Dear colleague,
Thank you for deciding to participate in this survey. In this survey, approximately 16 people will be asked to complete a survey that asks questions about our approach to teaching Information Literacy. It will take approximately 15 minutes to complete. The questionnaire we are using is based on Trigwell and Prosser’s (1999) Approaches to Teaching Inventory. Prosser and Trigwell have developed the Approaches to Teaching Inventory (ATI) to help teachers achieve self-awareness of their teaching, which makes teachers really think about the nature of teaching and learning.
Your participation in this study is completely voluntary. There are no foreseeable risks associated with this project. However, if you feel uncomfortable answering any questions, you can withdraw from the survey at any point. It is very important for us to learn your opinions.
Your responses to this questionnaire will be treated with strict confidentiality. You will never be identified, as your information will be coded and will remain confidential.
If you have any questions about this research, please email the researcher: Margaret Morris ([email protected])
Thank you very much for your time and support. Please start with the survey now by clicking on the Continue button below.
Please state your gender. Please, state your campus. Please, state what your level of teaching/training experience is. Please, state the length of your teaching/training experience. Please, state your teaching method of delivery. eg. Online, face to face, videoconference, please specify other. This survey is based on the Approaches to Teaching Inventory is designed to explore the way that staff go about teaching Information Literacy. Please describe the context in which you deliver information literacy here. I design my teaching in this subject with the assumption that most of the students have very little useful knowledge of the topics to be covered. I feel it is important that this subject should have clearly specificed objectives relating to what students have to know to attain information literacy skills. In my interactions with students in this workshop I try to develop a conversation with them about the topics we are studying. I feel it is important to present a lot of facts to students so that they know what they have to learn for this workshop. I feel that assessment of this workshop should be an opportunity for students to reveal their changed conceptual understanding of information literacy. I set aside some teaching time so that the students can discuss, among themselves, the difficulties that they encounter studying this subject. In this subject I concentrate on covering the information that might be available from other resources. I encourage students to restructure their existing knowledge in terms of the new way of thinking about research that they will develop. In teaching sessions for this workshop, I use difficult or undefined examples to provoke debate. I structure this subject to help students to pass their formal subject research assignment items. I think an important reason for running teaching workshops in information literacy is to give students a good set of notes. In this workshop, I only provide the students with the information they will need to pass the formal research assignments. I feel that I should know the answers to any questions that students may put to me during this workshop. I make available opportunities for students in this subject to discuss their changing understanding of the subject. I feel that it is better for students in this subject to generate their own notes rather than always copy mine. I feel a lot of teaching time in this subject should be used to question students’ ideas. |
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