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Teaching Librarians

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Keynote presentation delivered by Claire McGuinness at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009. …

Keynote presentation delivered by Claire McGuinness at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.

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  • 1. C ireMc la Guinne s s Sc o o Info a n & Lib ry Stud s ho l f rm tio ra ie UC D
  • 2. Presentation Outline  Who are we? C nc p lis the“ a hingLib ria o e tua ing Te c ra n”  What is our key concern? –Defininginfo a n lite c rm tio ra y  What do we do in practice? –“ a hingLib ria w rk Te c ra n” o in Iris Hig r Ed a n h he uc tio  Where are we going and what do we need to know? –10 c nc p w h a s p thero a w rk o the o e ts hic re ha ing le nd o f “ a hingLib ria Te c ra n”
  • 3. Who are we? MLIS/GDLIS (2009) students give their views on the work of a “teaching librarian”.....  A le rne “ a hinglib ria iss m o w isa o le rning a r: Te c ra n o e ne ho ls a the s lve a the g , a p s e thiso to o rs no jus m e s s y o nd a s s n the , t t s e ” tud nts  An inve tig to “ vingthea ility to find o w t thec nt ne d s a r: Ha b ut ha lie es to kno –ra r tha jus w t yo think the ne d As w the n t ha u y e . kingthe ‘ ht q s ns ” rig ue tio ’  A lib ry g e “ te c ra uid : The a hingro o thelib ria s uld no g le f ra n ho t o o rb a , a ism inly c nc rne w he ingthep tro to us ve o rd nd a o e d ith lp a ns e thelib ry a itsre o e ” ra nd s urc s
  • 4. Who are we?  A c a h: “ tivea invo d–le rninga te c o c Ac nd lve a nd a hinga thes m t a e tim . No s nd in fro o ac s b he ingp o lew the e t ta ing nt f la s ut lp e p ith ir info a n ne d in am reind ua s ns . Le rningho to b a rm tio e s o ivid l e e a w e b tte lib ria w p s ingo info a n s e r ra n hile a s n rm tio killsw ha a a y e ve lre d le rne ” a d  An e e (w p s io xp rt ith a s n!): “ retha jus to a e uc ting Mo n t urs nd d a p o leo w t kind o re o e a a ila le So e new a e p n ha f s urc s re va b . m o ith s je t s e ia o are l p s io teinte s s uld b e o g d to ub c p c lty r a a s na re t ho e nc ura e inte c w p tro w a s ying s a hingtha s je t o ra t ith a ns ho re tud /re e rc t ub c r inte s A “ a hinglib ria s uldb a leto a vis o re o e re t. te c ra n” ho e b d e n s urc s tha w uld t im e ia ly b a p re fro OP s a he , e . t o n’ m d te e p a nt m AC e rc s tc The s uld b ad e ly info e re d r the s lve ” y ho e ep rm d a e me s
  • 5. What is our key concern? CILIP definition, 2004 (endorsed by WGIL) “ rm tio lite c iskno ing Info a n ra y w  ane d fo info a n e r rm tio w n a w yo ne d he nd hy u e  there o e a ila le s urc s va b info a n, w reto find it, a rm tio he nd  ho to find info a n w rm tio ho to e lua , us a w va te e nd  thene d to e lua re ults e va te s c m unic teit in a e a o m a n thic l  ho to w rk w o e lo w o ith r xp it m nne a r. re ults s  e sa re p ns ility o us thic nd s o ib f e Thisd finitio im lie s ve l e n p s e ra  ho to c m unic teo s reyo w o m a r ha ur s . Web lie tha thes kills e ve t kills(or find s ing c m e nc s tha a re uire to o p te ie ) t re q d  ho to m na eyo find s w a g ur ing .” b info a n lite tere uirea e rm tio ra q n und rs nd o e ta ing f:
