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The university study
reform focuses on 2 key issues:
·
the Europe-wide reform
of the university study structure
through the introduction of equivalent degrees and
certificates (an aim of the Bologna Process)
·
a
structure formed by 2 main cycles (Bachelor and Master)
and by a third one (Doctorate)
Targets
·
At European level:
general political aims
·
At national level:
specification
·
At Land level:
setting out the key points /
strategy and agenda of the Lands
·
At university level:
refining and improving profiles / transformation
International agreements for the
Bologna process
·
Lisbon Agreement (1997)
·
Sorbonne Declaration (1998)
·
Bologna Declaration (1999)
·
Communiqués (Prague, 2001; Berlin, 2003)
Targets at Federal
level:
·
Law providing guidelines for university (HRG)
·
Conference of Ministers of Education (KMK) and
German Rectors' Conference (HRK)
·
Accreditation Council
·
Bund-Laender Commission for
Educational Planning and
Research Promotion (BLK)
·
Science Council, Founder Federation for the German
Science, Council for Higher Education (CHE).
Targets at Land level
(NRW - Nordrhein Westphalen):
·
Law concerning university in NRW (HRWG - University
Reform Advancement Law)
·
Student Accounts and Finances Law (StKFG)
·
Decrees of the Ministry for Science and Research (MWF)
ECTS credit
system
·
Credits = quantitative measure of the workload of a
student
·
1500-1800 hours are planned for each academic year,
which corresponds to about 45 work weeks of 40 hours
·
1 credit (LP) corresponds to 25-30 hours of the
students work time
·
According to ECTS: 60 LP per academic year
-
Bachelor (3 years) 180 LP
-
Master (2 years) 120 LP
Modularisation
·
A course of studies consists of modules
· Module = thematic and
time interrelated brick of the
course of studies; combination of thematic interrelated lessons
· Module
duration: at most 2 semesters (from where mobility)
· Definition of
a qualification aim (starting from the qualification aim of the course of
studies)
Modularisation
·
Credits are awarded only for modules successfully completed
· Modules are concluded with a test (valid as
an
examination)
· Tests are conducted according to the university
law (reliability and validity as an examination)
· There are graded and ungraded modules
Qualification aims
·
Definition of a curriculum profile of
a studies course
·
Bachelor = the first qualifying
professional degree (KMK 2003)
· Definition of
the modules aims (partial qualifications), that lead to the curriculum aim of the studies
course and determine the curriculum profile
· Examples for
key competencies in a reference decree
of the Ministry for Science NRW (2001)
Key
qualifications
·
Key qualifications are not clearly defined in the
general targets
· Each
university sets out its key issues
· Each
university meets its quantitative targets
Key qualifications
Aim:
Strengthening of information literacy as key qualification in the university
framework targets
Key qualifications at
the Bochum University
·
Foreign languages
· Presentation,
communication and argumentation skills
·
Information technologies
·
Interdisciplinary study units and study units of other subjects
· Practice
Target: modules formed by at least 3 disciplinary fields, altogether 30 LP
Key qualifications at
the Bochum University
·
Foreign languages
· Presentation,
communication and argumentation skills
-
Information literacy
·
Information technologies
·
Interdisciplinary study units and study units of other subjects
· Practice
Key qualifications at
the Wuppertal University
·
Teaching, accountability, knowledge transfer
· Information
management
· Foreign
language/specialised language
· Economics,
organisation and company creation
Target: modules formed by competence fields, altogether 18 LP
Key qualifications at
the Wuppertal University
·
Teaching, accountability, knowledge transfer
· Information
management
- Research
competence
· Foreign
language/specialised language
· Economics,
organisation and company creation
Key qualifications at
the Bonn University
·
Methodical competencies
-
Media and IT competence
·
Interdisciplinary additional qualifications and skills
· Scientific research and information
supply
·
Semester abroad
Targets: at most 9 LP
Additive / integrative
Additive
means:
·
Key qualification and skill
are taught in the
framework of an independent module
Integrative
means:
·
Key qualification
and skill are taught within the
modules offered by the subjects
Information literacy
in the additive model
·
With regard to the framework targets for
modularisation it is necessary to mind for ex.:
-
a minimum number of SWS - Semester Credit Hours and LP per module
· The University can set targets for the key skills
and qualifications regarding, for ex.:
- a combination of fields
- a minimum and a maximum number of awardable LP
Information literacy
in the additive model
There are different
possibilities:
· interdisciplinary and disciplinary
· compulsory module,
elective compulsory module, or elective module
· provided only
through the library or in cooperation with other facilities
· different teaching forms
·
graded and ungraded
University of Bochum: block
seminar
“Information literacy in
the age of the Internet”
· the university library is the organiser
· for all disciplines
· two-week block seminar before the
beginning of each
academic year, 40 contact hours, 5 LP
· grading: active participation, oral presentation,
home work
· from 10 to 12 participants
University of Konstanz:
romanistics course
“Information literacy” for students of romanistics”
· the university library is the organiser
· for students
of romanistics
· course with 2
SWS,
3 LP
· at most 25 participants
University of Düsserdolf:
anglistics block seminar
“Research competence and
knowledge management in Anglistics”
· the university library is the organiser
· for students
of anglistics between the 2nd
and the 3rd semester (in the elective compulsory field with 18 LP)
· two-week block seminar, 60 contact hours, 4 LP
· examination requirements: class test or written
homework, graded
· at most 45 participants (till now !)
