Integrating digital literacy and feeding forward in a Psychology assignment

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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 dont they use textbooks and journals?. Another reference to Wikipedia!. - PowerPoint PPT Presentation


<p>Integrating digital literacy and feeding forward in a Psychology assignment</p> <p>Integrating digital literacy and feeding forward in a Psychology assignmentMani Das GuptaPsychology, Sport and ExerciseSchool of Health Sciences</p> <p>Common Information Literacy ComplaintsAnother reference to Wikipedia!They have used BLOGS as references!What is SO hard about academic referencing?</p> <p>B!!!! Internet! So much junk and most of it is in this essay!Why dont they use textbooks and journals?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 thats what you do for essays</p> <p>Its academic</p> <p>Because they told us we had to use it for essays in first yearPURPOSE of referencing often not explicitly explained to studentsWhy dont students use textbooks and journals?Some explanations from students on my module</p> <p>Often work at home at night, especially mature students OR at the last minute!</p> <p>School does not prepare students in terms of using books as references</p> <p>There may not be enough copies of some books in the library</p> <p>Common sources used in Psychology essays:</p> <p></p> <p></p> <p></p> <p>B!!!! Internet! So much junk and most of it is in this essay!PROBLEM:No questioning of sources of information OR Validity /Reliability of informationBAN IT?NOT an option todayThey will use it anyway!Valuable resource</p> <p>Informed usage is a LIFE-LONG learning skill</p> <p>SCONUL: 7 pillars of Information Literacy</p> <p>Embedded in assessment for L5 module:Children in ContextArticle available on: </p> <p>Very little print based material easily available for some areas covered e.g. children and War; Media; Children and Nature</p> <p>6Most Common assessment patternWEEK 1WEEK 5/6WEEK 12Formative TaskSummativeTaskFrom JISC Design Studio (University of Hertfordshire Project:EffectingSustainableChange inAssessmentPractice andExperience (ESCAPE). Link: Assessment InformationFeed Forward Assessment (FFA) Method</p> <p>IMPLEMENTATION of FFAWEEK 1: Assessment Information givenWorkbook with 2 exercises both require use of web-based resourcesJANUARY Hand In: Summative AssessmentWEEK 4-6: Workshops and Independent work on Evaluating internet resources (including demo)WEEK 7: Hand-In Formative Exercise 1WEEK 9: Feedback on Formative Exercise 1 linking to Exercise 2WEEK 9 &amp; 11: Workshops on Exercise 2The 2 Summative Exercises</p> <p>EX1: Evaluation of websites relevant to module contente.g. vs childrenandnature.orgEX2: Essays/presentation related to employability/real world issuese.g. Putting in a tender for an intervention on bullyingExplianing 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 resources10AdvantagesStudents 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 assessmentBy 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 Other Useful ResourcesJISC Design Studio 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, S. (2007) Feedback and Feed Forward. Duncan, N., Prowse, s. Wakeman, C., Harrison, R. (2003/4) Feed-Forward: Improving students use of tutor comments. Learning &amp; Teaching Projects, University of Wolverhampton. </p> <p>12Positive 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 ofcourse design intensiveswhich explicitly ask curriculum teams to consider digital issues. TheViewpoints projecthas 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'</p>