Year: 2003
Type: conference-paper
Abstract: In progressive universities the next 25 years will see graduate qualities, massification, technology, flexible delivery and new disciplines drive pedagogical change.The lecture transmission of rapidly outdated content will continue to give way to a focus on the qualities required by students for employability and lifelong learning.Heavier and more diverse workloads on university teachers will encourage the disaggregation of their teaching.Academic librarians should contribute proactively to that disaggregation and, as a key accountability, to the development of information literate students.This will require them to translate their success in local, national and international networking and partnerships to the broader educational arena.he most enduring and flexible learning institution is the library, organised for well over two millenniapredating the first universities by well over one millenniumto provide self-paced and self-selected transmission of knowledge.Axiomatically, therefore, libraries and librarians should be proactive participants in the evolution of the 21 st century educational paradigm.Dr Samuel Johnson, the 18 th century English lexicographer and savant, would have had no argument with that assertion.It was he who observed that Lectures were once useful, but now, when all can read and books are so numerous, lectures are unnecessary He would probably be surprised to discover that in the 21 st century the pervasive pedagogical approach in universities is still the teacher as authority transmitting content through lectures, or variations on them. Yet, as Twiss points outAn overwhelming body of research shows that students do not learn effectively from lectures, and testimony from the field corroborates the literature.What's wrong with the lecture?The lecture method is a 'push' technology.It treats all students as if they were the same, as if they bring to the course the same academic preparation, the same learning style, the same motivation to learn, the same interest in the subject, and the same ability to learn.The reality is that students with weak skills need more individual attention and more opportunity for interaction, particularly at the beginning of the term.At the same time, students with strong skillsthose who would benefit from having more opportunity to explore the T
Author: Alan Bundy
Institution: University of South Australia
Language: English
Subfield: Library and Information Sciences
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W653913978