Change search
ReferencesLink to record
Permanent link

Direct link
Integration of information literacy into the curriculum: Constructive alignment from theory into practice
Kristianstad University, Learning Resource Centre.
Kristianstad University, Learning Resource Centre.
2016 (English)In: Creating Knowledge VIII: Practices, goals and visions for information literacy in higher education, 2016Conference paper, Poster (Refereed)
Abstract [en]

Librarian-teacher cooperation is essential for the integration of information literacy into course syllabi. Therefore a common theoretical and methodological platform is needed. As librarians at Kristianstad University we have had the opportunity to develop such a platform when teaching information literacy in a basic course for teachers in higher education pedagogy. Information literacy is taught in context with academic writing, distance learning and teaching, and development of course syllabi.

Constructive alignment in theory

We used constructive alignment in designing our part of the course. Biggs´ ideas tell us that assessment tasks (ATs) should be aligned to what is intended to be learned. Intended learning outcomes (ILOs) specify teaching/learning activities (TLAs) based on the content of learning. TLAs should be designed in ways that enable students to construct knowledge from their own experience. The ILOs for the course are to have arguments for the role of information literacy in higher education and ideas of implementing it in TLAs. The content of learning is for example the concept of information literacy, theoretical perspectives and constructive alignment for integration in course syllabi. TLAs are written pre-lecture reflections on the concept of information literacy, used as a starting point for the 3 h lecture. Learning reflections are written afterwards. The AT is to revise a syllabus (preferably using constructive alignment) for a course the teacher is responsible for, where information literacy must be integrated with the other parts and topics of the course.

Constructive alignment in practice

Using constructive alignment has taught us that this model serves well as the foundation of the theoretical and methodological platform for librarian-teacher cooperation when integrating information literacy in course syllabi. It contains all important aspects of the integration of information literacy in course syllabi and reflects the constructivist and sociocultural theories.

Place, publisher, year, edition, pages
2016.
Keyword [en]
constructive alignment, librarians, higher education pedagogy, library, information literacy
Keyword [sv]
konstruktiv länkning, bibliotekarier, högskolepedagogik, bibliotek, informationskompetens
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-16017OAI: oai:DiVA.org:hkr-16017DiVA: diva2:971143
Conference
Reykjavik, 2-3 June, 2016
Available from: 2016-09-15 Created: 2016-09-15 Last updated: 2016-09-16

Open Access in DiVA

fulltext(74 kB)20 downloads
File information
File name FULLTEXT01.pdfFile size 74 kBChecksum SHA-512
bd0a154d779981aa6de9433672bf5d0f5a0885a6c2ec268b3418248b976c66b1a75105238798d0cf874f0b5b32dd3a112b148d3c4df54b6aba2cb3677393c435
Type fulltextMimetype application/pdf

By organisation
Learning Resource Centre
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 20 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 73 hits
ReferencesLink to record
Permanent link

Direct link