A critical praxis in the information literacy education classroom using the ACRL Framework for Information Literacy for Higher Education

The University of the Western Cape Library uses the ACRL Framework for Information Literacy for Higher Education to introduce an alternative, nuanced approach to information literacy training by transforming librarians’ teaching praxis. The Framework presents a new perspective on teaching and learning and is built around six frames, each consisting of a threshold concept which is central to information literacy. To this end, the Library coordinated the Information Literacy Programme for the University’s Library and Information Science Department. By using a qualitative approach, this case study describes the integration of the Framework in the Information Literacy Education module to teach prospective librarians to internalise the core concepts of the Framework. The paper discusses how the Framework was operationalised to enhance students’ critical thinking through the application of formative and summative assessments and a number of student artifacts

Real-Time, Real World Learning—Capitalising on Mobile Technology

This chapter explores the adoption of Web 2.0 technologies to promote active learning by students and to both mediate and enhance classroom instruction. Web 2.0 refers to open source, web-enabled applications (apps) that are driven by user-manipulated and user-generated content (Kassens-Noor, 2012). These apps are often rich in user participation, have dynamic content, and harness the collective intelligence of users (Chen, Hwang, & Wang, 2012). As such, these processes create “active, context based, personalised learning experiences” (Kaldoudi, Konstantinidis, & Bamidis, 2010, p. 130) that prioritise learning ahead of teaching. By putting the learner at the centre of the education process educators can provide environments that enhance employability prospects and spark a passion for learning that, hopefully, lasts a lifetime. As such, we critique an active learning approach that makes use of technology such as mobile applications (apps), Twitter, and augmented reality to enhance students’ real world learning. Dunlap and Lowenthal (2009) argue that social media can facilitate active learning as they recreate informal, free-flowing communications that allow students and academics to connect on a more emotional level. Furthermore, their use upskills students in the technical complexities of the digital world and also the specialised discourses that are associated with online participation, suitable for real world learning and working (Fig. 16.1). Three case studies explore the benefits of Web 2.0 processes. The first details the use of Twitter chats to connect students, academics, and industry professionals via online synchronous discussions that offer a number of benefits such as encouraging concise writing from students and maintaining on-going relationships between staff, students, and industry contacts. The second details a location-based mobile app that delivers content to students when they enter a defined geographical boundary linked to an area of a sports precinct. Finally, we explore the use of augmented reality apps to enhance teaching in Human Geography and Urban Studies

Study Abroad and Developing Reflective Research Practice Through Blogs A Preliminary Study from the United Kingdom

Blogs are seen as an important strand of social networking and a significant way of disseminating research ideas and sharing knowledge and perceptions with new audiences via digital platforms. The use of blogs within off-campus activities, such as study abroad field visits, have the potential to enhance students’ social media skills and confidence about becoming active researchers in public through communicating field research experiences and reflections on what they see, learn, hear and do. Via a semi-structured questionnaire administered to UK based university students participating in a recent Criminology program field visit to Slovenia in Europe, we assess the extent to which blogging facilitates student reflective practice on their lived experiences of undertaking research in culturally unfamiliar environments. We show that blogging combined with the whole experience of international fieldwork has a ‘learning gain’ for students exemplified through a willingness to engage in reflective practice, self-awareness and transferable skills

Computer-based technology and student engagement: a critical review of the literature

Computer-based technology has infiltrated many aspects of life and industry, yet there is little understanding of how it can be used to promote student engagement, a concept receiving strong attention in higher education due to its association with a number of positive academic outcomes. The purpose of this article is to present a critical review of the literature from the past 5 years related to how web-conferencing software, blogs, wikis, social networking sites (Facebook and Twitter), and digital games influence student engagement. We prefaced the findings with a substantive overview of student engagement definitions and indicators, which revealed three types of engagement (behavioral, emotional, and cognitive) that informed how we classified articles. Our findings suggest that digital games provide the most far-reaching influence across different types of student engagement, followed by web-conferencing and Facebook. Findings regarding wikis, blogs, and Twitter are less conclusive and significantly limited in number of studies conducted within the past 5 years. Overall, the findings provide preliminary support that computer-based technology influences student engagement, however, additional research is needed to confirm and build on these findings. We conclude the article by providing a list of recommendations for practice, with the intent of increasing understanding of how computer-based technology may be purposefully implemented to achieve the greatest gains in student engagement. © 2017, The Author(s)

Utilizing teaching technologies for higher education in a post‐COVID‐19 environment

Higher education can use technology in the classroom to meet students where they are and reduce the digital divide. Recent events with the COVID-19 pandemic forced schools to rely on multiple forms of technology and underlined the priority for its adoption and effective use. Therefore, understanding the options and role that easily accessible applications can play in the on-ground or online classroom is an important research need. This study assessed graduate students’ perceptions of five different types of technology that were incorporated in the classroom across six different semesters. These technologies included classroom response systems, a mobile communication app, and Twitter, blogging, and video production assignments. Overall, the majority of students identified positive characteristics of all of the technology used. With respect to learning, almost all students self-identified increases in their learning from the classroom response systems (88%), Twitter discussion (81%), blogging (93%), and video production (90%). The methods used to incorporate this technology can be applied to multiple disciplines with few or no changes, thereby making these options for many instructors interested in engaging students in digital learning environments