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Researching information literacy: theory and practice Dr Jane Secker LSE Centre for Learning Technology Department of Information Studies, Aberystwyth University 1st December 2011
Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Introduction to me ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The practitioners perspective ,[object Object],[object Object],[object Object],[object Object],[object Object]
Definition of information literacy ,[object Object],[object Object],[object Object],[object Object]
Definition of digital literacy ,[object Object],[object Object]
 
New SCONUL model
FutureLab (2010) model of digital literacy
What are the issues? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
IL in practice at LSE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Embedding IL in undergraduate study ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
DL in practice at LSE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Supporting PhD Students: the MY592 programme ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Course contents ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Course structure ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Gathering feedback ,[object Object],[object Object],[object Object],[object Object]
IL research: DELILA ,[object Object],[object Object],[object Object],[object Object],[object Object]
DELILA: research issues ,[object Object],[object Object],[object Object],[object Object],[object Object]
DELILA Blog
Arcadia Fellowship ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Rehabilitating information literacy ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
“ Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.  “ It is a basic human right in a digital world and promotes social inclusion in all nations.”  UNESCO (2005) Alexandria Proclamation
The expert consultation ,[object Object],[object Object],[object Object],[object Object],[object Object]
What our experts said… Modular, flexible holistic, embedded, Relevant to students Format and structure of the curriculum Online / face to face Active learning: discussion and reflection Training > Teaching Teaching style and method of delivery Who teaches? When?
And don’t forget…. Use of audits Meaningful assessment  Learning outcomes How to market IL  to different audiences Assessment Marketing / hooks Aligning the curriculum content to  discipline specific knowledge, skills and behaviour
Our key curriculum attributes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Curriculum strands ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Using the curriculum ,[object Object],[object Object],[object Object],[object Object]
 
Next steps, October - December 2011 ‘ Strategies for implementing the  Curriculum for Information Literacy’  Dr Helen Webster & Katy Wrathall Arcadia Fellows, Oct-Dec 2011 http://arcadiaproject.lib.cam.ac.uk/projects/strategies-for-implementation.html
ANCIL outputs, July 2011 ,[object Object],[object Object],[object Object],[object Object],[object Object]
Challenges of researching IL ,[object Object],[object Object],[object Object],[object Object]
Challenges of being a researcher / practitioner ,[object Object],[object Object],[object Object]
Tips for success ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What next for me? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Contact details ,[object Object],[object Object],[object Object]
Useful references ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Aberlecture 011211

  • 1. Researching information literacy: theory and practice Dr Jane Secker LSE Centre for Learning Technology Department of Information Studies, Aberystwyth University 1st December 2011
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  • 9. FutureLab (2010) model of digital literacy
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  • 24. “ Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. “ It is a basic human right in a digital world and promotes social inclusion in all nations.” UNESCO (2005) Alexandria Proclamation
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  • 26. What our experts said… Modular, flexible holistic, embedded, Relevant to students Format and structure of the curriculum Online / face to face Active learning: discussion and reflection Training > Teaching Teaching style and method of delivery Who teaches? When?
  • 27. And don’t forget…. Use of audits Meaningful assessment Learning outcomes How to market IL to different audiences Assessment Marketing / hooks Aligning the curriculum content to discipline specific knowledge, skills and behaviour
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  • 32. Next steps, October - December 2011 ‘ Strategies for implementing the Curriculum for Information Literacy’ Dr Helen Webster & Katy Wrathall Arcadia Fellows, Oct-Dec 2011 http://arcadiaproject.lib.cam.ac.uk/projects/strategies-for-implementation.html
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Hinweis der Redaktion

  1. Write all the technologies that people mention onto the board – add any missing: Moodle PRS Lecture Capture Powerpoint Discussion forums Email Audio feedback Video Social networking Web 2.0 tools – blogs, twitter, etc. Wikis Online assessment Skype Video conferencing / Wimba classroom
  2. The 2011 Demos report argues that helping young people navigate hugely variable Internet sources should be achieved not by tighter controls but by ensuring they can make informed judgements (4). The digital world is not alien – offline critical thinking skills remain relevant in the online setting (9). The move towards independent learning is again key not just to our practices but in our thinking – we should think less about the internet causing harm (passive learning model) and instead focus on what young people bring to the technologies – helping them equip and empower themselves with an understanding of how to apply critical judgement. The Demos report also touches on a general human issue around information – its emotional impact and its close links with our identities. We tend to search for evidence that supports our beliefs, not refutes them; we notice more flaws in studies that conflict with our beliefs (23). This is the rationale behind our strand 10, which reaches beyond the higher education arena into the social dimension of information literacy.
  3. Emma
  4. Emma
  5. Jane
  6. Jane
  7. Emma holistic: supporting the whole process of researching and writing rather than just teaching traditional library skills modular: ongoing classes to meet the developing needs of students during their whole academic career, not just one-shot sessions embedded and flexible: can be implemented and taught not only by librarians but by study skills advisors, learning developers, supervisors and lecturers (depending on the needs and structure of the institution) active and assessed: containing a significant element of active and reflective learning, including peer assessment elements, in order to help students develop into informed and autonomous learners Transitional Transferable Transformational Transition occurs in learners, who enter university from a wide variety of backgrounds, but often need to make the transition from school to higher education. They also have to make the transition from dependent to autonomous learning. The curriculum content needs to be transferable, forming a part of education, not simply ‘library training.’ Information literacy fosters and develops appropriatebehaviour, approaches, cognitive functions and skills surrounding the use of information. In essence information literacy equips students with the capacity to generate their own strategies for dealing with new information contexts, for example when they leave higher education and enter the workplace. Finally, information literacy should be transformational for the learner, changing their attitude, behaviour, outlook and even their world-view. Therefore this curriculum has the potential to change lives and make a real difference to society.
  8. Emma The strands reflect the areas identified by our expert panelists and that arose in our own discussions and research. These are the themes that we believe constitute information literacy in its proper sense, as the foundation of lifelong learning as well as the ability to discern and evaluate in specific contexts such as academic scholarship.
  9. Emma
  10. Emma