Information Literacy: developing the reflective practitioner

1
Information Literacy developing the reflective
practitioner

• Susie Andretta
• London Metropolitan University
• www.ilit.org

2
Background information

• Continuation of ilit.org project
• Information Literacy a framework for learning
• Independent and lifelong learning
• Recursive learning/reflection on practice
• Real world assessment

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Independent and lifelong
Relationship between information literacy and
lifelong learning (Bundy, 2004 5)
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Recursive and reflective

• Action research cycle (OBrien, 1998)

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Applied Information Research

• AIR - Learning Outcomes
• 1. Design a research project exploring an issue
  relevant to the information profession in
  support of an application for funding
• 2. Identify and evaluate relevant literature in
  order to c contextualise the research
  proposal.
• 3. Select research strategies appropriate to the
  nature of the proposed research project.
• 4. Communicate the various aspects of the
  research project using a range of dissemination
  strategies.

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Feedback on provision

• Student
• challenging
• High level of anxiety (topic suitability)
• Relevant to CPD and career advancement
• Staff
• Formative feedback - extremely resource intensive
• Facilitator role difficult to maintain when
  students dont engage with the resources
• Continuous reflection on practice

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Transferable skills?

• New career linked to AIR project
• Implementation of AIR proposal
• Successful completion of the dissertation?
• Information Literacy competences
• Reflective attitude
• Aware of weaknesses
• Response to feedback

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Future developments

• Need to explore students lack of engagement with
  formative tasks
• Replace questionnaires with feedback session at
  the end of AIR
• More practice on implementation-end of the
  research process