Provocation to Learn - A Study in the Use of Personal Response Systems in Information Literacy Instruction
The appearance of Personal Response Systems (PRS) or “clickers” in universityclassrooms has opened an avenue for new forms of communication betweeninstructors and students in large-enrolment classes. Because it allows instructorsto pose questions and receive tabulated responses from students in real...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
The Partnership
2008-06-01
|
| Series: | Partnership: The Canadian Journal of Library and Information Practice and Research |
| Online Access: | http://journal.lib.uoguelph.ca/index.php/perj/article/view/327/802 |
| _version_ | 1828971757778763776 |
|---|---|
| author | Maura Alicia Matesic Jean M Adams |
| author_facet | Maura Alicia Matesic Jean M Adams |
| author_sort | Maura Alicia Matesic |
| collection | DOAJ |
| description | The appearance of Personal Response Systems (PRS) or “clickers” in universityclassrooms has opened an avenue for new forms of communication betweeninstructors and students in large-enrolment classes. Because it allows instructorsto pose questions and receive tabulated responses from students in real-time,proponents of this technology herald it as an innovative means for encouraginghigher levels of participation, fostering student engagement, and streamlining theassessment process. Having already been experimentally deployed acrossdisciplines ranging from business to the arts and sciences, it is also beginning tobe used in the context of information literacy instruction. In this project weemployed the technology not to transfer actual skills, but to advertise theexistence of online library guides, promote the use of the library within thecontext of the course itself, and “provoke” students to adopt a more activeapproach to research as a recursive process. Our findings suggest that studentsadapt easily to the use of this technology and feel democratically empowered torespond to their instructors in a variety of ways that include anonymous clickerresponses as well as more traditional means such as the raising of hands andposing questions verbally. The particular value of this study was to show thatthese broader findings seem equally applicable to pedagogical settings in whichlearning objectives are built around and integrated with the principles ofinformation literacy. |
| first_indexed | 2024-12-14T13:16:15Z |
| format | Article |
| id | doaj.art-1b197d9bca9842cbb2844cbc3be6cbbe |
| institution | Directory Open Access Journal |
| issn | 1911-9593 |
| language | English |
| last_indexed | 2024-12-14T13:16:15Z |
| publishDate | 2008-06-01 |
| publisher | The Partnership |
| record_format | Article |
| series | Partnership: The Canadian Journal of Library and Information Practice and Research |
| spelling | doaj.art-1b197d9bca9842cbb2844cbc3be6cbbe2022-12-21T23:00:03ZengThe PartnershipPartnership: The Canadian Journal of Library and Information Practice and Research1911-95932008-06-0131114Provocation to Learn - A Study in the Use of Personal Response Systems in Information Literacy InstructionMaura Alicia MatesicJean M AdamsThe appearance of Personal Response Systems (PRS) or “clickers” in universityclassrooms has opened an avenue for new forms of communication betweeninstructors and students in large-enrolment classes. Because it allows instructorsto pose questions and receive tabulated responses from students in real-time,proponents of this technology herald it as an innovative means for encouraginghigher levels of participation, fostering student engagement, and streamlining theassessment process. Having already been experimentally deployed acrossdisciplines ranging from business to the arts and sciences, it is also beginning tobe used in the context of information literacy instruction. In this project weemployed the technology not to transfer actual skills, but to advertise theexistence of online library guides, promote the use of the library within thecontext of the course itself, and “provoke” students to adopt a more activeapproach to research as a recursive process. Our findings suggest that studentsadapt easily to the use of this technology and feel democratically empowered torespond to their instructors in a variety of ways that include anonymous clickerresponses as well as more traditional means such as the raising of hands andposing questions verbally. The particular value of this study was to show thatthese broader findings seem equally applicable to pedagogical settings in whichlearning objectives are built around and integrated with the principles ofinformation literacy.http://journal.lib.uoguelph.ca/index.php/perj/article/view/327/802 |
| spellingShingle | Maura Alicia Matesic Jean M Adams Provocation to Learn - A Study in the Use of Personal Response Systems in Information Literacy Instruction Partnership: The Canadian Journal of Library and Information Practice and Research |
| title | Provocation to Learn - A Study in the Use of Personal Response Systems in Information Literacy Instruction |
| title_full | Provocation to Learn - A Study in the Use of Personal Response Systems in Information Literacy Instruction |
| title_fullStr | Provocation to Learn - A Study in the Use of Personal Response Systems in Information Literacy Instruction |
| title_full_unstemmed | Provocation to Learn - A Study in the Use of Personal Response Systems in Information Literacy Instruction |
| title_short | Provocation to Learn - A Study in the Use of Personal Response Systems in Information Literacy Instruction |
| title_sort | provocation to learn a study in the use of personal response systems in information literacy instruction |
| url | http://journal.lib.uoguelph.ca/index.php/perj/article/view/327/802 |
| work_keys_str_mv | AT mauraaliciamatesic provocationtolearnastudyintheuseofpersonalresponsesystemsininformationliteracyinstruction AT jeanmadams provocationtolearnastudyintheuseofpersonalresponsesystemsininformationliteracyinstruction |