Guiding Students in Collaborative Writing of Wikipedia Articles – How to Get Beyond the Black Box Practice in Information Literacy Instruction?
Abstract: This paper reports the findings of a case study on teachers’ practices in guiding students on a Wikipedia writing assignment in information literacy (IL) instruction. The point of departure is the tension between traditional teacher-centred pedagogical practices and learner-centred assignments. The concept of the Wikipedia writing assignment was developed by a team of literature teachers. A history teacher applied the assignment in her class and made it possible to collect comparative data from another subject. Guided Inquiry – a research-based teaching model for information literacy instruction – was used as an analytical framework to compare two case courses. The findings characterize the black box problem in designing and guiding student-centred learning assignments: the teacher mainly focuses on introducing the assignment and assessing the outcome. However, an emerging approach emphasizing the guidance during the assignment process was also identified in one of the case courses.
Presider: Sharon Hardof-Jaffe, Levinsky College of education