In the rush of the last week of term and the case study I inadvertently forgot to publish this little reflection:

It is crunch time to see if the students can work out a search strategy. They have been given a worksheet to create a visual concept map first. Which in itself has been difficult for some to narrow their search terms. The concept map from last week’s information lit session is a good scaffold though. From informally observing students, their focus is on jumping in and using Quicktime Player to show their research process, with limited search terms on the concept map. It would be interesting to compare the sheet with a screen recording. In this current class, there is certainly a lot of conversation happening as the students search collaboratively with the one laptop.

Time is a huge issue. These lessons really need to go over two periods. It didn’t help when the fire alarm routine alert interrupted two classes. I will be asking teachers for an extra session this week if possible. Teachers have also extended students search process time once I have had to move on to the next class.

This whole issue of time and providing students with time to explore and reflect on the search process itself is one of my recommendations from my case study. Both my students and myself, as part of our experiential learning, need to apply the new concepts gained ‘in class’ to our “own profession and working environment” i.e., to “combine content with practical events” (Brown, 2014, p.794). I have found this to be the case within my own teaching practice, as I have admitted elsewhere. Yet, often our students are not provided with the ongoing time for critical thinking and reflection, and these skills may be especially difficult for young novice learners without any scaffolding.  As Brown comments, “digital literacy requires new skills, and a rethinking of traditional skills” (2014, p.797).


Brown, C.A. (2014). Pedagogy and the new literacies in higher education, In V. Wang (Ed.), Handbook of Research on Education and Technology in a Changing Society, 792-805.  Hershey, PA: doi: 10.4018/978-1-4666-6046-5.ch059

Bosman, L. & Zagencyk, T. (2011) Revitalize your teaching: Creative approaches to applying social media in the classroom. In White, B., King, I., & Tsang, P. (Eds.). (2011). Social Media Tools and Platforms in Learning Environments. Berlin, Heidelberg, DE: Springer. Retrieved from