Constructive Alignment as a Means to Establish Information Literacy in the Curriculum
(2016) In Nordic Journal of Information Literacy in Higher Education 8(1). p.15-19- Abstract
- Constructive alignment is the pedagogical principal which connects learning goals and learning activities with assessment. Learning goals should inform the student about what they’ll know once they finish the course. Learning activities is what the student needs to do to fulfill the goals. The assessment measures to what degree the student reaches the learning goals. The principal of constructive alignment permeates Swedish higher education. Regulatory documents at both national and local level talk about the importance of having a logical connection between the three parts that make out the principle of constructive alignment. But can we use Constructive Alignment as a means to establish courses in information literacy? I think we can if... (More)
- Constructive alignment is the pedagogical principal which connects learning goals and learning activities with assessment. Learning goals should inform the student about what they’ll know once they finish the course. Learning activities is what the student needs to do to fulfill the goals. The assessment measures to what degree the student reaches the learning goals. The principal of constructive alignment permeates Swedish higher education. Regulatory documents at both national and local level talk about the importance of having a logical connection between the three parts that make out the principle of constructive alignment. But can we use Constructive Alignment as a means to establish courses in information literacy? I think we can if we align the structure of IL-courses with existing syllabus and formalize this connection. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/9562d2e6-f99b-4d40-a204-5ef45db14ca5
- author
- Eriksson, Fredrik LU
- organization
- publishing date
- 2016
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Constructive Alignment, Information Literacy, Curriculum
- in
- Nordic Journal of Information Literacy in Higher Education
- volume
- 8
- issue
- 1
- pages
- 5 pages
- publisher
- University of Bergen Library
- ISSN
- 1890-5900
- DOI
- 10.15845/noril.v8i1.259
- language
- English
- LU publication?
- yes
- id
- 9562d2e6-f99b-4d40-a204-5ef45db14ca5
- date added to LUP
- 2017-05-03 09:48:07
- date last changed
- 2018-11-21 21:31:42
@article{9562d2e6-f99b-4d40-a204-5ef45db14ca5, abstract = {{Constructive alignment is the pedagogical principal which connects learning goals and learning activities with assessment. Learning goals should inform the student about what they’ll know once they finish the course. Learning activities is what the student needs to do to fulfill the goals. The assessment measures to what degree the student reaches the learning goals. The principal of constructive alignment permeates Swedish higher education. Regulatory documents at both national and local level talk about the importance of having a logical connection between the three parts that make out the principle of constructive alignment. But can we use Constructive Alignment as a means to establish courses in information literacy? I think we can if we align the structure of IL-courses with existing syllabus and formalize this connection.}}, author = {{Eriksson, Fredrik}}, issn = {{1890-5900}}, keywords = {{Constructive Alignment; Information Literacy; Curriculum}}, language = {{eng}}, number = {{1}}, pages = {{15--19}}, publisher = {{University of Bergen Library}}, series = {{Nordic Journal of Information Literacy in Higher Education}}, title = {{Constructive Alignment as a Means to Establish Information Literacy in the Curriculum}}, url = {{https://lup.lub.lu.se/search/files/24863470/Eriksson_Fredrik_Constructive_Alignment_as_a_Means_to_Establish_Information_Literacy_in_the_Curriculum.pdf}}, doi = {{10.15845/noril.v8i1.259}}, volume = {{8}}, year = {{2016}}, }