57001 Information and Knowledge Practice

UTS: Communication
Credit points: 8 cp
Result Type: Grade, no marks

Handbook description

This subject provides students with an opportunity to plan and acquire knowledge and skills in areas which they as individuals have identified for further professional development. It allows students to explore information and knowledge in different contexts. The subject is based on independent study and self-directed learning and includes a placement option. Student's activities are guided by a learning contract negotiated with an academic supervisor.

Subject objectives/outcomes

At the completion of this subject, students are expected to be able to:

demonstrate the development of knowledge and skills in the areas identified for further professional development
demonstrate the development of reflective and evaluative approaches and strategies to professional tasks.

Contribution to graduate profile

This subject is specifically designed to allow students to improve the knowledge, skills and competencies that will enable them to work capably as an early-career informational and knowledge professionals in the generation, design, structuring, access, communication, use and management of information and knowledge. Firmly grounded in the principles of adult learning and requiring students to design, negotiate, implement and evaluate a learning contract and to reflect on the processes underpinning this approach, the subject strongly develops the critical and reflective capabilities that underpin career-long learning. To be appropriate and relevant each student's program must reflect an understanding of the contemporary issues, trends and innovations in the field and in practice.

Teaching and learning strategies

This subject is based on independent activity and self-directed learning which could include a professional placement or work experience. Individual student's activities will be guided by a learning contract negotiated with an academic supervisor. Three scheduled classes will assist in the planning, development, implementation and evaluation of this program. Students are expected to spend an average of 12-15 hours per week on this subject, which may be done in blocks of time as negotiated. Though working independently, students are expected to discuss issues and share ideas with each other through UTSOnline. Students should also keep their academic supervisor informed of their progress through regular consultation. They should contact their supervisor at least twice during the semester. Each activity in the contract will be assessed by an appropriate professional chosen by the student in consultation with the academic supervisor.

Content

Content will be negotiated individually with each student, depending on the knowledge and skills each student identifies for development. It is expected that each student will undertake a number of different professional activities related to the area of interest. They will also gain practice in writing an evaluative report of their learning process and its outcomes. At the end of the semester, students will have added to their professional portfolio of knowledge, skills and experiences.

Assessment

Assessment item 1: Learning Contract

Objective(s):	a
Weighting:	15%
Task:	Develop a learning contract identifying learning objectives which must be signed by the student and the academic, including criteria for evaluating the objectives.
Assessment criteria:	Learning objectives are clearly and concisely stated Learning objectives are appropriate to the student's learning needs as identified Learning activities are appropriate to the stated objectives Evaluation criteria are clear and reflect professional standards of practice

Assessment item 2: Portfolio of Professional Activities

Objective(s):	a
Weighting:	65%
Task:	Carry out the work specified for each objective in the Learning Contract. At the end of the semester, students must submit a portfolio of the evidence of their learning on all objectives as set out in the learning contract negotiated with their academic supervisor/subject coordinator. They must seek evaluations of their learning from the assessors named in the learning contract. These evaluations by the assessors must be included with the portfolio.
Assessment criteria:	The criteria for assessment of the Portfolio will be those stated in the signed Learning Contract.

Assessment item 3: Evaluative Report

Objective(s):	b
Weighting:	20%
Task:	Write a brief report, about 1,500 words, evaluating the skills and knowledge students have learned or enhanced in this subject. This report will involve reflecting on the experiences the student has had (both intended and unintended) in this subject and relating these to approaches to professional practice. They should also identify issues, trends and innovations in the field which are relevant to their particular areas of practice. Students are expected to refer to relevant literature in the report and to include a bibliography.
Assessment criteria:	Ability to reflect on and evaluate the learning experiences; Ability to relate the learning experiences to appropriate professional practice literature. Show an understanding of contemporary issues, trends and innovations in the field.

Minimum requirements

Students must submit all assessment tasks in order to pass this subject. There are three compulsory classes in this subject. Students experiencing difficulties fulfilling this requirement, should contact their subject coordinator. Students are expected to have at least two consultations with their subject coordinator/academic supervisor during the semester.

Indicative references

(References to specific areas of professional work are not included)

Anderson, G., Boud, D. and Sampson, J. 1996, Learning contracts, Kogan Page, London.

Boak, G 1998, A complete guide to learning contracts, Gower, Aldershot, England.

Booth, A. 2003, 'Bridging the research-practice gap? The role of evidence-based librarianship', New Review of Information and Library Research, vol. 9, pp.3-23.

Booth, A. and Brice, A. eds, 2004, Evidence based practice for information professionals; a handbook, Facet, London.

Candy, P. 1991, Self-direction for lifelong learning, Jossey-Bass, San Francisco.

Knowles, M. 1975, Self-directed learning: a guide for learners and teachers, Follett, Chicago.

Schon, D. A. 1991, Reflective practitioner : how professionals think in action, New ed., Arena, Aldershot, England.

Stephenson, J. and M. Laycock, eds 1993, Using learning contracts in higher education, Kogan Page, London.

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