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The critical appraisal of the public presentation Of Psyhology: building information literacy skills in first year undergraduate students in the Department of Psychology

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Information about The critical appraisal of the public presentation Of Psyhology: building...

Published on January 14, 2009

Author: cilass.slideshare

Source: slideshare.net

Description

A presentation given by Pamela McKinney and Sandra Turkington at the LILAC conference March 2007
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www.shef.ac.uk/cilass The Critical Appraisal of the Public Presentation of Psychology: building information literacy skills in first year undergraduate students in the Department of Psychology Pamela McKinney Sandra Turkington

5 year programme, impacting on 10,000 students £4.85M funding in total from HEFCE Includes £2.35M capital funding Focusing on inquiry-based learning Core community: Faculties of Arts, Social Sciences, Law Development, innovation and research CILASS hub located in the Information Commons plus ‘satellite’ in Bartolome House CILASS: Centre for Inquiry-based Learning in the Arts and Social Sciences

5 year programme, impacting on 10,000 students

£4.85M funding in total from HEFCE

Includes £2.35M capital funding

Focusing on inquiry-based learning

Core community: Faculties of Arts, Social Sciences, Law

Development, innovation and research

CILASS hub located in the Information Commons plus ‘satellite’ in Bartolome House

What is Inquiry-based learning? Student-directed, open-ended inquiry Problems, case scenarios, small and large investigations Individual and collaborative projects Appropriately scaled from Level 1 Participation in communities and culture of inquiry Capabilities for scholarship, employability, lifelong learning

Student-directed, open-ended inquiry

Problems, case scenarios, small and large investigations

Individual and collaborative projects

Appropriately scaled from Level 1

Participation in communities and culture of inquiry

Capabilities for scholarship, employability, lifelong learning

Information literacy - a key theme for CILASS with collaborative inquiry and networked learning Strong information literacy capabilities are fundamental to the success of IBL Process support for inquiry Specialist role in the CILASS team: Learning Development and research Associate (Information Literacy) Inquiry-based Learning and Information Literacy

Information literacy - a key theme for CILASS with collaborative inquiry and networked learning

Strong information literacy capabilities are fundamental to the success of IBL

Process support for inquiry

Specialist role in the CILASS team: Learning Development and research Associate (Information Literacy)

Phased programme of engagement with all Departments and Schools in the faculties of Arts, Social Science and Law Each Department or School has 2 opportunities to bid for funds from CILASS for curriculum development projects Strategic impact on Learning and Teaching Departmental engagement

Phased programme of engagement with all Departments and Schools in the faculties of Arts, Social Science and Law

Each Department or School has 2 opportunities to bid for funds from CILASS for curriculum development projects

Strategic impact on Learning and Teaching

3 project strands Project 1: ‘Critical Appraisal of the Public Presentation of Psychology’ level 1 semester 1 Project 2: ‘Information Literacy in Research Methods’ level 1 semester 2 Project 3: ‘Collaborative Learning Through Argumentation’ level 3 semester 2 PEBBLE: Psychological Enquiry-based Learning

3 project strands

Project 1: ‘Critical Appraisal of the Public Presentation of Psychology’ level 1 semester 1

Project 2: ‘Information Literacy in Research Methods’ level 1 semester 2

Project 3: ‘Collaborative Learning Through Argumentation’ level 3 semester 2

Task delivered and supported in postgraduate-led tutorials Students working collaboratively in small groups Find a newspaper article with relevance to Psychology purportedly based on real research Find the original research using the Web of Knowledge database Reflect on the search process and implications of the results Critical Appraisal of the Public Presentation of Psychology

Task delivered and supported in postgraduate-led tutorials

Students working collaboratively in small groups

Find a newspaper article with relevance to Psychology purportedly based on real research

Find the original research using the Web of Knowledge database

Reflect on the search process and implications of the results

Ensure the task was doable Establish working relationship with the Library Train the trainers Set up WebCT support environment Create support documentation for PG tutors and for students Implementation of the project

Ensure the task was doable

Establish working relationship with the Library

Train the trainers

Set up WebCT support environment

Create support documentation for PG tutors and for students

Extract from student support documentation

Collaboration with the Library Work with CILASS liaison librarian to establish access to online newspapers Create subject specific version of Information skills tutorial for Web of Knowledge Ensure access through module WebCT course to information skills tutorials Feed in research conducted for Masters dissertation by a member of Library staff to the project evaluation plan

Work with CILASS liaison librarian to establish access to online newspapers

Create subject specific version of Information skills tutorial for Web of Knowledge

Ensure access through module WebCT course to information skills tutorials

Feed in research conducted for Masters dissertation by a member of Library staff to the project evaluation plan

CILASS evaluation process Establish a ‘Theory of Change’ for the departmental project Agree performance indicators: Enablers / Resources Processes / Activities Outcomes Decide how each of these indicators is to be evaluated in the evaluation plan

Establish a ‘Theory of Change’ for the departmental project

Agree performance indicators:

Enablers / Resources

Processes / Activities

Outcomes

Decide how each of these indicators is to be evaluated in the evaluation plan

Psychology departmental Theory of Change

Information literacy competency questionnaire Original questionnaire designed by Diane Mittermeyer at Quebec University. Based on ALA information literacy standards Adapted by colleagues at Leeds University for students of Psychology Deemed suitable pre-intervention / post-intervention evaluation tool for this project

Original questionnaire designed by Diane Mittermeyer at Quebec University.