  • 6. What do we do in Practice?  Exp ra n o c nt “ a hingLib ria w rk in Iris Hig r lo tio f urre Te c ra n” o h he Ed a n Ins uc tio titutio (p lic ns ub ly-fund d e)  Quantita s y a d ut te 0 6 0 7 Information Skills tive urve c rrie o la 2 0 -2 0 –“ Training in Irish Third-Level Institutions”  15 a a e iclib ria ta e d 77 re p ns s(5 % re p ra ) 4 cdm ra ns rg te , so e 0 s . te  Ove wo w rk tha te c rvie f o t a hinglib ria a d ing“ n theg und , ra ns re o o ro ” a w ll a thes ture tha a in p c to s p rt thep g m e s e s truc s t re la e up o ro ra m s
  • 7. What do we do in Practice? Ke find so s y ing f urvey:  6 % ind a tha the isap rs n (o p rs ns re p ns lefo IST in 4 ic te t re e o r e o ) s o ib r the ins ir titutio , b o 2 % ind a tha the ins ns ut nly 2 ic te t ir titutio ha ans ve n IL p lic o y  70 ha “ % ve heavy” r “o some” invo m nt in p vis n o IS tra lve e ro io f ining  77% ind a tha IST isa“ ry im o nt” r “b o ly e s ntia ic te t ve p rta o a s lute s e l” p rt o the jo s a f ir b  Mo t b lie tha “ s e ve t Developing awareness of range of information sources” “ & Recognising and articulating information needs” rethe a m s im o nt e m ntso IL to te c o t p rta le e f a h.
  • 8. What do we do in Practice?  Us m e ultip te c le a hingm tho s c e d /a tivitie –p a lib ry to , s rim rily ra urs p p r-b s d m tho s “ ne ho s s io & ha s n c m ute la a e a e e d , o -s t" e s ns nd -o o p r b c se la s s  C rry o s m e lua n & a s s m nt –p a info a a ut o e va tio ses e rim rily rm l fe d a k fro s e a le ture (72 a e lua n s ebc m tud nts nd c rs %), nd va tio urve ys (6 1%)  Us me ultip c nne to p m teins tio –e a to a a e ic , le ha ls ro o truc n m ils c d m s p m hle , p s rs w b itea unc m nts e . a p ts o te , e s nno e e , tc  Be vethe ha a“ irly g o ” 6 o “ ry g o ” 9 lie y ve fa o d (4 %) r ve o d (3 %) w rkingre tio hip w a a e ic o la ns ith c d m s  But a op rc ivebarriers to c lla o tio –la k o und rs nd o ls e e o b ra n c f e ta ing f lib ria sro , la k o tim , p rc p n o lib ry a s re us , e ... ra n’ le c f e e e tio f ra s to ho e tc (Mc Guinne s 2 0 ) s, 0 9
  • 9. 10 concepts shaping our future i “ a he Id ntity” Te c r e ” Te c r Tra a he iningfo Lib ria r ra ns Kno le g o P d g g w d e f e a o y/And g g ra o y a Re c fle tiveP c e ra tic i Ac n Re e rc tio sa h i Und rs nd o Stud nts e ta ing ur e r E-le rning& E-re e rc a sa h e Info a n Lite c fo P s ra ua s& Re e rc rs rm tio ra y r o tg d te s a he r Re invig ra d Stra g sfo C lla o tio o te te ie r o b ra n r Ad c c vo a y
  • 10. Developing a “Teacher Identity”  “ ro s io l id ntity” ke c nc rn o a a e iclib ria fo P fe s na e a y o e f cdm ra ns r m ny ye rs–how do we define what we do, and what is our role a a in Education?  Marginalised? - “ a a e iclib ria sfa the c d m ra n’ iluretod finec a e le rly, d fe inte c lly, a a ula fo e e nd lle tua nd rtic te rc fully thero o the le f a a e iclib ry in theinte c l e rp eo thec lle ea cdm ra lle tua nte ris f o g nd unive ity” rs (Ow u-Ans h, 2 0 p 8 ). us a 0 1, .2 3  Ke fa to a c y c rs ffe tingp fe s na id ntity: 1) Te hno g & ro s io l e c lo y Ed a n; 2 Ma s a n (Anto s , 2 0 uc tio ) s ific tio ne a 0 7).
