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Integrating digital literacy and feeding forward in a Psychology assignment

Integrating digital literacy and feeding forward in a Psychology assignment. Mani Das Gupta Psychology, Sport and Exercise School of Health Sciences. Common Information Literacy Complaints. Why don’t they use textbooks and journals?. Another reference to Wikipedia!.

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Integrating digital literacy and feeding forward in a Psychology assignment

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  1. Integrating digital literacy and feeding forward in a Psychology assignment Mani Das Gupta Psychology, Sport and Exercise School of Health Sciences

  2. Common Information Literacy Complaints Why don’t they use textbooks and journals? Another reference to Wikipedia! They have used BLOGS as references! B!!!! Internet! So much junk and most of it is in this essay! What is SO hard about academic referencing?

  3. What is SO hard about academic referencing? 60/65 students on a Level 5 module knew they MUST reference properly but did not really understand WHY. Common responses: “Because that’s what you do for essays” “It’s academic” “Because they told us we had to use it for essays in first year” PURPOSE of referencing often not explicitly explained to students

  4. Some explanations from students on my module Often work at home at night, especially mature students OR at the last minute! School does not prepare students in terms of using books as references There may not be enough copies of some books in the library Why don’t students use textbooks and journals? Common sources used in Psychology essays: psychology.about.com www.psychologytoday.com/ www.simplypsychology.org

  5. B!!!! Internet! So much junk and most of it is in this essay! NOT an option today They will use it anyway! BAN IT? Valuable resource Informed usage is a LIFE-LONG learning skill PROBLEM: No questioning of sources of information OR Validity /Reliability of information

  6. SCONUL: 7 pillars of Information Literacy Article available on: www.sconul.ac.uk/sites/default/files/.../researchlens.pdf Embedded in assessment for L5 module: Children in Context

  7. Most Common assessment pattern Formative Task Summative Task Assessment Information WEEK 12 WEEK 1 WEEK 5/6 From JISC Design Studio (University of Hertfordshire Project: Effecting Sustainable Change in Assessment Practice and Experience (ESCAPE). Link: http://jiscdesignstudio.pbworks.com/w/page/30631817/ESCAPE%20-%20Assessment%20timelines

  8. Feed Forward Assessment (FFA) Method

  9. IMPLEMENTATION of FFA WEEK 1: Assessment Information given Workbook – with 2 exercises – both require use of web-based resources WEEK 4-6: Workshops and Independent work on Evaluating internet resources (including demo) WEEK 7: Hand-In Formative Exercise 1 WEEK 9: Feedback on Formative Exercise 1 linking to Exercise 2 WEEK 9 & 11: Workshops on Exercise 2 JANUARY Hand In: Summative Assessment

  10. The 2 Summative Exercises EX1: Evaluation of websites relevant to module content e.g. parenting.com vs childrenandnature.org • EX2: Essays/presentation related to employability/real world issues • e.g. • Putting in a tender for an intervention on bullying • Explianing how skills acquired by doing a Psychology degree will help with one of a selection of real job adverts etc. Both require use and evaluation of web resources

  11. Advantages • Students grasped web-evaluation and why it was essential much better (ONLY 2 student complaints about doing it this year!) • Student engagement in assessment early on (not end-loaded) • Giving feedback BEFORE summative assessment enables students to use feedback for the Summative assessment • By linking to employability in Exercise 2 – hopefully enables students to see links between what they are studying and possible future employment • Life-Long Learning: how to use internet resources effectively when they no longer have easy access to University journal, books and e-books

  12. Other Useful Resources • JISC Design Studio http://jiscdesignstudio.pbworks.com • – lots of material on assessment, feedback and how to integrate this into curriculum design etc. etc. • The SCONUL Seven Pillars of Information Literacy Core Model for Higher Education • http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf • Brown, S. (2007) Feedback and Feed Forward. http://www.bioscience.heacademy.ac.uk/ftp/newsletters/bulletin22.pdf • Duncan, N., Prowse, s. Wakeman, C., Harrison, R. (2003/4) ‘Feed-Forward’: Improving students use of tutor comments. Learning & Teaching Projects, University of Wolverhampton. http://wlv.openrepository.com/wlv/bitstream/2436/3778/1/Feed-forward%20pgs%20127-132.pdf

  13. Positive ideas and innovations flow from an engagement with the scholarship of the subject, which often takes place in curriculum processes such as review and validation - if there is time and support for such conversations.  Oxford Brookes and Leicester have pioneered the idea of course design intensives which explicitly ask curriculum teams to consider digital issues. The Viewpoints project has developed a curriculum design process that incorporates the seven pillars of information literacy. The involvement of specialist professionals in this process (e.g. library staff, TEL staff, academic advisors) allows new ideas to spread across subject boundaries. We have an emerging resource set 'Developing Digital Literacies in the Curriculum'

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