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Karlsson, Lis-Bodil
Publications (2 of 2) Show all publications
Rambaree, K. & Karlsson, L.-B. (2012). Teaching and Learning of Social Work through Autobiographic Literatures. International Journal of Learning, 18(4), 17-28
Open this publication in new window or tab >>Teaching and Learning of Social Work through Autobiographic Literatures
2012 (English)In: International Journal of Learning, ISSN 1447-9494, E-ISSN 1447-9540, Vol. 18, no 4, p. 17-28Article in journal (Refereed) Published
Abstract [en]

Like many other subjects and disciplines, the teaching and learning of social work is also based on the notion of engaging learners through different levels of Bloom’s (1956) taxonomy of learning - cognitive, affective and psycho-motor. From this theoretical perspective, teachers responsible for developing social work curricula usually look for different materials and methods for transferring social work knowledge and skills that touches the three essential domains of teaching and learning. Within this context, this paper considers the use of autobiographic literatures as a material and method for transferring social work knowledge and skills to learners through the three learning domains. Through a discourse analysis of students’ perceptions on making use of autobiographic literatures in a research methodology course, this paper answers two specific research questions: (a.) how social work learners relate to autobiographic literatures as a learning material and (b.) how autobiographic literatures could effectively be used within teaching and learning of social work. The analysis of the learners’ perspective from this study reveals that autobiographic literatures are interesting, informative and helpful materials for teaching and learning of both theories and practice of social work. However, teachers responsible for designing social work teaching curricula should ensure that methodologically the materials and methods engage the learners at different learning domains for the learning of both theories and practice of social work. The paper also supports the view that materials and methods in teaching and learning of social work should be rigorously evaluated with more focus given to the learners’ insights as part of a more participatory curriculum review.

National Category
Social Sciences
Identifiers
urn:nbn:se:hig:diva-12975 (URN)2-s2.0-84866550743 (Scopus ID)
Available from: 2012-09-19 Created: 2012-09-19 Last updated: 2018-03-13Bibliographically approved
Rambaree, K. & Karlsson, L.-B. (2011). Teaching and Learning of Social Work through Autobiographic Literatures. In: : . Paper presented at The International Conference on Learning, University of Mauritius, Mauritius, 5-8 July 2011.
Open this publication in new window or tab >>Teaching and Learning of Social Work through Autobiographic Literatures
2011 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Like many other subjects and disciplines, the teaching and learning of social work is also based on the notion of engaging learners through different levels of Bloom’s (1956) taxonomy of learning - cognitive, affective and psycho-motor. From this theoretical perspective, teachers responsible for developing social work curricula usually look for different materials and methods for transferring social work knowledge and skills that touches the three essential domains of teaching and learning. Within this context, this paper considers the use of autobiographic literatures as a material and method for transferring social work knowledge and skills to learners through the three learning domains. Through a discourse analysis of students’ perceptions on making use of autobiographic literatures in a research methodology course, this paper answers two specific research questions: (a.) how social work learners relate to autobiographic literatures as a learning material and (b.) how autobiographic literatures could effectively be used within teaching and learning of social work. The analysis of the learners’ perspective from this study reveals that autobiographic literatures are interesting, informative and helpful materials for teaching and learning of both theories and practice of social work. However, teachers responsible for designing social work teaching curricula should ensure that methodologically the materials and methods engage the learners at different learning domains for the learning of both theories and practice of social work. The paper also supports the view that materials and methods in teaching and learning of social work should be rigorously evaluated with more focus given to the learners’ insights as part of a more participatory curriculum review.

Keywords
Bloom's Taxonomy, Autobiographic Literatures, Social Work, Participatory Curriculum Review
National Category
Social Work Educational Sciences
Identifiers
urn:nbn:se:hig:diva-23562 (URN)
Conference
The International Conference on Learning, University of Mauritius, Mauritius, 5-8 July 2011
Available from: 2017-02-07 Created: 2017-02-07 Last updated: 2018-03-13Bibliographically approved
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