Nina Scheffler

The Design of Personal Learning Environments (PLE) with Scope on Information Literacy in High School

Information literacy is considered a key competence for the networked 21st century. Despite of its importance it has not been anchored in educational technology research and practice in sufficient manner yet. The paper at hand contributes to this research gap by providing a concept for design of personal learning environments with scope on information literacy. Personal learning environments (PLE) can be defined as conceptual and technological frameworks that help learners take control of and manage their own learning. This includes providing support for learners to: set their own learning goals and manage their learning in terms of both learning outcomes (content) and process. By applying the design science approach, a framework for PLE is proposed that combines subject-oriented learning objectives with goals to build and foster information literacy. The focus of the research lies in the initial theoretical phase of the design cycle. Based on a systematic literature review first a model for measuring information literacy is developed. The developed model is than embedded in a generic PLE framework that supports building and measuring information literacy in addition to other subject-specific learning goals. Therefore, the paper outlines a framework to conceptualize PLE focusing on information literacy by pursuing the design-based research paradigm.

Medienkompetenzen in der Berufsschule: Neue Medienkurse für Lehrpersonen oder neue Ansätze der Lehrerbildung?

Medienkompetenz hat sich zu einer berufs- und altersubergreifenden Querschnittskompetenz entwickelt (Weiss 2012), welche Arbeitgeber meist bereits wahrend und spatestens nach der Ausbildung von Lernenden sowie Mitarbeitern voraussetzen. Aus diesem Grund werden Forderungen laut, auf dem Bildungssektor fur eine ausreichende Medienkompetenz der Heranwachsenden zu sorgen. Schorb (2005: 257) stellt so fest: „Medienkompetenz soll begrifflich die Fahigkeit bundeln, die das Individuum innerhalb einer Medien- bzw. Informationsgesellschaft benotigt“.

Teaching Information Literacy in Secondary Education: How to Design Professional Development for Teachers?

The networked information and media society provides us increasingly with digital information and knowledge. However, the effective and efficient use of information also requires a high level of information literacy (IL), the competent handling of information and the ability to do that from an early age. Despite this early beginning, the development of IL is considered an important goal of schoolteachers who are required to integrate IL into their daily teaching practice. One reason that IL has only been considered sporadically in education is the lack of a scientifically proven model to operationalize and measure IL. Furthermore, teachers are often uncertain when dealing with digital media pedagogically and need support and clarity in terms of how to evaluate IL in their specific subjects. In the implementation of formal educational efforts, the low practical feasibility in specific working contexts, time and financial aspects are criticized. The current contribution presents a 7i model for the conceptualization and measurement of IL. Furthermore, it provides alternatives to the dominant “training model” to develop the competence of teachers by combining formal and informal learning.