  • 11. Developing a Teacher Identity “ s a he ’ eo Ac d m Lib rie a the Se e ” Re e rc rs Us f a e ic ra s nd ir rvic s (RIN & CURL, 2 0 0 7) Futurec relib ry func ns(lib ria ’ e e tio *): o ra tio ra ns p rc p ns  Fa ilita r fo e a c to r -le rning  Ma g r o IRsa d ita info a n na e f nd ig l rm tio  C to ia o a hive a s e ia c lle tio us d n f rc s nd p c l o c ns  Ad inis tio m tra n  Sub c a e e e in lib ry je t-b s d xp rt ra  Teacher of information literacy and related skills (>80% ) *307 librarians responded to survey
  • 12. Developing a “Teacher Identity”  “ w t d g ed a a e iclib ria think o the s lve a To ha e re o c d m ra ns f me s s te c rsw n the c ns e the p c o c m us a tow t d g e a he he y o id r ir la e n a p , nd ha e re is‘ a he id ntity’ re o nize a p c o theb a e p fe s na te c r e a c g d s et f ro d r ro s io l id ntity o a a e iclib ria ? (W lte 2 0 , p 3 e f cdm ra ns ” a r, 0 8 .5 ).  Ma te o te c s ry f a hings ? kills  Exp s to va usm d lso te c r id ntity (a p ntic s )? o ure rio o e f a he e p re e hip  Ins tio re e da p rt o o ra p fe s na tra truc n c ive s a f ve ll ro s io l ining ?  Vie so c lle g s(e . a a e ic ) a o r e rna p rtie ? w f o a ue .g c d m s nd the xte l a s
  • 13. Walter’s Study on Teacher Identity Ke the e w h e e e : y m s hic m rg d  Thec ntra o te c e lity f a hing  Theim o nc o c lle ia a a m tra s p rt p rta e f o g l nd d inis tive up o  Thes s o m tre s f ultip d m nd le e a s  Thep b m w p fe s na e uc tio ro le s ith ro s io l d a n  Ste o e a m p rc p ns re typ s nd is e e tio (W lte 2 0 , p .6 3 a r, 0 8 p 1-6 )
  • 14. Developing a “Teacher Identity” Re c n in tra fle tio ining(“ a hingLib ria 2 0 -9 Te c ra n” 0 8 )  Tw re c o fle tivee rc e , a s rt a m w y o m d xe is s t ta nd id a f o ule  How would you describe the work of a “ teaching librarian” ?  What are your personal feelings about the prospect of teaching?  How do you feel about your own information skills, bearing in mind that you will be expected to facilitate your users’ information literacy development?  How would you describe good teaching?  How would you describe a good learner?  W hat do you think would make you feel that an instructional session had not gone well ?
