Academic and information literacy for architecture students in collaboration between library and faculty

Session Time and Location

Date:
Thu, 7 Jun 2018
Time:
Time:
11:15am to 12:45pm
Room: Room:
Maplewood A
Session Track
Session Format

Speaker(s)

How can library and faculty enable architecture students to develop academic and information literacy competencies? This paper presents a collaborative project between librarians and teachers that developed as a result of changes in spatial conditions and that aims to foster a line of progression for academic and information literacy competencies from Year 1 to Year 3 students. The learning activities that the students take part in during the workshops in the library give them opportunities to develop a metacognitive approach to learning and to develop skills that can be transferred to contexts where searching for, evaluating and using information is needed. The assessment of the students assignments indicates improvements regarding academic and information literacy skills.

  • Session References +

    Nicol, David J. and Macfarlane-Dick, Debra. 2006. “Formative Assessment and Self‐regulated Learning: A Model and Seven Principles of Good Feedback Practice.” Studies In Higher Education 31(2): 199–218.

    Pellegrino, James W. 2006. “Rethinking and Redesigning Curriculum, Instruction and Assessment: What Contemporary Research and Theory Suggests.” A Paper Commissioned by the National Center on Education and the Economy for the New Commission on the Skills of the American Workforce November: 1–15.

    Steiner, Hillary H. 2016. “The Strategy Project: Promoting Self-Regulated Learning through an Authentic Assignment.” International Journal of Teaching and Learning in Higher Education 28(2): 271–282.