teaching and assessment of the course in its original format, the reflective practice in which the library team engaged, and the subsequent changes made to the teaching and assessment of the course, informed by the research literature. The study uses performance in the assessment task, student feedback drawn from survey questionnaires and a focus group as the methods of data collection, although the analysis also takes into account anecdotal evidence. The paper provides details of the correlation each year between student performance in the information literacy and marketing components of the assessment task. It outlines the students’ evaluations of the course and, for the latter two years, it examines their perception of their information literacy skills before and after the embedded module. The issues raised in the feedback from students, the library team, and academic staff members were addressed using techniques drawn from the research literature. This involved underpinning the feedback and formative assessment for the programme with a student centred approach by introducing discussion board assignments to the course, and drawing on students’ existing knowledge and experience by using worksheets at the start of class. The timing of the IL classes was also changed in 2008-9 to align them more closely with the assessment deadline. In addition, instructions in relation to the assessment task were rewritten and clarified in 2008-9 and 2009-10. The modifications made resulted in an improvement in student performance (as measured by the mean mark) in the IL assessment task, and in an increase in the correlation between the marks for the IL and marketing components of the assignment. The study has some limitations, while student feedback indicated a significant increase in students’ confidence in their IL skills, the study did not examine at any stage whether this increase in confidence resulted in a change in their IL practice. Furthermore, while most students in the 2007-8 cohort indicated that they would apply what they had learned in the IL component to other courses, there is only anecdotal evidence that this actually happened. Nevertheless, the discussion on the issues and challenges experienced in relation to the teaching and assessment of an embedded information literacy module, and the analysis of the impact of the solutions introduced to address these issues should make this paper relevant to practitioners engaged in the delivery and assessment of similar IL modules
Parametric Pedagogy: Integrating parametric CAD in Irish post-primary schools
Get PDFTechnology education in Irish post-primary schools is undergoing significant change. In recent years the syllabi of all technology-related subjects have been revised. A new subject, Design and Communication Graphics, has replaced the traditional Technical Drawing subject. This new subject aims to develop students' spatial awareness and graphical communication skills in the context of design. Parametric CAD forms a significant element if the subject. This research paper reports on a study into the use of parametric CAD by teachers in Irish post-primary schools. The research found that teachers were enthusiastic and welcomed the inclusion of the software as part of their teaching. However, the novel teaching environment was challenging which had a significant affect on their pedagogical approaches. The findings highlight the need for affective teacher professional development that explorers the declarative as well as the procedural knowledge required for mastery of the CAD software
Researching STEM?
Get PDFWhen we suggested, almost two years ago, the idea of a special edition of this journal related to STEM (Science, Technology, Engineering, Maths) we could never have imagined the way world and political landscape was about to change. Whilst the ability to predict the future has always been a hit and miss affair, the extent of the financial crisis and the subsequent political and economic impact could not have been foreseen. Within this context education has become a key barometer as to the extent of the crisis and it is clear that existing models of funding for schools and higher education, particularly in the UK education system have become unsustainable
Wrong...but right enough
Get PDFIn recent weeks I have been forced to think a bit about right and wrong...not in the sense of good and bad but rather in the sense of accurate and inaccurate. When I was at school, my metal-work teacher very proudly boasted that - in his workshop - we worked to an accuracy of 1/1000 of an inch (it was a long time ago). By contrast, my woodwork teacher - never one to be out-done - insisted that in his workshop we had much higher standards than that since we worked till it was right. I was never quite sure which of them was the more demanding
Students’ behaviour playing an online information literacy game
Get PDFThis paper describes how college students played the web-based BiblioBouts Information Literacy (IL) game, which ushers players through the library research process while they complete a research-and-writing assignment. The game teaches students basic IL skills including creating citations, judging citation completeness, assessing author expertise, assessing source relevance and credibility, judging quality, and assessing accuracy. BiblioBouts’ collaborative and social mechanisms help students leverage their own research efforts in finding sources, evaluating their usefulness, and choosing the best sources, with their classmates’ efforts so that everyone benefits. Players benefit from receiving hands-on practice and experience with the wide range of information literacy (IL) skills that confront them during the process from conducting library research to completing writing assignments. Both quantitative and qualitative game-play data were gathered from game-play logs, game diaries, focus group interviews with student game players, and personal interviews with instructors. These data were analyzed to determine typical game-play styles, how long students played the game, and the impact of scoring on the way the students played the game and engaged in IL activities. The results were used to improve game mechanics and player engagement. The R&D team’s experience building an online, interactive IL game demonstrates that game design must first focus on evaluations of player behavior followed by game-system improvements that are expected to affect the desired game-play behavior. The BiblioBouts game presents an innovative method for learning IL competencies and is unique in its social, collaborative, and interactive approach to educational gaming. It is hoped that this article will encourage IL librarians to explore games and other alternative forms of IL instruction
STEM Education: Proceed with caution
Get PDFProposals for science, technology, engineering and mathematics to be presented in the secondary curriculum in an integrated way have been developed in some countries for at least three decades now, but are recently becoming more common and more significant. Some proposals are now being delivered with high level political clout, for example President Obama’s November 2009 announcement of a range of STEM initiatives, and the UK appointment of a National STEM Director followed by a range of similar initiatives to promote the STEM agenda. In other countries this grouping of subjects is promoted as a coalition but not necessarily as a school curriculum organiser, for example SET (Science, Engineering and Technology) in South Africa (National Science and Technology Forum).
The rationales for the agenda are various but limited, and related mainly to vocational and economic goals, rationales not uncommon in the justification of Technology Education, though more recently marginalised as Technology Education has established its place more securely as a component of general education. In many countries, traditional technology education had a strong vocational emphasis and consequently the link with workforce needs and the economy was quite explicit. Technology as a component of general education has a less direct link with economic development, but nevertheless it remains a
rationale which is often invoked
Information literacy in United Kingdom schools
Get PDFThis paper reviews the evolution of information skills and information literacy (IL) work and associated research in UK schools over the past thirty years as reflected in the literature. A brief report is then offered of a recent small study of library-based IL work in primary schools in England, using structured focus groups of teachers and library assistants and telephone interviews with Heads.The remainder of the paper reports on the IL aspects of the first major surveys of UK post-primary school libraries and what librarians do for more than twenty years. It draws on an activity survey of library staff in 1,044 schools in the UK, conducted through a combination of peer interviews with an e-survey, across a range of post-primary schools. A set of questions was asked about the preferred term used in the school for IL, the extent of learning support by library staff, and the distribution of IL efforts across student years. These replies were then compared with responses about management supervision and about librarian-generated planning to show that these are both influencing factors in IL work. Further questions were asked about the types of IL work undertaken by library staff – from supporting IL efforts of teachers to conducting lessons in the library or classroom and preparing guidance for students. Respondents then identified the phases of the IL cycle on which they concentrated their efforts and the main activities which they engaged in when collaborating with teachers. In presenting the results, comparisons are made between replies from professionally-qualified librarians and other categories of respondent.Three models of IL intervention in schools are then presented, drawing upon activity descriptions contributed by survey respondents (including those interviewed). These are characterised as:• Sporadic opportunism• Systematic development• Strategic orchestrationA brief comment is made on the limitations of the survey and some conclusions are offered, relating to the growing gap between ‘the best and the rest’, the implications of declining school library budgets at all levels, and the difference that a professionally-qualified school librarian can make to IL work in the school
