FRAME: RESEARCH AS INQUIRY

LECTURE 5
 Threshold concepts suggested by ACRL's taskforce as information literacy standard. RESEARCH AS INQUIRY  refer to an understanding that research is iterative and depends upon asking increasingly complex or new questions whose answers, develop additional questions or lines of inquiry in any field.
The student will be doing a learning scenario about WHY GENETICALLY MODIFIED FOOD ?  

 Investigate this biotechnological crop in terms of health. Find out what forces them to accept the crop. Is it market related ?

LEARNING OUTCOME

The student will be able to:

• Formulate questions for research based on information gaps.
•  Use multiple perspective in this field to broaden up their knowledge
•    Use variety of research method, open mind, open ended questions

ACTIVITY

• The student must read journal articles on GMF from 2000 – 2015 so that they can have broader knowledge about this biotech food.
• Investigate conducting a series of investigation with different groups like communities, farmers, scientist.
• Follow ethical and legal guidelines 

LINKING THE ACTIVITIES

• By reading the articles the students will have a broader knowledge about the research the scholars have done in the past and present, they will able to formulate question based on the gaps.
• They must also focus not only on this field, try and focus on different perspective to find the solutions. having interview with scientist
• Using variety of research methods will give a student more knowledge about their experiences, what does the scientist say about this crop, and the farmers as well as consumers?

 

Curtis, Kynda R., Jill J. McCluskey, and Thomas I. Wahl. "Consumer acceptance of genetically modified food products in the developing world." (2004).

Lusk, Jayson L., et al. "Effect of information about benefits of biotechnology on consumer acceptance of genetically modified food: evidence from experimental auctions in the United States, England, and France." European review of agricultural economics 31.2 (2004): 179-204.

            

FRAME " SCHOLARSHIP AS A CONVERSATION"

Framework for information literacy for high learning " scholarship as a conversation" from a draft

Scholarship is a conversation refers to the idea of sustained discourse within a community of scholars or thinkers, with new insights and discoveries occurring over time as a result of competing perspectives and interpretations.



ARCL is a guideline in teaching and research are social process involving dialogue through discussion, , thinking reading and writing. They are also situated in a specific cultural practices, which tend to be negotiated in disciplinary communities. scholarly entails  contesting and reframing perspectives within a field.


 https://www.youtube.com/watch?v=LT86Np7NW1Q https://www.youtube.com/watch?v=LT86Np7NW1Q

The student will be reading articles on "Genetically modified food" focusing on health issues, especially on young and elderly people.

 

 LEARNING OUTCOMES

• students will be able to critically evaluate scholars
• student must engage in scholarly conversation with conflicting ideas
• student can develop ideas , debate , weigh against one another , use social media as platform, like Blog,

ACTIVITIES

• The students must read two journal articles on Genetically Modified Food and two articles in magazine from 2010 - 2015
• read different scholars that are peer reviewed by other scholars on the same discipline.
• Critically evaluate and analyse the information on Blog , motivate your comments

ACTIVITY relates to KNOWLEDGE PRACTISE OR DISPOSITIONING

•  By reading these two articles identify the contribution that a particular articles, books and other scholars make to disciplinary knowledge.
• By reading articles that are peer reviewed by other scholars, their knowledge practise is they recognised, they enter into an ongoing scholarly conversation.
•   The value use-generated continue and critically evaluate contribution made by others

Edward, C.2010.Gene Genies, Engineering & Technology 24-25 2p.
 Koberstein, Paul. 2015. The GMO Industry;s War on Science 48-51 4p.

Lecture 3 : THRESHOLD CONCEPT



 

Reflection on Tuesday's lecture which was created by Meyer and Land. To hear that 2015 is first class to be taught INFORMATION LITERACY. Let me say we are very fortunate . As future librarians . we can implement what we have learn into our various libraries. The lecture explain the threshold concept , which formed a framework for information literacy for high education which guided by ACRL.

 The Threshold Concept , I understand as passage that a learner go through it. There are six frames which is named after a particular threshold that is: scholarship is a conversation researchers as inquiry , authority is structured and contextual, information creation as a process , Information has a value and searching as exploration.

There are characteristics and features of threshold concept. Mrs Mohamed explain the following threshold concept's feature : Transformative , Integrative, Irreversible , Bounded, and Troublesome. The learner change to new ways of thinking , practising, understanding and adapting to change. As The learner's view change it integrate with other sources. Since the threshold concept changes the leaner, the learner now is acting like a professional. For example I am doing a LIS. I am thinking like a librarian. What the learner have acquire can not be reversed or unlearned. The learner have empowered himself . the learner is able to be involved in discussion, reading and writing. It the duty of the teacher librarian to encourage the learner to use different sources and recognise those sources.
I find this pic very much interesting as the bird fly from the dark to the light.


http://strathprints.strath.ac.uk/id/eprint/35797


This link is about various writers from different disciplines, for all those concerned in  teaching and  learning in High Education.

information-literacy.blogspot.com/.../threshold-concepts-in-information
Sheila Webber's blog

Reflecting on the specific contexts and environments in which they work, participants will share their interpretations and applications of the Framework. In addition to engaging in readings and discussions related to the Framework, individuals will develop an instructional activity or lesson plan that relates to one or more of the ACRL Framework’s threshold concepts



 

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