  • 15. Training for Teaching Librarians  “ hilelib ria a m kingp g s o p d ingthe o n W ra ns re a ro re s n ro uc ir w kno le g b s re a ingte c w d e a e g rd a hing the isad a o te c , re e rth f a hing info a n d s ne s e ific lly w lib ria in m a rm tio e ig d p c a ith ra ns ind nd d c d to a stheuniq c um ta e o info a n lite c ire te w rd ue irc s nc s f rm tio ra y ins tio (Lile , in C truc n” s urzo & La p rt, 2 0 p n m e 0 7, .114 )  CDP  Lo a w rks p a c nfe nc s c l o ho s nd o re e  Ind p nd nt s y e e e tud  “On-the b tra -jo ” ining
  • 16. Irish teaching librarians
  • 17. Training for Teaching Librarians P s ib fo a : o s le rm ts  (C m uls ry? Te c o p o )“ a hingLib ria m d o p fe s na ra n” o ule n ro s io l Lib ria hipp g m e ra ns ro ra m s  P s ra ua c rtific te /Dip m sin Third ve Te c o tg d te e a s lo a -Le l a hinga nd Le rning–s e ific“tre m a e a info a n p fe s na a pc s a ” im d t rm tio ro s io ls  Co ntinuingP fe s na De lo m nt –re o a in-p rs n ro s io l ve p e m te nd e o trainingo tio p ns  Inte ive“ m rs n” ro ra m s(s ila to Ins ns im e io p g m e im r tituteo IL in f theUS)
  • 18. Knowledge of Pedagogy Key Pedagogical Concepts for Teaching Librarians
  • 19. Knowledge of Andragogy “ ult le rningisb s fa ilita d w n: Ad a e t c te he  le rne a e a e a p rtic a in thed s n o thele rning a rs re ng g d s a ip nts e ig f a  the a e o g dto b s lf-d c d y re nc ura e e e ire te  thee uc to func nsa afa ilita r ra r tha ad a ticins to d a r tio s c to the n id c truc r  theind ua le rne sne d a le rnings sa ta n into ivid l a r’ e s nd a tyle re ke a c unt co  ac a c nd iveto le rningise ta lis d lim te o uc a s b he  thele rne sp s e e nc sa utilis din thec s ro m a r’ a t xp rie e re e la s o  Le rninga tivitie a d e e to ha s m d c re va eo a c s re e m d ve o e ire t le nc r utility to thele rne sc um ta e ” urrie 2 0 , p 2 ) a r’ irc s nc s (C , 0 0 .2 2
  • 20. Reflective Practice  “ w a g ingtoa d s theis ue o lib ria ’ le w If e re o d re s s s f ra ns ro s ithin e uc tio l e e vo s te a a w , a ad c line d a na nd a urs ys m tic lly, e s is ip , ne dtofo te re c , c a ha itso m re a ing e s r fle tive ritic l b f ind g rd p d g g a p xisw e a o ic l ra ithin o e s o lib rie a o urs lve , ur ra s nd ur c m us s (J c b , 2 0 , p 5 ) a p e ” a o s 0 8 .2 6  A “ritic l p c s in re c a ro e s finingo 'sa try o c ft in a ne rtis r ra s e ificd c line (Fe ro 2 0 ) pc is ip ” rra , 0 0
  • 21. Reflective Practice “Re c fle tive p fe s na ro s io ls s uld thusb ho e a leto d wo b ra n, o c ntrib to r o ute , m ny s urc so a o e f e e e a us vid nc , nd e the to info m rm the te c ir a hing p c e” ra tic s (P lla , 2 0 , o rd 0 8 p.11) Evid nc -Info e P c e–And wP lla , 2 0 , p e e rm d ra tic re o rd 0 8 .10
