A mental model for successful inter-disciplinary collaboration in curriculum innovation for information literacy

M. Detken Scheepers, Ann-Louise De Boer, Theo J.D. Bothma, Pieter H. Du Toit

Abstract


The University of Pretoria introduced a compulsory Information Literacy module to address the need for delivering motivated knowledgeable employees that embrace information and have the skills to find, select and use relevant information accurately, efficiently and effectively in an explosive information age. Low class attendance, an indication of unmotivated students, as well as the limited scholarly application of information literacy skills in consecutive academic years of study have been identified as possible barriers to the application of the desired skills. A collaborative action research project based on Whole Brain principles was introduced to motivate learners through innovative learning material in the module. A deeper understanding of the role of thinking preferences and thinking avoidances is essential in selecting a team that is responsible for the planning, design, development and delivery of learning opportunities and material. This article discusses the Whole Brain Model as a mental model that underpins the successful collaboration of multidisciplinary teams and enhances innovative curriculum design that addresses alternative approaches to the teaching of Information Literacy.

Keywords


Whole brain learning; information literacy curriculum; thinking preferences, collaboration

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DOI: http://dx.doi.org/10.7553/77-1-68

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