Quality - Quantity
Seminars/ courses/
exercises
with at most 25 participants and large part dedicated to practice: this leads to
good results
But: broad effect?
efficient
staff employment ?
Alternative: other teaching form
University of Duisburg:
Arts Management Lecture
“Digital media”
· the university library is the organiser (4 double
hours) and the Centre for Information and Media Services
· compulsory course for BA Arts Management
· lecture with 2 SWS, 2 LP
· examination requirements: class test with multiple
choice questions
· about 180 participants (compulsory attendance!)
University of Bonn:
University Library +
University Computer Centre
Interdisciplinary basic
lecture
2 SWS
at most 300 participants
+
Field-specific, supported
by the University Library/University Computer Centre
Field-specific parallel
course
2 SWS = 6 LP
examination requirements
or
Field-specific seminar
building on the basic lecture
2 SWS or 30 contact
hours = 6 LP
examination requirements
Information literacy
in the additive model means:
·
broad windows of
opportunities
· visibility of the library in teaching
But:
· organisation on library’s own responsibility
· examination requirements
to be tested
· in mandatory courses: big responsibility and high
employment of staff
·
in elective courses: hardly calculable
amounts of participants
Information literacy
in the integrative model:
·
to find appropriate modules
-
optimum: integration into a compulsory module; all
the students are reached without redundancy
· to find appropriate terms and dates
- for the humanities at the beginning of the studies
· to anchor information literacy in the module
description as a learning goal
· intense contacts with the
subject
-
co-operation with different teachers
-
to
establish professional relations in an easier way
University of Bonn:
Economics in the 1st term
Subject
with 300 study beginners!
Aim: all the students in
the 1st study year should receive an introduction to literature
searching and information supply.
University of Bonn:
Economics in the 1st semester
Economics lecture 2 SWS
Economics tutors
seminar 2 SWS
Business studies lecture
2 SWS
Business studies tutors
seminar 2 SWS
Mathematics lecture 2 SWS
Mathematics tutors
seminar 2 SWS
Statistics
lecture 2 SWS
Statistics tutors seminar
2 SWS
University of Bonn:
Economics in the 1st semester
Economics lecture
Economics tutors
seminar
Business studies lecture
strengthening
Business studies tutors
seminar
IL
Mathematics lecture
Mathematics tutors
seminar
Statistics lecture
Statistics tutors seminar
University of Bonn:
Economics in the 1st term
· In the 1st semester the students have 4
compulsory modules each with 4 SWS lecture
and accompanying tutors seminars: no
possibility of choise!
·
Information literacy is formally integrated into
the Business studies module
·
In the first two semester weeks: all tutors
teach IL basics
· The University Library trains the tutors
· The University Library makes available lecture
notes, examples and exercises with solutions.
University of Bonn:
Economics in the 2nd term
· 5th semester: decision
for seminar
and theme of the seminar work
· Preparation of the seminar work
· 6th semester:
-
seminar
-
Bachelor work (derives from the seminar work)
University of Bonn:
Economics in the 2nd term
· 5th
semester: decision for seminar
and theme of the seminar work
-
Information literacy crash course (part of the
seminar)
· Preparation of the seminar work
· 6th semester:
-
seminar
-
Bachelor work (derives from the seminar work)
University of Bonn:
Economics in the 2nd term
The University Library
holds a crash course at the end of the 5th semester
·
compulsory essential
element of the seminar
· preparation for the seminar and Bachelor work
· main issues
agreed with the seminar contents decided with teachers
-
literature searching
-
factual databases
-
presentation
-
scientific publishing
-
etc.
Conclusion 1
· No better
solutions are available
· Within a university there are different models for
the subjects
· According to the framework requirements each
Library should find its own solutions in the university and in the disciplinary
fields
· A
general concept should be stressed:
- Plurality: YES
-
Complexity: NO
Conclusion 2
·
With the integration into the study programs
libraries assume obligations and duties
·
They must reliably provide
services as well as guarantee the
good quality of them
Therefore:
· rightly
evaluate costs and staff abilities
and skills!
·
the integrative model means taking a fewer risks
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