  • 22. Reflective Practice  Activec nc rn w a sa c ns q nc s m a & te hnic l e ie y o e ith im nd o e ue e , e ns c a ffic nc  Ap lie in ac lic l o s ira p d yc a r p llingp c s , w rete c rsm nito e lua ro e s he a he o r, va te & re ethe p c ec ntinuo ly vis ir ra tic o us  Re uire c m e nc in m tho so e e e a e c s ro me uiry q s o p te e e d f vid nc -b s d la s o nq  Re uire a q s ttitud so o e ind d s , re p ns ility & w le a d s e f p n-m e ne s s o ib ho he rte ne s  Isb s d o te c r jud e e info e b e e e a e inq a e n a he g m nt, rm d y vid nc -b s d uiry  Ise nc d thro h c lla o tio & d lo uew c lle g s nha e ug o b ra n ia g ith o a ue  Ena le te c rsto c a ly m d te e rna b s a he re tive e ia xte lly-d ve p d fra e o e lo e m w rks fo te c r a hinga le rning(P lla , 2 0 , p -15 nd a o rd 0 8 .14 )
  • 23. Teaching Portfolios  “ Te c A a hingP rtfo isa o lio  Intro uc n d tio c m re ns c lle tio o o p he ive o c n f  Te c a hingP s p hilo o hy e e e re c ns vid nc , fle tio ,  De ig o Te c s n f a hing d c e a a fa ts o um nts nd rte c , w hd c e a p c o hic o um nt s e ts f  Ena tm nt o Te c c e f a hing yo te c ur a hinga ha b e nd ve e n  Re ultso Te c s f a hing c lle te o r ap rio o o c d ve e d f  Othe p fe s na a tivitie r ro s io l c s tim ”e (UC C ntrefo D e r re te tote c la d a hing Te ca hing& Le rning a )  Re c n fle tio  Ad itio l Evid nc d na e e
  • 24. Action Research  “ te a o s rva nso te tso m tho sc nd te b Sys m tic b e tio r s f e d o uc d y te c rso s ho lstoim ro te c a he r c o p ve a hinga le rningfo the nd a r ir le rne ” o lfo e a 2 0 , p ) a rs (W o lk t l, 0 8 .19  Tra itio l re e rc → re o m nd tio fo futurea tio d na s a h c m e a ns r c n  Ac n re e rc → im e ia a o o a tio tio s a h m d te nd ng ing c n Inve tig tio → Ac n → Eva tio o a tio s a n tio lua n f c n Goal is improvement of practice
  • 25. Action Research Cycle 2.d ntifyingp b m I e ro le s 3. c n p nning A tio la 4.m le e tio I p m nta n 5. va tio E lua n 6. e c n R fle tio (P ka , 2 0 p .13 -8 ic rd 0 7, p 4 )
  • 26. Understanding our Students “Google Generation”; “Digital Natives”  Dig l na s(DN’) s wap fe nc fo vis l info a n o r te ita tive s ho re re e r ua rm tio ve xt  DN’ w nt ava ty o le rninge e nc sa e e t tob e rta d s a rie f a xp rie e nd xp c e nte ine  DN’ ha m ve c m le ly tod ita info p fe s ve o d o p te ig l ., re rringtyp to ha w ing nd riting  DN’ a e e nt m s re xc lle ulti-ta ke s rs  DN’ a im a nt a w n’to ra d la s re p tie nd o t le te e y  DN’ turn tothe p e fo info a n ra r tha a s ir e rs r rm tio the n utho fig s rity ure  DN’ ne d to fe l c ns ntly c nne te totheW b a s c l ne o s e e o ta o c d e nd o ia tw rks  DN’ le rn b d ingra r tha kno ing s a y o the n w  DN’ p fe q k info a n in e s s re r uic rm tio a ily-d e te s rt c ig s d ho hunks  DN’ ha ap o und rs nd a s a re p c fo inte c l p p rty, a s ve o r e ta ing nd c nt s e t r lle tua ro e s e m lifie b ille a d w a inga p g ris xe p d y g l o nlo d nd la ia m (Willia s& Ro la s 2 0 ) m w nd , 0 8
  • 27. Understanding our Students International Students Stud ntsw ha g neto a the c untry in o e to e l full e ho ve o no r o rd r nro tim in aunive ity c urs e rs o e P te l c lle e : o ntia ha ng s  So io ultura Ad tm nt c -C l jus e  La ua e ng g  Le rning a hingd a /Te c ifficultie d to c s ue ultura fa to l c rs (Big s 19 9 g, 9 )
