Decoding information literacy ways of thinking in student learning: influencing pedagogic methods
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Date
2020
Authors
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Journal ISSN
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Publisher
South African Journals of Higher Education
Abstract
University students often experience hidden challenges in various courses across all levels of their
academic careers. These difficulties often serve to deter student learning and academic progress
which may end in high student failure rates. In some instances, this may be attributed to tacit
assumptions that academic teachers make about their learners when preparing lesson plans,
course content and learning assessments. It is often mistakenly assumed that students already
possess the necessary information literacy ways of thinking to overcome bottlenecks within their
respective disciplines.
To this end, the Teaching and Learning Librarian at the University of the Western Cape
(UWC) Library, collaborated with an academic teacher to decode specific disciplinary difficulties
and to subsequently enhance the required information literacy knowledge practices in student
learning. Using a qualitative research approach, this study reports on how an Economics and
Management Science (EMS) lecturer and the librarian used the Decoding the Disciplines Paradigm
(DtD) to identify and deconstruct troublesome concepts in the Business and Finance module. The
DtD model provides a clearly delineated, seven-step process for identifying and analysing
disciplinary challenges and provides guidelines for designing instructional, motivational and
assessment strategies that support deep learning.
Description
Keywords
Decoding the disciplines paradigm, Information literacy, Information literacy ways of thinking, Habits of mind, ACRL framework for information literacy for higher education, Student learning, Business finance
Citation
Mohamed, S (2020). Decoding Information Literacy Ways of Thinking in Student Learning: Influencing Pedagogic Methods, South African Journal of Higher Education, 34(3).