I read Peter's article with interest. Our approach has been to get IL
reflected in learning outcomes at module level, rather than trying to
fight the battles at institutional level. I think the flexible and
responsive approach with academic colleagues who know what we can do and
value our input to their curriculums works better than trying to get the
University to introduce IL as a fiat.
I don't think the importance we as professionals place on 'Information
Fluency' (a term I like!) is overstated - it IS important that students
understand these concepts and can use them, but the amount of IL which
goes into the curriculum should be led by learning outcomes and not by a
vague feeling that 'students ought to know how to do this'.
: a n d y * j a c k s o n :
: l e a r n i n g * r e s o u r c e s * m a n a g e r :
: s c h o o l * o f * n u r s i n g * a n d * m i d w i f e r y :
: u n i v e r s i t y * o f * d u n d e e :
: d u n d e e * d d 1 * 9 s y :
: t e l * ( 6 ) 3 2 0 1 2 :
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