A Case Study on Developing Framework for Informative Literacy for Higher Education
Edmond Lam, Daniel W.M. Chan and Irene Wong
The Hong Kong Polytechnic University, Hong Kong
ABSTRACT
The Framework for Information Literacy for higher education develops into a richer and more complex of cores during the educational reform movement in early 21st century. Librarians started to develop learning outcomes, tools, and resources to infuse information literacy concepts and skills into school curricula. At the same time students are encouraged to participate actively in creating new knowledge, changing dynamics of information, and using the information ethnically. They are also encouraged to interact with each other to create more learning information. The Hong Kong Polytechnic University Library has conducted a trial project on enhancing information literacy through the development and implementation of shared interactive multimedia courseware in 2017-18 semester. This paper reports on the development and progress of the project. Four “Learning Objects” have been developed and uploaded to learning website of the subject “Analytical Skills and Methods” for students in the Department of Building and Real Estate to experience and act as supplement for learning. The objectives are to (a) provide relevant resources; (b) create discussion forum; (c) develop a dissertation library; and (d) formulate assessment rubrics for dissertations or capstone projects. Students’ opinions and feedback on the effectiveness of the Learning Objects on the study of the subject were collected through questionnaire survey at the last tutorial class. The students find it useful, relevant and user-friendly to be provided with the learning resources. Using the online resources can facilitate and improve their research skills. It is envisaged that the development of framework for informative literacy in higher education can benefit students’ academic development particularly in the research field in such a way that they can become more proactive in learning. The findings contribute to further development on Informative Literacy.
KEYWORDS
Information Literacy, Higher Education, Interactive Multimedia, Learning Objectives