Based on ALA information literacy standards

Adapted by colleagues at Leeds University for students of Psychology

Deemed suitable pre-intervention / post-intervention evaluation tool for this project

Delivery of competency questionnaire First questionnaire handed out in paper format during week 2 lecture by module and project leader 143 responses Second questionnaire handed out at end of semester 1 by guest lecturer 33 responses

First questionnaire handed out in paper format during week 2 lecture by module and project leader

143 responses

Second questionnaire handed out at end of semester 1 by guest lecturer

33 responses

Recognise an information need

Locate and access information

Compare and evaluate information

Student work Quotes were used in the BBC article as a main focus, maybe to indicate more valid findings. However in the journal, research evidence was provided instead. By searching using the name of the author, it was able to come up with all the articles written by that author and I could narrow the search down by Putting in key words of the article such as ‘Gene’ and ‘Anxiety’, by using this method, the search would come up with fewer matches News article relied on ethnicity and insinuated this was the only cause explored The BBC completely misattributes the results because the journal states that only 9% of females said that they had initiated a date fight, whereas the BBC conveys that a higher number of date fights is linked with wrestling.

Quotes were used in the BBC article as a main focus, maybe to indicate more valid findings. However in the journal, research evidence was provided instead.

By searching using the name of the author, it was able to come up with all the articles written by that author and I could narrow the search down by Putting in key words of the article such as ‘Gene’ and ‘Anxiety’, by using this method, the search would come up with fewer matches

News article relied on ethnicity and insinuated this was the only cause explored

The BBC completely misattributes the results because the journal states that only 9% of females said that they had initiated a date fight, whereas the BBC conveys that a higher number of date fights is linked with wrestling.

Project leader reflection Developed a task previously used at level 2 to compare news and academic journal with added information literacy All students found relevant journal articles and all showed competence with Web of Knowledge database Best submissions showed significant reflection on search strategies and results Some students followed progress of an academic debate

Developed a task previously used at level 2 to compare news and academic journal with added information literacy

All students found relevant journal articles and all showed competence with Web of Knowledge database

Best submissions showed significant reflection on search strategies and results

Some students followed progress of an academic debate

Project leader reflection: amendments for next year Despite some initial negative feedback generally positive response from PG tutors so will repeat next year Some misinterpretation of question ‘If you couldn’t find the corresponding journal article, why was that difficult?’ Focus more on referencing using the Library’s referencing tutorial in WebCT

Despite some initial negative feedback generally positive response from PG tutors so will repeat next year

Some misinterpretation of question ‘If you couldn’t find the corresponding journal article, why was that difficult?’

Focus more on referencing using the Library’s referencing tutorial in WebCT

Postgraduate tutor focus group Some difficulties in getting students to engage with collaborative work Unfamiliar with term ‘Information literacy’ but “ it makes sense ” Skills students learn through this activity are “ vital ” “ It is really helpful, especially right at the beginning because then they can go right through university knowing how to judge an article, judge sources of information ”

Some difficulties in getting students to engage with collaborative work

Unfamiliar with term ‘Information literacy’ but “ it makes sense ”

Skills students learn through this activity are “ vital ”

“ It is really helpful, especially right at the beginning because then they can go right through university knowing how to judge an article, judge sources of information ”

Postgraduate tutor focus group Students are already accomplished searchers, just need to transfer skills to new medium Positive response to open-ended nature of the task - ability to pick topics of personal interest “ Both the [news] articles they picked had no original article……they got quite upset and thought they were going to get marked down for that ” More helpful to model the full process of the task before students start searching for news articles

Students are already accomplished searchers, just need to transfer skills to new medium

Positive response to open-ended nature of the task - ability to pick topics of personal interest

“ Both the [news] articles they picked had no original article……they got quite upset and thought they were going to get marked down for that ”

More helpful to model the full process of the task before students start searching for news articles

Student tutorial evaluation 60% agree or agree strongly 20% undecided 20% disagree or disagree strongly

Student tutorial evaluation 71% agree or agree strongly 19% undecided 10% disagree or disagree strongly

Student tutorial evaluation 59% agree or agree strongly 28% undecided 13% disagree or disagree strongly

Inquiry-based pedagogy for Information Literacy? Students develop database search skills in the context of assessed work Open choice of topic area fosters engagement Critical evaluation of information at level one supported through collaboration Skills development through reflection

Students develop database search skills in the context of assessed work

Open choice of topic area fosters engagement

Critical evaluation of information at level one supported through collaboration

Skills development through reflection

www.sheffield.ac.uk/cilass

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