  • 28. Cultural differences Cultura s ns l e itivity –hig c nte versus lo c nte h o xt w o xt High Context Low Context  Inte e e e y rd p nd nc  C me n o p titio  C o e tio o p ra n  Se uffic nc lf-s ie y  Te c r a a a he s utho fig rity ure  Ind p nd nc ee e e  Ac e ta eo m te l c p nc f a ria  C lle inga ha ng uthority w ut q s n itho ue tio  As kingq s nsas n o ue tio ig f  Fo uso ro le rning c n te a wa s e kne s  P rc p n o p g ris e e tio f la ia m (Gra s n & Ka lo itz, 2 0 s ia p w 0 1)
  • 29. E-learning & E-Research “ a ins tio l m d , o As n truc na e ium nlinete hno g sw no in c lo ie ill t the s lve im ro o c us c ng sin le rning Wha im ro s m e s p ve r a e ha e a . t p ve le rningisw ll-d s ne ins tio (TAFE, 19 8 c d in Are se a e e ig d truc n” 9 , ite na t a 2 0 ). l, 0 4  OnlineTuto ls ria  Virtua Le rningEnviro e (VLE’)/Le rningMa g m nt Sys m – l a nm nts s a na e e te s Bla kb a , W b T c o rd e C  Inte t Fo s s a eBo rd rne rum /Me s g a s  C t/IM ha  We 2 b .0  Virtua Re e rc Enviro e (VRE’) l sa h nm nts s
  • 30. IL for Postgrads & Researchers  Research information Network: Mind the Skills Gap: Information-handling training for researchers (July 2008)  Effect of rapid changes in scholarly communication – digital information to the desktop  “ hiles m hig r e uc tio ins W o e he d a n titutio a s e ns re e kingtora na e tio lis a c o ina tra nd o rd te iningp vis n fo re e rc rs the isre tive ro io r s a he , re la ly littlee e eo s te icm na e e o re e rc info a n vid nc f tra g a g m nt f s a h rm tio tra ininga ins t titutio l le l.” na ve (Exe . Sum a p ) c m ry, .3
  • 31. IL for Postgrads & Researchers CONUL Re e rc Sup o Surve (2 0 ) fo sa h p rt y 0 5 undthat:  6 %* o there e rc rss 6 f s a he urve d fe tha the d not ne d ye lt t y id e trainingin theus o info a n re o e e f rm tio s urc s  78 ha no a nd d a lib ry tra % d t tte e ny ra iningin p c d ye r, re e ing a b c us the fe it w sno ne d d o the w reuna a it e a e y lt a t ee, r y e w re e te xis d *3 2 re p nd ntsin to l 21 so e ta  Avril P tte o (MLIS 2 0 ) d c ve ds nific nt d c p nc a rs n 0 8 is o re ig a is re a y b tw e inc m p s ra s s lf-a s s e IL s , a re ultso e e n o ing o tg d ’ e s e s d kills nd s f a tua d g s te t –“ c l ia no tic s students’ perception of their information literacy does not equate with competence” a e in p s , 2 0 ) (P p r re s 0 9
  • 32. IL for Postgrads & Researchers Re o m nd tio (fro RIN a P tte o c m e a ns m nd a rs n)  Be r c o ina d info a n-ha lingtra tte o rd te rm tio nd ininga d ve p e fo nd e lo m nt r re e rc rs s a he  Ad p athe ry o a ult le rning a kno le g ap ri kno le g a ot o f d a , c w d ing rio w d e nd e e nc , b d no a s ekno le g o s xp rie e ut o t s um w d e r kill  Us thelite turere wa afra e o fo thep g m e , e uring e ra vie s m w rk r ro ra m s ns o ne hip o thep g m eb c m sthes e s w rs f ro ra m e o e tud nt’  Ens uringlib rie a c ntra tra ra s nd e l iningunitsa w ll e uip e to tra re e q p d in re e rc rsin info a n ha ling s a he rm tio nd  Ens uringhig r e uc tio ins he d a n titutio ha as te ica inte ra d vis n ns ve tra g nd g te io fo tra r iningp vis n ro io
