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Constructive Alignment as a Means to Establish Information Literacy in the Curriculum

Eriksson, Fredrik LU (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:
author
organization
publishing date
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
2017-11-14 09:52:27
@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},
  keyword      = {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          = {http://dx.doi.org/10.15845/noril.v8i1.259},
  volume       = {8},
  year         = {2016},
}