Cph., Instructional and training strategies for information Professionals (Summerschool)

Course content

This module is part of an international summer school, which focuses on information and the associated literacies required by users when seeking, accessing, evaluating, employing and creating information in different contexts and practices. Participants are introduced to different tradions and approaches to information literacy and their underlying conceptions and learning perspectives. It will form the basis for examining frameworks for teaching and critically reflecting on how to design instructions for information literacies and user education.
The module consists of the following three elements: 1. Strategies for teaching and learning, 2.Concepts and theory of information literacy and learning, and 3.Traditions and approaches to information literacy.

Education

Informationsvidenskab og kulturformidling

Learning outcome

Competence objectives for the module

The objective of the module is to provide the student with

knowledge and understanding of:

  • A specific subject within library and information science.
  • Relevant theories and methods related to the module's theme.

 

skills in:

  • Identifying and outlining academic issues within library and information science and make these the object of independent analysis.
  • Reflecting critically on theoretical and methodological choices in relation to an academic issue.
  • Expanding on and putting a chosen subject field within library and information science into perspective.

 

competences in:

  • Applying relevant theories and methods to a subject within library and information science.
  • Communicating a scientifically studied issue.

 

Academic objectives

The examinee is able to

  • Delimit and deal with and issue within library and information science.
  • Give an account of central theories of relevance th the chosen subject independently and at a level that reflects in-depth knowledge and understanding of the subject's scientific methods.
  • Consider own theoretical and methodological choices critically.
  • Communicate a scientifically studied issue.

Class teaching, lectures, group discussions, and workshops. Classes are held Monday through Thursday during 3 weeks.

Examples of literature that will be used in the course:

  • Keller, J.M. (2010) Motivational Design for Learning and Performance. Springer science and Business media, LLC. (Selected chapters)
  • Kolb, D. (1984). Experiential learning. Experience as the source of learning and development. Prentice-Hall, Inc., Englewood Cliffs. New Jersey. (Selected chapters)
  • Limberg, L. et al. (2008). What matters? Shaping meaningful learning through teaching information literacy. Libri, vol.58, pp.82-91.
  • Schreiber, T. (2014). Conceptualizing students´written assignments in the context of information literacy and Schatzki´s practice theory. Journal of Documentation, vol.70.3.

 

 

ECTS
7,5 ECTS
Type of assessment
Written assignment
Examination language: English
Extent: 12 standard pages for individual exam
Aid
All aids allowed
Marking scale
7-point grading scale
Censorship form
No external censorship

Single subject courses (day)

  • Category
  • Hours
  • Class Instruction
  • 22,5
  • Exam
  • 72
  • Preparation
  • 110,9
  • English
  • 205,4