Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

In contemporary information environments, learning requires critical and creative engagement with a diverse array of information sources, information and communication technologies, social networks, and practices.

Educators such as teachers, teacher-librarians, academics, information professionals, workplace educators and instructional designers enable learners to develop understandings and strategies that are essential for independent and inquiry-based learning. This unit provides a research based, theoretical and practical context for developing information literacy within an inquiry-based learning pedagogy.

Aims

The unit aims to provide you with the ability to design and implement inquiry-based learning that enables people to critically and creatively learn through using information.

Objectives

On completion of this unit you should be able to:

1. apply information-learning theories including information literacy, informed learning, information seeking and inquiry-based learning; (GC: A, B, C, F)

2. analyse educational practice for implicit and explicit information-learning theories; (GC: A, B, C)

3. investigate learning in information-learning environments; (GC: A, B, C, D, E)

4. apply information seeking strategies and analyse information. (GC: A, B, D)

Content

This unit covers the following topics:

• Information-learning theories: contemporary information-learning theories and models of information literacy, information seeking and informed learning.



• Information-learning pedagogy: constructivist approaches including inquiry-based learning, research-based learning and guided inquiry.



• Information environments: information sources, the nature of information, the construction of information, finding and accessing information, social information practices, critical and ethical use of information.



• Teaching as inquiry: evidence-based practice and reflective practice.

Approaches to Teaching and Learning

It is important to note that in this unit you will undertake a project with a group of learners who are seeking and using information in a school, workplace or community setting. This will be organised by you with advice from the unit coordinator. You need to arrange access to the group in order to gather data using questionnaires/interviews and observations. You should arrange to gather your data before the mid-semester break.

Learning engagements and materials are via the QUT Blackboard online learning environment, the Course Materials Database (CMD) and online sources. Interactions and learning are mediated by a variety of information and communication technologies (ICTs) such as email, discussion groups and blogs. Learning processes, resources and assessment activities are designed to develop analytical and critical approaches to the organisational, pedagogical, technological and professional dimensions of information-learning environments. Teaching and technical staff provide online, email, telephone and face-to-face support. Assessment activities will allow you to extend your knowledge and practice and develop critical, creative, ethical and reflective approaches to information-learning environments.

Assessment

Formative assessment:
Support is provided via engagement with teachers, colleagues and peer review through interactive forums such as discussion forums, wikis and blogs.

Summative assessment:

Assessment name: Reflective Journal (Stage 1)
Description: Document your research process in a blog. Describe and critically evaluate your data and information gathering and analysis. Relate your process to theories and models of information seeking information literacy and inquiry learning. Provide feedback for your colleagues on their blog entries.
Length 2000 words
Relates to objectives: 1 - 4.
Weight: 30%
Internal or external: External
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Reflective Journal (Stage 2)
Description: Document your research process in a blog. Describe and critically evaluate your data and information gathering and analysis. Relate your process to theories and models of information seeking, information literacy and inquiry learning. Provide feedback for your colleagues on their blog entries.

Length: 3000 words
Relates to objectives: 1 - 4.
Weight: 50%
Internal or external: External
Group or individual: Individual
Due date: End-Semester

Assessment name: Presentation
Description: Give an oral presentation for your colleagues on the implementation and outcomes of your research into an information-learning activity.

Length: 20 minutes
Relates to objectives: 1 - 4.
Weight: 20%
Internal or external: External
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Texts

Kuhlthau, C., Maniotes, L., & Caspari, A. (2007). Guided inquiry. Learning in the 21^st century. Westport: Libraries Unlimited.

References:

Bruce, C. (2008). Informed learning. Chicago. Association of College and Research Libraries.

Lupton, M. (2008). Information literacy and learning. Adelaide: Auslib Press.

Lupton, M. (2004). The learning connection: Information literacy and the student experience. Adelaide: Auslib Press.

Todd, R (2010) Curriculum integration. Learning in a changing world series. Camberwell. ACER Press

Risk assessment statement

There are no out of the ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 14-Jan-2013