Information Literacy: developing

the reflective practitioner

Susie Andretta

London Metropolitan University

www.ilit.org

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

Independent and lifelong

Relationship between information literacy and lifelong learning (Bundy, 2004: 5)

Recursive and reflective

Action research cycle (O’Brien, 1998)

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.

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 don’t

engage with the resources Continuous reflection on practice

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

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