Research strategic

 




 


 
The research is bit challenging because we need to go deeper, explore and engage with information. Simplify the complex issues by identifying gap in knowledge.We need to use  right information  resource and  avaliable data to address the issue.

Inquiry  focuses on problems  "Assisted Suicide in Cape Town  and we recognize that it is a problem in South Africa. However we need to get a view of the other people about the issues. What do people about "Assisted suicide". The academic views, the debate and dialogues and we need to depend the conversation by involving individual groups in the community.We need to collect evidence and right research methods of data collection required by this strategy



 



Task
 1.The group need to do mind mapping and selected key word or concepts for formulate at a search strategy. The group need to simplified the topic by keep on asking questions.
2. The group need to select a searching strategy the is going to be effective and give them better results
and they need to decide on the format and number of sources, acceptable and un acceptable resourses,
3. The group need to identifies the key databases and resource to start with and evaluating and eynthesising infromation from different sources
4. The learner will nake a research logs or write a brief reflection on the research and shared with other groups and identified the gaps
5. For the library support, the learners will be visit the library and ask the subject librarian to amke a course guide or session to guide them.  

Material need
Books and journal  articles
Newspapers pamphlets /  e-publications
Draft papers about Assisted suicide
List of organisation deal with "Assisted Suicide"
Activities 

Outcome

• The learners will be able to  formulate questions for research based on information gaps or reexamination of existing, possibly conflicting, information;
•  Learnes will determine an appropriate scope of investigation;
•  Learners will be able to deal with complex research by breaking complex questions into simple ones,
•  limiting the scope of investigation, conducting a series of investigationsin the community
• The learners will  monitor gathered information and assess for gaps or weaknesses and do the follow up interviews
• The learners synthesize ideas gathered from multiple sources like the newspaper clips and the legal draft paper on the issue
•  They will draw reasonable conclusions based on the analysis and interpretation of information;
• The learners will  use research appropriately to make decisions and take action.
• The learnes will be  manage information effectively.

 In Scholarly is a conversation teaching and learning and research are social process involving dialogue through discussion, thinking and writing. They are also situated in specific cultural practises which tend to be negotiated in disciplinary communities. Online scholarly platform such as blog, twitter, slide expand the opportunities for student to engage with peer, practitioners and experts in the disciplines and students become contributors

And the lecturers have a role in developing students, to get them familiar with source of evidence, methods and the modes that they can use to contribute to the conversation at an appropriate level and encourage students to critically evaluate contribution made by other participatory information environment including the classroom. That what we are doing in this last two week in our classroom and we had selected sources and mode of communication

The topic is" Drugs at use by learners in Cape Town "


 

T

Activities 

1.Student must read this 3 articles, one of which is a rebuttal to other

(a).Peltzer, K 2008, 'DRUG INVOLVEMENT AMONG SECONDARY SCHOOL STUDENTS AT SUICIDE RISK IN CAPE TOWN', [DROGY MEDZI ŠTUDENTMI STREDNÝCH ŠKÔL S RIZIKOM SAMOVRAŽDY (KAPSKÉ MESTO)], Studia Psychologica, vol. 50, no. 3, pp. 323-334

(b).Flisher, A, Townsend, L, Chikobvu, P, Lombard, C, & King, G 2010, 'Substance Use and Psychosocial Predictors of High School Dropout in Cape Town, South Africa', Journal Of Research On Adolescence (Wiley-Blackwell), 20, 1, pp. 237-255, Academic Search Complete, EBSCOhost, viewed 17 August 2015.

(c).Plüddemann, A, Flisher, A, McKetin, R, Parry, C, & Lombard, C 2010, 'A prospective study of methamphetamine use asa predictor of high school non-attendance inCape Town, South Africa', Substance Abuse Treatment, Prevention & Policy, 5, pp. 25-31, Academic Search Complete, EBSCOhost, viewed 17 August 2015.

2. The second activity students should discuss and critically analyses this articles and reflective in blog post within a profession social network

3.Watch a two youtube, critical analysis and evaluate the ideals presented by the movies and present their  opinions in front of the class 

 www.youtube.com/watch?v=_jvGuvMk9b

www.wkyc.com/.../Wake-A-Child-keeps-deprived-S-A

hree learning outcome 

• The student must be able to explore and converse about the topic and the conversation is going on and on 
  
  

•  The learners will be able to understand that scholarly conversation can contribute to discussion  and blogging by engaging other scholarly and expert on the topic
  To  engage the learners and conversation about very conflict  and create a poster

• The learners will learn be evaluate the contribution made by other students in the blogger and the will be conflict of ideas
  

Threshold concepts

 The threshold concept framework holds promise for librarians because it grounds the instructor in the big ideas and underlying concepts that make information literacy exciting and worth learning about

 information literacy in academic libraries does not exist in a vacuum, and it is not a wholly unique system. Instead, it is governed by many of the same forces that are familiar to students through their experiences of popular culture, and the Frames in this new Framework offer us the opportunity to use those familiarities to give students a deeper knowledge of the conditions of scholarship.
 

The Threshold  Concepts emerged from a UK national research project into the possible characteristics of strong teaching and learning environments in the disciplines for undergraduate education (Enhancing Teaching-Learning Environments in Undergraduate Courses - http://www.tlrp.org).

In pursuing this research in the field of economics, it became clear to Erik Meyer and Ray Land (2003, 2005, 2006), that certain concepts were held by economists to be central to the mastery of their subject. These concepts, Meyer and Land argued, could be described as ‘threshold’ ones because they have certain features in common.The purpose of this brief piece is to outline these features and to point to the distinctive value of a threshold concept approach for curriculum design

Threshold concepts enables teachers to make refined decisions about what is fundamental to a grasp of the subject they are teaching. It is a ‘less is more’ approach to curriculum design. Threshold Concepts’ may  be considered to be “akin   to passing through a portal”  or “conceptual gateway”   that opens up “previously  inaccessible way[s] of  thinking about something” http://journals.heacademy.ac.uk/doi/

The threshold concept has been seen as a valuable tool, not only in facilitating students’ understanding of their subject, but in aiding the rational development of curricula in rapidly expanding arenas where there is a strong tendency to overload the curriculum.

https://teaching.unsw.edu.au/connections-seminar-threshold-concepts-where-students-get-stuck

Recognition

teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians is a collection designed by instruction librarians to promote critical thinking and engaged learning. It provides teaching librarians detailed, ready-to-use, and easily adaptable lesson ideas to help students understand and be transformed by information literacy threshold concepts. Teaching the threshold concepts that are central to the ACRL Framework and is suitable for all types of academic libraries, high school libraries, as well as a pedagogical tool for library and information schools.