Y Fframwaith Llythrennedd a Rhifedd The Literacy and Numeracy Framework.
Antonesa & McAvinia - Information literacy and the case of the ‘natives’
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Transcript of Antonesa & McAvinia - Information literacy and the case of the ‘natives’
9000+ students Undergraduate & postgraduate courses in the
Arts, Science, Engineering, Philosophy and Celtic Studies.
Ireland's second oldest university
“Digital Natives are used to receiving information really fast. They like to parallel process and multi-task...”
“We need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us. The process has already begun”
“Adapting materials to the language of Digital Natives has already been done successfully. My own preference for teaching Digital Natives is to invent computer games to do the job, even for the most serious content. After all, it’s an idiom with which most of them are totally familiar.”
Marc Prensky, (2001),"Digital Natives, Digital Immigrants Part 1", On the Horizon, Vol. 9 Iss: 5 pp. 1 – 6 DOI:10.1108/10748120110424816(Permanent URL)
Qualitative Doctoral research using focus groups:◦ Librarians◦ Academic Staff and Academic Support Staff◦ Students◦ Key informants
Positioning IL outside of library land
Transition to University◦ “...more we put online, almost more intimidating”◦ “Critical thing they find most shocking”◦ “Student’s mindset and own independence –
understanding 3rd level responsibility...what they expect 3rd level to be might not always be what is it”“..==e we put online, almost more intimidating”
Fourth Subject◦ “Referencing is the big one..students’ attitude to
referencing... Part of what the academic world demands...are we being pedantic”◦ “Power and ownership...how would you feel if
someone took your work...information has a value ... Don’t know it has a value “
Gaps in system◦ “Onus has come on us as different people in a
university to make stabs at it... as such we don’t all understand what our roles are ...its frustrating... “◦ “Possibility of surfing your way through 3, 4 , 10
years of university is a sinch...”◦ “massification of knowledge and diversification of
knowledge nobody can have any control of it”
Medium does matter ◦ “Medium shifts how we see the information... It
feels different... The way we interact with that”◦ “Dont use same thinking on academic side ...Don’t
know how to cite it and save it...When just the books was easier to ask...They say don’t tell us, just show us”
Library instruction TO knowledge construction
Marsh argues that while these changes are no longer new, they can be considered new ontologically in terms of the “mindsets they engender” (Marsh, 2007, P267).
Multi literacy pedagogy (Brian Street)
Literacy is more progressive than sequential Socially negotiated Depends heavily on context Need to focus on peoples’ interest Can’t be learned once and for all time Remix (Belshaw)
Literacies for Learning, (McGill & Littlejohn, 2005) [
Case studying students’use of the VLE and materials:◦ Survey of undergraduates
in language subjects◦ Seven student participants◦ One semester◦ Video interviews◦ Diaries◦ Second questionnaire
Context: local and national evaluations
If you use your VLE, Why?
0%10%20%30%40%50%60%70%80%90%
100%
Keep Track ofclass times
Get copies oflecture notes
Get other coursematerial
Onlinediscussions
about the course
Online Quizzes SubmitAssignments
2009 A 2008 A 2008 B 2008 C 2009 D 2008 D 2009 E 2008 E 2009 F2009 G 2009 H 2009 I Average
If you use your VLE, Why? (All sites)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Keep Track ofclass times
Get copies oflecture notes
Get other coursematerial
Onlinediscussions
about the course
Online Quizzes SubmitAssignments
Average
Cosgrave et al, 2008, 2009
If you don't use your VLE, why not?
0%
10%
20%
30%
40%
50%
60%
70%
My Lecturers don’tuse it
The information on itisn’t useful
I can’t access it I find it difficult to use I don’t have accessto the web
2008 A 2009 A 2008 B 2008 C 2008 D 2009 D 2008 E 2009 E 2009 F2009 G 2009 H 2009 I Average
If you don't use your VLE, why not?
0%
10%
20%
My Lecturers don’tuse it
The information on itisn’t useful
I can’t access it I find it difficult to use I don’t have accessto the web
Cosgrave et al, 2008, 2009
Instruments
Subject Object
Division oflabour
CommunityRules
OutcomesTransformation
Process
Extended Activity System (Engeström, 1987)
Object 1: Keep up to date
Object 2: Undertake and complete coursework
• Lecturers were not resistant to using technology ‐ in fact they were generally enthusiastic about it– Evidence of experimenting within the VLE– Greater uptake of other e‐learning tools available once they
were comfortable with VLE
• Students did not necessarily want more use of technology ‐ this was not their primary focus (Object) – Staying on top of coursework could be dependent on ‐ or
independent of ‐ technology– VLE used as a gateway into other resources – Negative responses when resources not provided via VLE
Liz: Publishing to make a reading list accessible to students
