Information-Wise: A Case for Developing an Evidence-Informed Information Literacy Programme at Maastricht University

Autor/inn/en	Pichel, Jaro; Last, Barend; de Ronde, Julie; Garbaciak, Alicja; Hazen, Henrietta; Jongen, Stefan
Titel	Information-Wise: A Case for Developing an Evidence-Informed Information Literacy Programme at Maastricht University
Quelle	In: Journal of Information Literacy, 15 (2021) 1, S.105-121 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pichel, Jaro) ORCID (Last, Barend) ORCID (Hazen, Henrietta) ORCID (Jongen, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-5968
Schlagwörter	Information Literacy; Evidence Based Practice; Program Development; Program Design; Program Implementation; Undergraduate Students; Problem Based Learning; Learning Modules; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Informationskompetenz; Programmplanung; Programme design; Programmaufbau; Problem-based learning; Problemorientiertes Lernen; Learning module; Lernmodul; Ausland; Niederlande
Abstract	The project Information-Wise launched in February 2019 and resulted in an evidence-informed IL programme for bachelor students. The ADDIE model (analysis, design, development, implementation, evaluation) was adopted to organise the development process of the programme. The analysis phase was conducted by gathering qualitative and quantitative evidence. Two literature reviews and a university-wide survey with responses from over 600 bachelor students and about 100 staff teachers resulted in recommendations for an IL programme at UM. The design phase consisted of the development of an IL framework that embraces the PBL vision of UM. The framework consists of four dimensions: (1) Resource Discovery; (2) Critical Assessment; (3) Organising Information; and (4) Creation & Communication. In order to translate the conceptual research outcomes and framework dimensions into educational practices, the project team created a developmental rubric with intended learning outcomes (ILOs). In the development phase, a five-step piloting approach was used to design teaching activities and assessments that support students in achieving these rubric ILOs. The constructive alignment approach helped to align these activities with the content of the subject courses in which these pilots took place. Part of the IL programme is an online curriculum consisting of generic and discipline-specific online modules. For the implementation phase, this report presents Do's, Don'ts, and Don't knows, which outline the future integration of the IL programme into faculty curricula. The evaluation phase still has to be done. (As Provided).
Anmerkungen	CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: jinfolit@gmail.com; Web site: https://ojs.lboro.ac.uk/JIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01