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- Brage, Christina, 1950-, et al.
(författare)
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Making a Difference? : Assessment of Information Literacy at Linköping University Library
- 2011
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Ingår i: Journal of Systemics, Cybernetics and Informatics. - Winter Garden, United States : International Institute of Informatics and Cybernetics. - 1690-4532 .- 1690-4524. ; 9:2, s. 46-50
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Tidskriftsartikel (refereegranskat)abstract
- Information literacy, the ability to identify, assess, retrieve, evaluate, adapt, organize and communicate information within an iterative context of review and reflection, has been recognized as a critical competency both at universities and in professional work. In higher education information literacy instruction is now being integrated into the academic curriculum and is also now being assessed like other subjects. This paper summarize and discuss how information literacy skills are assessed by librarians and faculty together in two different educational programs at Linköping University and the outcomes of such efforts. The similarities between the two programs, although different approaches, is the importance of tying information literacy assessment methods to leaning outcomes and to prepare students for future professional life.
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| 2. |
- Stenliden, Linnéa, et al.
(författare)
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Visual Storytelling – Knowledge and Understanding in Education
- 2012
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Ingår i: Journal of Systemics, Cybernetics and Informatics. - : International Institute of Informatics and Cybernetics. - 1690-4532 .- 1690-4524. ; 10:5, s. 7-13
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents an ongoing research project of use and learning with geographic information visualization and Visual Storytelling (geovisual analytics) in education. The fully developed study will be applied in school settings in order to 1) customize the application for educational purpose, 2) improve the teaching in social science and 3) study teachers and students experiences and learning. - The application "Open Statistics eXplorer" will be used to improve the students knowledge and understanding of sophisticated statistical relations, - Teachers will be able to, individually and together, develop a dynamic teaching material through storytelling, through the web, - Students will be able to, with help of powerful geographical statistics, explore statistical relations on their own. A better understanding of how educators and their students can elicit deeper user understanding and participation by exploiting dynamic web-enabled statistics visualization is of importance. Results from an usability study in this project are promising. Together with the associated science of perception in learning in relation to the use of multidimensional spatio-temporal statistical data this research will contribute to the research fields of geovisual analytics as well as educational science.
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| 3. |
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| 4. |
- Holmqvist, Mona, et al.
(författare)
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The object of learning - before, during and after a learning situation
- 2011
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Ingår i: Journal of Systematics, Cybernetics and Informatics. - 1690-4524. ; 9:2, s. 67-73
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to describe in what ways the objectof learning changes shape during its way from the intended(planned), enacted (offered) and lived (discerned) object oflearning. The study is based on variation theory, andlearning study is used as a model. A total of three preschoolteachers, 39 children aged 4-5 years and three researchersparticipated in the study. Three interventions were carriedout in three different groups of children (A, B and C) bythree preschool teachers. The data consist of videodocumentedmeetings with the preschool teachers andresearchers, interviews with the children in the form of pre-,post- and delayed post-tests and video-documentedinterventions (3). The results show (a) how the teachers’focus on aspects concerning the object of learning andaspects not concerning the object of learning affectslearning possibilities. The results also show (b) adiscrepancy between the children’s possibilities to learn andwhat the preschool teachers intend to offer them to learn.Finally, theresults show (c) how the preschool teachers’understanding of children’s learning sometime make themuse other words than the appropriate ones to make theintervention funnier or more interesting.
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