Lynn M. McAllister

The Reflective Online Searching Skills (ROSS) Environment: embedding information literacy into student learning through an online environment

The Reflective Online Searching Skills (ROSS) Environment is an e-learning tool that fosters the development of student skill and knowledge in online searching. It was developed with the support of Faculty of Information Technology and the Teaching and Learning Support Services at the Queensland University of Technology (QUT). In 2007 ROSS is being developed for use within the first year curriculum of other faculties within QUT. This paper will provide a demonstration of the ROSS environment and how it was embedded within the curriculum of two contrasting disciplines: IT and Science. Many online information literacy tools are static, modular, linear and heavily text based, and have failed to incorporate an interactive approach to the learning process. This paper will demonstrate that ROSS pushes the boundary of online information literacy programs by guiding learners to know, reflect, and practice information literacy concepts through the use of case studies or problem based learning.

An ePortfolio Approach: Supporting Critical Reflection for Pedagogic Innovation

This chapter investigates the capacity of a well-supported holistic ePortfolio program, the QUT Student ePortfolio Program (QSeP), to support critical reflection for pedagogic innovation in higher education, by exploring practice examples.

Striving for Sustainability: ePortfolio Pedagogy in Australian Higher Education

The Queensland University of Technology Student ePortfolio program is a core-funded, fully supported program available to all students since implementation across the institution, in 2004. After graduation, alumni maintain lifetime access to their ePortfolios with access to support resources. Academics are supported to embed the Student ePortfolio program to enhance student learning outcomes and to meet institutional learning and teaching goals. This chapter explores the maturing of said Student ePortfolio program, in particular as a critical reflective pedagogy, through professional narrative based on use cases. The narrative illustrates the diverse nature of ePortfolios for real world learning at Queensland University of Technology. The lived experience of teaching staff and students using ePortfolios to meet expected learning outcomes is detailed through a series of topic areas: lecturers’ conceptualisations of ePortfolios; clarity of purpose to encourage student engagement; benefits to students and staff of this creative approach to learning; constraints and consequences of ePortfolio pedagogy; crucial aspects of supporting ePortfolio engagement; identification of factors that contribute to the sustainability of an ePortfolio approach. These issues are discussed based on user experience, broader ePortfolio community experiences and issues, and reference to the literature on ePortfolios. Strategies and solutions identified inform the ongoing development of an ePortfolio approach to learning and teaching, for the enhancement of student learning outcomes and academic learning and teaching goals.

Understanding the information experiences of parents involved in negotiating post-separation parenting arrangements

The paper presents findings from a study into the information experiences of people needing to make post-separation parenting arrangements. Data was collected from 20 participants, through in-depth, semi-structured, telephone interviews. Thematic analysis identified five major themes: Following, Immersion, Interpersonal, History and Context which depict the information experiences of the participants. The findings can be used as an evidence base to inform the design and delivery of support and services provided by government agencies and other community groups supporting the legal information needs of individuals and families. The work extends current understandings of information experience as an object of study in the information science discipline.