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Information literacy: empowering the learner "against all odds"Susie AndrettaPage 1 ¦ Page 2 ¦ Page 3 ¦ Printer-friendly version The challenges of empowering the learnerThe implications of making the students responsible for their learning raises the need to address students’ spoon-feeding expectations [17] which, at least initially, inhibit any effective interaction with an independent learning approach. At postgraduate level this is exemplified by an over-reliance on the tutor’s guidance to fill the technological gap experienced by some mature students: "Some occasional 'spoon-feeding' might be very useful, perhaps particularly for those of us who have done their first degrees in the days when IT was merely a character from a Coca-Cola advertisement" (this quote comes from a university survey on its learning environment in November 2004). At undergraduate level the spoon-feeding culture is reflected in the "what do I do now?" attitude [18] which shows an unquestionable expectation by the students for a tutor-led learning experience. This has been addressed by the use of a diagnostic questionnaire which produces a learning profile customised to reflect the learning needs of each student. On the basis of this feedback students take control of their learning by assessing their initial strengths and weaknesses in information literacy competences which in turn informs their decision on whether to attend the class-based activities or complete the module remotely. The impact of voluntary attendance is generated by the analysis of the learners' feedback when asked to comment on whether non-compulsory attendance is perceived as having a positive or a negative effect on their learning experience. The feedback provides two contrasting views, not surprisingly the one in favour of voluntary attendance associates this with the opportunity to take control of the learning process: "Non-compulsory attendance for the information literacy module is good because it encourages independent learning. Some people argue that attendance of the module drops because attendance is non-compulsory, but I believe this is not the case. If an individual is motivated to learn, then he will do it whether he attends the lectures and seminars or not." The view in favour of compulsory attendance, on the other hand, was expressed by students with low motivation and a low sense of responsibility, as they require external compulsion to drive their learning: "Non-compulsory attendance was not good because sometimes I need some kind of obligation to force myself to go to college and study." Another comment also highlights the culture of compulsory attendance that underpins provision elsewhere, thus undermining the rationale for independent learning promoted by information literacy: "...all other modules have compulsory attendance, why should information literacy be any different?" The institutional challenge: clashes of pedagogical culturesThe issue of voluntary attendance has generated a hostile response from senior management at the University as this contradicts the institution’s position on learning and teaching. The problem presented here implies a serious pedagogical mismatch between the attempt to develop independent learners, promoted by the information literacy module, and the institution's learning policy based on the principle of face-to-face provision as the main and most effective learning strategy. This is particularly evident at undergraduate level where it is clear that the University promotes the view that regular attendance equals academic success. An example of this is shown by the question asked during the evaluation of the information literacy module as part of a review of the university-wide undergraduate scheme in March 2005: "What use is made of the available information for tracking student attendance? Are efforts made to make it clear to students that their chances of success are greatly improved by regular attendance?" Given the emphasis the information literacy module places on independent and remote interaction with the learning resources, particularly in an increasingly digital learning environment, there is a need to redefine attendance to encompass a more flexible provision that includes face-to-face as well as online learning. To appreciate the full impact of the module, therefore, the concept of 'attendance' should be redefined as the students' experience of the different modes of learning and the quality of engagement with the learning resources. The issue of monitoring attendance to track students at risk was also raised in October 2004 by the management of the University-wide undergraduate scheme. The problem started with the request by the scheme for the attendance registers of the information literacy module. The implication of such a request points to the crucial role the scheme places on attendance to the exclusion of any other approach. When informed that the idea of compulsory attendance was antithetical to the principles of making the students take responsibility for their learning, and therefore that no registers were kept, the scheme management’s reaction showed little understanding of the principles underpinning information literacy education. For example the local scheme manager wrote: "I am surprised that the pedagogic rationale for IT does not mean that attendance is a requirement. This module is also the Higher Education Orientation (HEO) module which prepares students for study at degree level and as such it must surely inculcate the importance of attendance." The lack of understanding of information literacy education is reflected by its mis-description as IT, thus illustrating the lack of awareness of the complexity encapsulated in the former, as opposed to the mechanistic nature of the latter [19]. Moreover, the assumption that learning can only occur with physical attendance and this was compounded by the refusal to acknowledge that, in this module, students engage with the learning mode that best suits their needs [20]. The learning profile generated by the diagnostic questionnaire offers either a slow route through the syllabus, complemented by face-to-face support, or a fast track to the assessment, complemented by online support. Such a flexible provision does not suit the rigid attendance-record framework set by the scheme. Management’s insistence on the use of registers to track students at risk also implies that the taking of registers is the only way of identifying academically weak students, while, in practice, the students who do not attend class-based activities may not be the ones at risk of dropping out, but on the contrary, may be taking advantage of remote access to the learning resources (including tutor support, through whatever medium). By this time, however, the matter had escalated beyond a constructive discussion on the merits of voluntary attendance, with senior management interpreting the author’s lack of compliance as a challenge to their authority. A final demand for registers was sent by the Director of Undergraduate Operations to the Head of Department responsible for the information literacy module. The University’s position on the tracking of student attendance was reiterated and, worst of all, the pedagogical rationale given in support of voluntary attendance was dismissed as obstinate insubordination from the module leader: "The matter of tracking student attendance .. has been endorsed by the University Executive, and the high level University Retention Progression and Achievement Group... I am advised... that one of your HEO Module Leaders... has expressly refused to undertake this function, or to provide a register for the... module on the grounds that 'it is pedagogically inappropriate to do so' claiming that to 'monitor attendance will undermine the module's pedagogic strategy'.... students simply MUST attend a significant number of sessions, particularly at the early stages... To claim that attendance can not be monitored is simply unacceptable." The stalemate was ultimately resolved thanks to the Head of Department’s support for the continuation of voluntary attendance practices in the information literacy module on the basis that compulsory attendance run counter to the whole learning-how-to-learn and HEO ethos, and also on the tested premise that physical absence does not indicate absence of engagement. The situation generated by conflicting pedagogical cultures, and illustrated by the confrontation over the issue of compulsory vs. voluntary attendance, can be ranked as one of the most serious challenges to information literacy education. It is clear that had the Department complied with senior management’s demands such a decision would have marked the end of information literacy provision at undergraduate level in DASS. Footnotes17. Andretta, S., 2005. Information Literacy: A Practitioner's Guide, Chandos Publishing, Oxford, UK. return 18. Andretta, S., 2002. Information Literacy for 'Mere Mortals', in Layzell Ward, P (ed), 2002, Continuing Professional Education for the Information Society, K.G.Saur, Munich: 105-114. return 19. Webber, S., 2001. Myths and opportunities, The Library Association Record, 103 (9) Sept 2001: 548-549. return 20. Andretta, S. & Cutting, A., 2003. Information Literacy: a plug and play approach, Libri, 53 (3) September 2003: 202 –209. return | |