  • 33. Strategies for Collaboration Ba rss e t.... rrie till xis  Ac d m sd n't und rs nd lib ria ' ro a e ic o e ta ra ns le  La k o tim to d vo to c lla o tio a inno tio c f e e te o b ra n nd va n  Ac d m svie lib ry p a a a"s re us " o m te ls a e ic w ra rim rily s to ho e f a ria  Ac d m sd n't us thelib ry, a the ha the o n s ho rly a e ic o e ra s y ve ir w c la c m unic tio ne o o m a n tw rk  Auto m a a e ic a p te tiveo the a a e icfre d m no y- c d m s re ro c f ir c d m eo  Lib ry o a h a tivitie d no re c a ta e ra utre c c s o t a h ll rg ts  Ac d m sb lie tha lib ria c n't/s uld te c a e ic e ve t ra ns a ho n't a h  Lib ry s ff vie o n ro a lim d to te c ra ta w w le s ite a hinglib ry o nta n ra rie tio  Lib ry ha alo p filein theins ra s w ro titution
  • 34. Strategies for Collaboration  Lib ria a m m e o “ a ra ns s e b rs f le rningc m unitie ” o m s  Invo m nt in inno tivete c lve e va a hing& le rninginitia s e . a tive , .g Le rningc ntre a e s  Ac d m “ utre c s m rs a e ic o a h” e ina  “ rg te ” o ho so unive a a to ic l p b m , s h Ta e d w rks p n rs l nd p a ro le s uc a p g ris s la ia m  Inc io o “ rm tio Lite c a c reo je tivein lus n f Info a n ra y” s o b c institutio l te c na a hinga le rnings te ie –a“ p w nd a tra g s To -Do n” ap ah p ro c
  • 35. Advocacy Im o nt toc ntinuetop m tetheIL a e a b th p rta o ro o g nd , o lo a a na na (a inte tio lly!) c lly nd tio lly nd rna na  Lib ria s uldb “q p dw e c ra ns ho e e uip e ith ffe tivec m unic tio o m a n, a w ll a p rs s n a m rke s e s e ua io nd a tingc m e nc s a a o o p te e , nd ls ne dtoo r g o te c e ffe o d a hinga fa ilita nd c tings te ie ” tra g s (Stub ing & Fra b s nklin, 2 0 ,p 2 0 6 . ).  Im o nc o re e rc a p lis p rta e f s a h nd ub hing–lib ria m t ra ns us c ntinuetore e rc a d c e the a tivitie , e p c lly o s a h nd o um nt ir c s s e ia theimpact o IL ins tio f truc n
  • 36. Thank you!  C nta t d ta : o c e ils C ireMc la Guinne s s Sc o o Info a n & Lib ry Stud s UC ho l f rm tio ra ie , D  716 5 70 4  c ire c uinne s uc .ie la .m g s@ d
  • 37. References  Antonesa, M. (2 0 C lle ingtim s s m tho htso thep fe s na id ntity 0 7). ha ng e : o e ug n ro s io l e o thea a e iclib ria Sconul Focus, 40, p -11 f cdm ra n. .9  Arenas, M., de Arenas, J.L. Gomez, J.A., Hegarty, N., Lynch, T., Quinlan, N., Rodriguez, J.V. (2 0 ), “ p rtra o OLAS a ayo 0 4 A o it f s unginfo a n lite c rm tio ra y tuto l” Library Review, Vo 5 No 9 p . 4 2 5 . ria , l. 3 . , p 4 -4 0  Biggs, J. Teaching for Quality Learning at University: What the Student Does. Bucking m So ie fo Re e rc into Hig r Ed a n & Op n Unive ity P s , ha : c ty r s a h he uc tio e rs re s 19 9 9  CONUL.(2 0 ). Researchers, Information and Libraries: National Research Support 05 Survey 2005. Retrieved 16th June 2009, from: http://www.conul.ie/news/documents/CONUL%20Digest%20(27.3.06)1.pdf
