Lbs 707: Authority is Constructed and Contextual

Learning outcome

Learners who develop their information literature abilites:

• students should be able to define different types of authority such as subject expertise (scholarship), societal position (public office or title), or special experience (participating in a historic event). 

• use markers of authority to determine the credibility of sources.

• recognise that authoritative content may be packaged formally or informally and may include audio visual & non print sources.

Material needed:
Desktop computer
Data Projector
White screen

Activities

• I will ask the class to go on the internet and visit a blog or any social media site. Find an article or any form of information. Identify the authoritative voice or voices. 

• Next I will ask students if they think this authoritative voice is credible or not? Motivate your answer.

• I will then show students examples of blogs and social media sites. I will ask them if they will regard the information found on these blogs and facebooks sites as authoritave formal or informal content. If answer is no, I will explain to them that the "comments" of people on Facebook is regarded as authoritave content, even when it is informal.

How each activity relates to the knowledge practice:
Students who are developing their information literate abilities:

• students should be able to define different types of authority such as subject expertise (Scholarship), societal position (public office or title), or special experience (participating in a historic event).

• use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility.

• recognize that authoritave content may be packaged formally or informally and may include sources of all media types.

Information Literacy 707. Research as Inquiry.

Learning Group: Second year undergraduates.

"How are older online users (Ages 55+) experiencing or addressing privacy issues on social networking sites as MySpace and Facebook?"

Learning outcome:
Students will be able to:

• identify key words and related terms in order to locate relevant sources for their activities.
• draft research questions based on gaps in information.
• know what research method to apply for the information need and context of the particular research inquiry.

Activity:

• Brainstorm the topic, and construct a mind-map from the brainstorming showing key words. Also define the information need by evaluating and analysing the key words in the topic.

•  I will give students 3 research questions and articles on research done on 3 topics, and ask students to identify information gaps of questions they think have not been answered in the articles. I will then ask students to draft research questions based on the information gaps.

• I will assign students to keep research logs so that they can track changes in their particular research directions as they identify resources. 

Link the activity to the knowledge practice:
Activties linked to knowledge practices:

• deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations. (Activity 1)
• formulate questions for research based on information gaps or on re-examination of existing, possibly conflicting, information. (Activity 2)
• use various research methods, based on need, circumstance, and type of inquiry. (Activity 3)

Dispositions linked to activities:

• seek multiple perspectives during information gathering and assesment; (Ativity 1)
• value intellectual curiosity in developing questions and learning new investigative methods; (Activity 2)
• consider research as open-ended exploration and engagement with information. (Activity 3)

Information Literacy 707

Scholarship as Conversation

Topic:
"Drug addictions (Tik) among youth in Cape Town."

Learning outcomes:
Students should be able to:

• be part of an online community and participate in scholarly conversations.
• know the importance of evaluating contributions made by others.
• know that there are various platforms where a particular topic is discussed.

Activities:

• Find a blog where scholars and researchers have conversations on drug addictions like "Tik" in Cape Town. Visit the blog at least once a week for 3 months to check for new contributions from other contributors. Participate in these conversation.
• Critically respond to at least two blog posts.
• Find and cite online books and journal articles relating to drug addictions like "tik" in Cape Town.

Knowledge Practice linked to activities:
Students should be able to:

• contribute to scholarly conversation at an appropriate level, such as local online community.
• critically evaluate contributions made by others in particular information environment.
• recognize that a given scholarly work may not represent the only-or even the majority- perspective on the issue.

Disposition linked to activities:
Learners who are developing their information literate abilities:

• recognize they are often entering into an ongoing scholarly conversation and not a finished conversation, and see themselves as contributors to scholarship rather than only consumers of it.
• suspend judgment on the value of a particular piece of scholarship until the larger context for the scholarly conversation is better understood.
• recognize that scholarly conversations take place in various venues.

Information Literacy: The ACRL framework for information literacy for higher education.

The ACRL  Framework for Information Literacy for Higher Education.

What do you understand by the concept "Scholarship as a conversation."
Students and professionals can have scholarly conversation on various concepts. These concepts can be in specific disciplines. Once the student or professional has internalised  the concept that "Scholarship is a conversation," he/she will understand a scholarly article, and know that it is not a stand-alone document in a database. Many experts have conversations on a certain topic, in a discipline, where they debate and formulate opinions. These conversations can take place over extended periods of time.

Can you think of any examples where you practice this concept  either in your workplace or as a student?
I once was part of a scholarly conversation (university level) on a local online community, where we discussed various topics. We debated and formed our own opinions in a scholarly manner. For weeks we discussed and critically evaluated each student's opinion.

How may this concept be enhanced in learners?
Learning is a steady progression. At first students will find certain concepts difficult, because the information is new. Once students get an understanding of what is meant by certain topics/concepts they will progress. The best way to enhace learner's knowledge on concepts is to ask them to join a scholarly conversation. Ask students to start a blog and discuss certain concepts in specific disciplines. Ask them to formulate their own opinions and evaluate each others opinions critically. Ask them to check the blog daily, and have a scholarly conversation. Ask students to see themselves as contributors to this conversation, and not just consumers of it.