Article: Fostering the integration of information literacy and journalism practice: a long term study of journalism students (http://dx.doi.org/10.11645/8.2.1941)
Huge thanks to Margy MacMillan for writing this blog post and agreeing to join us in the discussion!
The article in question is Fostering the integration of information literacy and journalism practice: a long term study of journalism students (http://dx.doi.org/10.11645/8.2.1941), based on a project that ran from 2003-2013. The project has used a simple résumé format that asks students to annually reflect on and record their experience with information. In the first half of that study I looked at what students decided to include in their information skills, and how they described what they knew or could do. In reviewing data from 2008-2013 for similar data, I saw a more interesting story in how they were blending their information skills and knowledge into their journalism work. Many students went beyond listing resources they used to articulating how they used them, providing a window into the transfer of knowledge between their personal, academic and professional domains.
|Because it isn't research unless there |
are at least 4 colours of highlighter...
While I was writing the article, the ACRL was developing a new Framework for Information Literacy, informed by Hofer, Townsend and Brunetti’s work on threshold concepts. I had seen their early work and was really intrigued by this approach. Many Twitter discussions of the Framework centred around assessment and it occurred to me that the longer term, qualitative data I had might provide evidence of threshold crossing. I think it does… and I’m REALLY interested to hear what YOU think. Where I see the data being useful is in providing examples of how students describe threshold knowledge. They might not come right out and say “Authority is Constructed and Contextual”, but when they talk about finding new voices to add to a story, or bringing conflicting expert opinions together, or understanding biases in information I think they’re talking about this concept.
I don’t want to anticipate or pre-direct where the discussion will go – but here are some things that I’ve been thinking about since I hit the send button on the final copy of the article…
How much of a role did the discipline play in knowledge transfer? I was very interested to read the last discussion of Michelle Dalton’s work on healthcare professionals, and wonder what integration looks like in practical and academic work across disciplines. What does it look like for you?
What can we do in our teaching to promote this integration? – or is it just a factor of time and practice?
If this kind of evidence hints at threshold concepts, are there ways of developing assessment that will capture students’ understanding. (My mind went to the trailcams we use here for wildlife – if only we could do something similar to capture threshold crossing)…
What questions do you have about the study?
How does this discussion work? Anyone can join this discussion! Participants aim to read at least some of the article in advance, then come along at 8pm GMT and join in the discussion by adding comments to this blog post. You can see how this works by looking at previous discussions (just scroll down the blog for previous posts).