Writing (reference systems)
Library and Information Skills
SUMMARY
Writing (reference systems)
In today's information-saturated world, the ability to find and evaluate information is crucial. It is very likely that students have engaged in information searches at some level during their previous studies. At the university, however, a big step forward is taken towards scientific information since students start using scientific information databases in a more systematised way. To conclude, information searches should become more and more targeted at this stage of the studies.
In this regard, the e-course “Library and Information Skills” was developed in the Estonian University of Life Sciences (EMU). The aim of this e-course is to introduce library's sources and services to EMU international students and assist them in developing the basic information searching and management skills. This course is 100% web-based and it consists of five modules (I Introduction, II How to search? III Where to search? IV Writing, V Conclusion).
In addition to searching for information, the focus should also be on referring to the information found. Therefore, the current lesson deals with the Module IV Writing. It is one crucial part of academic writing, especially when avoiding plagiarism. It is important that students consciously start to use the guidelines for writing and formatting documents by the university from the beginning of their studies. The referencing system, as the essential toolbox on the way to academic writing, is also a part of this document. In this module, students can apply all the knowledge acquired in previous modules.
The lesson is structured using AGILE elements (e.g. NON-Violent communication, Liberating Structures, Working Agreement, Definition of Done, LEGO Serious Play®, Team Retrospective). With small adaptations, the lesson can also be used in other schools and universities. If the learners have previous knowledge of information search, this lesson does not have to be part of a larger library and information search course. It can be used independently if the aim is to focus specifically on learning the referencing system and formatting the document according to the institution's guidelines.
NOTE: This lesson was created by Karin Naruskov
MIRO BOARD LESSON
OPEN DIGITAL BADGE
Badge 1: Information seeker (IS). Person with IS competence can construct a search on a specific topic by using keywords, search terms, Boolean operators etc. and apply it in different search environments. Students apply their knowledge from previous modules: Module II How to search? and Module III Where to Search?), Badge 2: Referrer (R). Person with R competence knows how to format in-text references and reference list according to the chosen reference style (EMU, APA, Harvard etc.) Badge 3: Formatter (F). Person with F competence is fluent in formatting the document (e.g. thesis, essay, project etc.) as required in EULS guidelines. Link to the Badgr website: https://tinyurl.com/yckj96cc
Summary of the transformation (changes that were made in teaching)
Previously learners completed this module independently. There was no group work and interaction between students. In the Moodle environment, there was an interactive learning material made with the H5P tool, through which the learners could familiarise themselves with the theory and then apply their knowledge by solving interactive tasks. The feedback was automatically provided in the H5P tool.
The lesson was completely transformed during the ACCED project. By using the AGILE method students participate actively in the process. Now the module is solved in teams, and they must create their own knowledge compared to earlier, when information was served “on a tray” and they had to reproduce it in the interactive task. In addition, previous modules are blended to this lesson, which means that students must apply their knowledge from previous modules: Module II How to search? and Module III Where to Search?) during this activity. The change is all based on the AGILE method and techniques. Students must form the teams, share the roles, and agree on the team rules (working agreement). They must plan the time and content of the sprints and keep the track on the process based on the sprints (sprint reviews). The warm-up activities (The Boat), non-violent communication (Animal in you), team retrospective, the definition of done, LEGO® SERIOUS PLAY® are incorporated in this lesson. At the end of this lesson the teams must create a LEGO® model about the selected reference system that illustrates the most important aspects of the chosen reference system and referencing in general. They must explain and present it in their video.