  • 38. References  Currie, C.L. (2 0 ). ‘ c tinga ult le rning thero o thea a e iclib ria 0 0 Fa ilita d a : le f cdm ra n.’ Reference Librarian, (6 /70 p . 2 -2 1. 9 ), p 19 3  Curzon, S.C. & Lampert, L.D. (Eds). Proven Strategies for Building an Information Literacy Program. Ne Yo Ne l-Sc w rk: a hum n P lis rs 2 0 a ub he , 0 7.  Ferraro, J.M. (2 0 ). Re c 00 fle tiveP c ea P fe s na De lo m nt. ERIC ra tic nd ro s io l ve p e Dig s ED4 9 0. Re ve 17th J 2 0 fro e t, 4 12 trie d une 0 9 m http w .e d e ts rg 0 1-3 fle tive ://w w ric ig s .o /2 0 /re c .htm  Grassian, E.S. & Kaplowitz, J.R. Information Literacy Instruction: Theory and Practice. Ne Yo Lo o Ne l Sc w rk, nd n: a hum n, 2 0 a 01
  • 39. References  Jacobs, H.L.M. (2 0 ). Info a n lite c a re c 08 rm tio ra y nd fle tivep d g g a p xis Journal e a o ic l ra . of Academic Librarianship, 3 (3 p .2 6 6 4 ), p 5 -2 2  McGuinness, C. (2 0 ). Info a n s 09 rm tio killstrainingp c e in Iris hig r e uc tio ra tic s h he d a n. Aslib Proceedings, 61(3), p .2 2 8 p 6 -2 1  Owusu-Ansah, E.K. (2 0 Thea a e iclib ry in thee rp eo c lle e a 0 1). cdm ra nte ris f o g s nd unive itie : To a ane p ra ig . Journal of Academic Librarianship, 27(4), rs s w rd w a d m 22 9. 8 -2 4  Pickard, A.J. Research Methods in Information. Lo o Fa e 2 0 nd n: c t, 0 7  Pollard, A. Reflective Teaching: Evidence-Informed Professional Practice. (3rd Ed.). Lo o C ntinuumInte tio l P l., 2 0 nd n: o rna na ub 0 8
  • 40. References  Research Information Network (RIN). (2 0 ). Mind the skills gap: Information‐ 08 handling training for researchers. Re ve 16 J 2 0 , fro : trie d th une 0 9 m http w .rin.a .uk/file /Mind 0 %2 s %2 g p 0 ://w w c s %2 the 0 kills 0 a %2 REP ORT%2 J 0 uly%2 0 .p f 08 d  Research Information Network (RIN) & Consortium of Research Libraries . (2 0 Researchers’ Use of Academic Libraries and their Services . Re ve 16 0 7). trie d th J 2 0 , fro : http w .rin.a .uk/file /lib rie -re o 0 7.p f une 0 9 m ://w w c s ra s p rt-2 0 d  Stubbings, R. & Franklin, G. (2 0 ). Do sa vo a y he to e b dinfo a n 06 e d c c lp me rm tio lite c intoyo c ra y ur urriculum Italics, 5(1). Re ve 16 J 2 0 fro ? trie d th une 0 9 m http w .ic .he c d m c ://w w s a a e y.a .uk/ita s l5 d tub ing -fra lic /vo -1/p f/s b s nklin-fina d l.p f  Walter, S. (2 0 ). Lib ria a te c rs A q lita 08 ra ns s a he : ua tiveinquiry into p fe s na ro s io l id ntity. College & Research Libraries, vol.69(1), p .5 e p 1-71
  • 41. References  Williams, P. & Rowlands, I. (2 0 ). TheLite tureo Yo 08 ra n ungP o lea the e p nd ir Info a n Be vio (W rk P c g II). In University College London. rm tio ha ur o a ka e Information Behaviour of the Researcher of the Future (CIBER Briefingp p r). ae Britis Lib ry/J . Re ve 19 J 2 0 fro h ra ISC trie d th une 0 9 m http w .uc c ://w w l.a .uk/info tud s s a h/c e o nlo d /GG%2 W rk%2 P c g %2 II.p f s ie /re e rc ib r/d w a s 0 o 0 a ka e 0 d  Woolfolk. A., Hughes, M. & Walkup, V. Psychology in Education. Es e P a o s x: e rs n Ed a n Ltd 2 0 uc tio , 08