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Bedding down the embedding : IL reality in a teacher education programme

Bedding down the embedding : IL reality in a teacher education programme. Helen Hobbs & Tania Aspland. CRICOS No. 00213J. Tania Aspland Assistant to the Dean (Bachelor of Education) Helen Hobbs Liaison Librarian (Faculty of Education).

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Bedding down the embedding : IL reality in a teacher education programme

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  1. Bedding down the embedding: IL reality in a teacher education programme Helen Hobbs & Tania Aspland CRICOS No. 00213J

  2. Tania Aspland Assistant to the Dean (Bachelor of Education) Helen Hobbs Liaison Librarian (Faculty of Education)

  3. Queensland University of Technology – 30,000 students Faculty of Education – 5,000 students 400 staff Bachelor of Education – 1,500 students Library support for Faculty – 2.5 librarians

  4. Info Lit at QUT IL coordinator + Liaison Librarians + Academics

  5. Info Lit at QUT embed integrate supplement contextualised recursive learning + +

  6. 10 years of stagnation 300 academics 2 years to redesign the curriculum from scratch - in a cost neutral framework 9 interrelated courses 151 units A Reconceptualised BEd

  7. outcomes based education & learner centred curriculum information literacy Convergence:Info Lit in the New BEd

  8. Convergence via Teacher Practitioner Attributes

  9. Convergence via Applied Curriculum Tasks via key units via assessment

  10. Embedding – how? • take one set of IL standards • break down into constituent proficiencies • map the proficiencies • combine vigourously with TPAs until a rich texture is obtained • pour resultant table lavishly over key units

  11. IL proficiency map for Education

  12. Key information literacy proficiencies to be embedded throughout the new BEd course: “the table” Year 1 Year 1 IL skills IL skills TPAs TPAs Year 2 Year 2 IL skills IL skills TPAs TPAs Year 3 Year 3 IL skills IL skills TPAs TPAs Year 4 Year 4 IL skills IL skills TPAs TPAs I can identify my own information need I can identify my own information need 1.1 1.3 1.4 5.1 5.3 1.1 1.3 1.4 5.1 5.3 1.1 1.1 I can identify and map key concepts I can identify and map key concepts 1.1.3 1.1.3 1.2 1.6 1.2 1.6 I identify and articulate my existing knowledge framework I identify and articulate my existing knowledge framework 1.1.6 1.1.6 1.7 1.9 1.7 1.9 I am proficient at using a variety of information resources, including library catalogues, indexing databases, and the internet. I am proficient at using a variety of information resources, including library catalogues, indexing databases, and the internet. All All 1.1 1.2 1.3 1.1 1.2 1.3 I can find known items in the library catalogue I can find known items in the library catalogue 2.1 2.1 1.1 1.3 1.1 1.3 I reflect upon information strategies. I plan, redefine and revise strategies when required I reflect upon information strategies. I plan, redefine and revise strategies when required 1.4 3.2.1 3.5 1.4 3.2.1 3.5 1.7 1.8 1.7 1.8 I use search strategies that include proximity operators and wildcards I use search strategies that include proximity operators and wildcards 2.2 2.2 1.4 1.4 I have a clear understanding of information resources available to Queensland teachers I have a clear understanding of information resources available to Queensland teachers 1.3 2.3 1.3 2.3 1.0 1.0

  13. How embedded is the embedding? learning approaches assessment embed sequential developmental recursive

  14. librarians teaching tutors within units librarians developing online modules How embedded is the embedding? embed integrate supplement

  15. How embedded is the embedding? embed integrate supplement

  16. Reality Hits academics • time-poor • inertia • demoralised • resource-poor • teaching two programmes at once • …

  17. Reality Hits some embrace the change and engage fully with the principles and design of the new BEd! others …

  18. Reality Hits threats to personal roles autonomy as unit coordinators in a developmental and sequential programme educators needing to revisit pedagogical debate

  19. Reality hits librarians too! traditional roles vs curriculum advisors ability to analyse practice in pedagogical framework resistance to new roles education required consequent workload issues

  20. Reality Hits Chinese whispers: “Don’t they do the info lit in that core unit?” miscommunication message of sequential and developmental curriculum easily lost

  21. IL in the BEd – a continuous improvement project • liaise, nag, lobby • use QA imperative for funds to evaluate • liaise, nag, lobby

  22. IL in the BEd – a continuous improvement project • more education for librarians and academics • ensure that we continue to have strategic positioning on committees • continue with action learning philosophy - learn, evaluate, discuss, collaborate, review…

  23. QuestionsDiscussion

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