Enhancing information systems literacy education via the Four Resources Literacy Education Model – A further analysis

Clutterbuck, Peter, Seamons, Owen and Rowlands, Terry (2012) Enhancing information systems literacy education via the Four Resources Literacy Education Model – A further analysis. International Journal of Arts and Sciences, 5 2: 179-194.

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Name Description MIMEType Size Downloads
Author Clutterbuck, Peter
Seamons, Owen
Rowlands, Terry
Title Enhancing information systems literacy education via the Four Resources Literacy Education Model – A further analysis
Journal name International Journal of Arts and Sciences
ISSN 1557-718X
1944-6934
Publication date 2012-09-08
Sub-type Article (original research)
Volume 5
Issue 2
Start page 179
End page 194
Total pages 16
Place of publication Cumberland, RI, United States
Publisher International Journal of Arts and Sciences
Collection year 2013
Language eng
Abstract In this paper we further analyse and describe why and how the Four Resources Model - a normative, diverse-method literacy education model for literacy education - has been trialled 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 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 four semester timeline (each of 13 teaching week duration). 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 led to the trial strategy to be scaled up and will be made available (via MP4 video and audio download) to all enrolled students for the 2012 year.
Keyword Teaching
Learning
Adult education
Educational intervention
Student interaction
Q-Index Code CX
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Non HERDC
UQ Business School Publications
 
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Created: Fri, 14 Sep 2012, 09:09:58 EST by Owen Seamons on behalf of UQ Business School