The Teacher's Role as Facilitator of Collaborative Learning in Information Literacy Assignments

A3 Book section, Chapters in research books


Internal Authors/Editors


Publication Details

List of Authors: Eero Sormunen, Tuulikki Alamettälä, Jannica Heinström
Place: Cham
Publication year: 2013
Journal: Communications in Computer and Information Science
Book title: Worldwide Commonalities and Challenges in Information Literacy Research and Practice : European Conference, ECIL 2013, Istanbul, Turkey, October 22-25, 2013. Revised Selected Papers
Journal acronym: COMM COM INF SC
Title of series: Communications in Computer and Information Science
Volume number: 397
Start page: 499
End page: 506
Number of pages: 8
ISBN: 978-3-319-03918-3
ISSN: 1865-0929


Abstract

Group work assignments are commonly used in information literacy instruction in secondary schools in Finland. In this study, we analyze in detail how the design and implementation of group assignments affect students' learning experiences. Data were collected in two upper secondary school classes where the students wrote a Wikipedia or wiki article in groups of three to five members. In the literature class, students reported stronger learning experiences, while in the history class, the students reported fewer and weaker learning experiences. The findings suggest that particular activities designed by the literature teacher brought students' attention to relevant areas of learning. Her more active interventions to support the progress of student groups at different stages of the project also seemed to affect the learning experiences of students.


Keywords

group work, Information literacy, learning assignments, learning experiences, teachers

Last updated on 2020-29-03 at 09:29