Enhancing information systems literacy education via the four resources model

Clutterbuck, Peter, Seamons, Owen and Rowlands, Terry (2011). Enhancing information systems literacy education via the four resources model. In: ECE2011 proceedings. Education in a Changing Environment Conference, Salford, United Kingdom, (). 5-8 July 2011.

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Author Clutterbuck, Peter
Seamons, Owen
Rowlands, Terry
Title of paper Enhancing information systems literacy education via the four resources model
Conference name Education in a Changing Environment Conference
Conference location Salford, United Kingdom
Conference dates 5-8 July 2011
Proceedings title ECE2011 proceedings
Place of Publication Salford, United Kingdom
Publisher University of Salford
Publication Year 2011
Sub-type Fully published paper
Open Access Status
Total pages 13
Collection year 2012
Language eng
Abstract/Summary In this paper we describe why and how the Four Resources Model - a normative, diverse method literacy education model for literacy education - has been trialed as an additional scaffolding strategy within a core first year introductory Information Systems (IS) subject of a university business school. The motivation for this trial was the need to pedagogically manage the broad distribution in IS prior knowledge levels that students brought into the subject. Engineering and computing science students enter the subject with considerable IS literacy, whilst many business students enter the subject with little IS literacy and a significant wariness of any technology-oriented subject. Predictably these greatly varying initial prior knowledge levels created difficulties for teaching staff and students in many areas of teaching and learning. The Four Resources Model was chosen for this trial because the Model’s elements (code breakers, semantic competence, pragmatic competence, and critical competence) directly aim to provide structured scaffolding in literacy pedagogy across a broad range of disciplines. The trial was conducted over a one semester timeline (13 teaching weeks). Students self-selected into the trial because of their voluntarily announced lack of IS confidence and prior knowledge. These students received a weekly scaffolding session with the subject’s principal lecturer – with each session structured as per the Four Resources Model to enable the students to develop flexible strategies for deciphering IS terminology, to relate chapters of the set text to each student’s experience/knowledge, to understand the applied uses of IS theory, and also to appreciate the broad discourses that influence IS theory description and applications. Analysis of the feedback data from these scaffolding sessions has caused the trial strategy to be scaled up and made available (via MP4 video and audio download) to any enrolled student for the 2011 year.
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Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Conference Paper
Collections: Official 2012 Collection
UQ Business School Publications
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Created: Fri, 21 Oct 2011, 13:11:47 EST by Peter Clutterbuck on behalf of UQ Business School