Peeling back the layers: Deconstructing information literacy discourse in higher education

The discourses of information literacy practice create epistemological assumptions about how the practice should happen, who should be responsible and under what conditions instruction should be given. Analysis of a wide range of documents and texts emerging from the Higher Education (HE) sector suggest that information literacy (IL) is shaped by two competing and incongruent narratives. The outward facing narrative of information literacy (located in information literacy standards and guidelines) positions information literacy as an empowering practice that arms students with the knowledge and skills to battle the complexity of the modern information world. In contrast, the inward facing narrative (located in information literacy texts) positions students as lacking appropriate knowledge, skills and agency. This deficit perception, which has the capacity to influence pedagogical practice, is at odds with constructivist and action-oriented views that are espoused within information literacy instructional pedagogy. This presentation represents the first paper in a research programme that interrogates the epistemological premises and discourses of information literacy within HE

How to achieve synergy between medical education and cognitive neuroscience? An exercise on prior knowledge in understanding

A major challenge in contemporary research is how to connect medical education and cognitive neuroscience and achieve synergy between these domains. Based on this starting point we discuss how this may result in a common language about learning, more educationally focused scientific inquiry, and multidisciplinary research projects. As the topic of prior knowledge in understanding plays a strategic role in both medical education and cognitive neuroscience it is used as a central element in our discussion. A critical condition for the acquisition of new knowledge is the existence of prior knowledge, which can be built in a mental model or schema. Formation of schemas is a central event in student-centered active learning, by which mental models are constructed and reconstructed. These theoretical considerations from cognitive psychology foster scientific discussions that may lead to salient issues and questions for research with cognitive neuroscience. Cognitive neuroscience attempts to understand how knowledge, insight and experience are established in the brain and to clarify their neural correlates. Recently, evidence has been obtained that new information processed by the hippocampus can be consolidated into a stable, neocortical network more rapidly if this new information fits readily into a schema. Opportunities for medical education and medical education research can be created in a fruitful dialogue within an educational multidisciplinary platform. In this synergetic setting many questions can be raised by educational scholars interested in evidence-based education that may be highly relevant for integrative research and the further development of medical education