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QMUL Summon Nov 2015
- 1. Our work here is done.... UK Summon Information Literacy Nov 2015 QMUL
- 2. ….or is it?
- 5. But…..
- 6. “……nobody except librarians want to search, everyone else just wants to find”
- 7. • Digital Natives • IT skills = IL skills • Evaluating information • New student skills
- 8. Digital Natives are different
- 9. IT skills = IL skills
- 10. The Internet is like a……. “Giant sweetshop, in which we behave like children, grabbing all we can get with less regards for quality than quantity” Fieldhouse and Nicholas, 2008 Students do not evaluate information
- 11. New students are information literate
- 12. Academic perspective • Information overload • Information skills • Graduate of the future • Potential of librarians • Info literacy/academic literacy • Limited view
- 13. “I didn’t quite realise how little the students knew about the Internet until we started doing stuff together and it’s become more and more terrifying every single year that it’s not getting better what they are coming in with” 1st year Lecturer
- 15. Final thoughts
- 17. Adam Edwards a.edwards@mdx.ac.uk Vanessa Hill v.hill@mdx.ac.uk http://bit.ly/GamesMDX
- 19. References • Asher, C. (2003). Separate but equal: Librarians, academics and information literacy. Australian Academic and Research Libraries, 34 (1), pp.52-55. • Badke, W. (2010). Why information literacy is invisible. Communications in Information Literacy, 4 (2), pp.129-141. • Bennett, S., Maton, K., and Kervin, L. (2008). The ‘digital natives’ debate: a critical review of the evidence. British Journal of Educational Technology, 39 (5), pp.775-786. • Chen, K. and Lin, P. (2011). Information literacy in university library user education. Aslib Proceedings: new information perspectives, 63 (4), pp.399-418. • CIBER. (2008). Information behaviour of the researchers of the future. UCL, London. Available at http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf [Accessed 8th September 2014] • Coonan, E. (2011). A new curriculum for information literacy curriculum: transitional, transferable, transformational – Theoretical background, Teaching learning: perceptions of information literacy. Cambridge University Library. Available at http://ccfil.pbworks.com/f/emma_report_final.pdf [Accessed 23rd November 2014] • Dutton, W.H. and Helsper, E.J. (2007). The Internet in Britain: 2007. Oxford, Oxford Internet Institute, University of Oxford. Available at http://oxis.oii.ox.ac.uk/reports/ [Accessed: 29th December 2014] • Fieldhouse, M. and Nicholas, D. (2008). Digital literacy as information savvy: the road to information literacy. In: Lankshear, C. and Knobel, M. (eds). Digital literacy: concepts, policies and practices. New York, Peter Lang Publishing Group, pp. 47-72. • Head, A. (2012). Learning curve: How college graduates solve information problems once they join the workplace (Project Information Literacy Research Report). Available from http://projectinfolit.org/images/pdfs/pil_fall2012_workplacestudy_fullreport_revised.pdf [Accessed 11th June 2015] • Head, A. (2013). Learning the ropes: How Freshmen conduct course research once they enter college (Project Information Literacy Research Report). Available from http://projectinfolit.org/images/pdfs/pil_2013_freshmenstudy_fullreport.pdf [Accessed 9th June 2015]
- 20. • Head, A. and Eisenberg, M. (2010). Truth be told: How college students evaluate and use information in the digital age (Project Information Literacy Progress report). Available from http://projectinfolit.org/images/pdfs/pil_fall2010_survey_fullreport1.pdf [Accessed 11th June 2015] • Helsper, E. J., and Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal, 36 (3), pp. 503-520. • Holton, D. (2010). The Digital Natives/Digital Immigrants distinction is dead or at least dying. EdTechDev. Available at https://edtechdev.wordpress.com/2010/03/19/the-digital-natives-digital-immigrants-distinction-is-dead-or-at-least-dying/ [Accessed 9th June 2015] • Jackson, M.G. (1999). Image and status: academic librarians and the new professionalism. Advances in Librarianship, 23 (1), pp.93-115. • Jones, C., Ramanau, R., Cross, S. and Healing, G. (2010). Net generation or Digital Natives: is there a distinct new generation entering university? Computers and Education, 54, pp.722-732. • Kennedy, G., Judd, T., Dalgarnot, B. and Waycott, J. (2010). Beyond natives and immigrants: exploring types of net generation students. Journal of Computer Assisted Learning, 26, pp.332-343. • Margaryan, A., Littlejohn, A., and Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers and Education, 56, pp.429-440. • Markess, S. (2009). A new conception of information literacy for the digital learning environment in higher education. Nordic Journal of Information Literacy in Higher Education, 1 (1). pp.25-40. • McGuinness, C. (2006). What faculty think: Exploring the barriers to information literacy development in undergraduate education. Journal of Academic Librarianship, 32 (6), pp.573-582. • Norgaard, R. (2003). Writing information literacy: contributions to a concept. Reference and User Services Quarterly, 43 (2). pp.124-130. • Orr, D., Appleton, M. and Wallin, M. (2001). Information literacy and flexible delivery: creating a conceptual framework and model. The Journal of Academic Librarianship, 27 (6), pp.457-463.
- 21. • Palfrey, J., and Gasser, U. (2008). Born digital: understanding the first generation of digital natives. Basic Books, New York. • Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9 (5), pp.1-6. • Prensky, M. (2001b). Digital natives, digital immigrants: do they really think differently? On the Horizon, 9 (6), pp.1-6. • Prensky, M. (2009). H.Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom. The Wisdom Page. Available from http://www.wisdompage.com/Prensky01.html [Accessed 9th June 2015] • Silipigni Connaway, L. and Dickey, T. (2010). The digital information seeker: report of findings from selected OCLC, RIN and JISC user behaviour projects. JISC. Available at http://www.webarchive.org.uk/wayback/archive/20140615023510/http://www.jisc.ac.uk/media/documents/publications/re ports/2010/digitalinformationseekerreport.pdf [Accessed 27th February 2015] • Webber, S., Ford, N., Crowder, M. and Madden, A. (2013). Collaborating for deep critical information behaviour. Presented at: LILAC 2013, University of Manchester, UK. 25-27th March 2013. Available at http://www.slideshare.net/infolit_group/webber-ford-2013-18177230 [Accessed 11th September 2014] • Weetman, J. (2005). Osmosis- does it work for the development of information literacy? The Journal of Academic Librarianship, 31 (5), pp.456-460. • Weetman DaCosta, J. (2010). Is there an information literacy skills gap to be bridged? An examination of faculty perceptions and activities relating to information literacy in the United States and England. College and Research Libraries, 71 (3), pp.203-222. Available at http://derby.openrepository.com/derby/bitstream/10545/254393/1/C%26RL_May2010.pdf [Accessed 4th January 2015] • White, D. and Le Cornu, A. (2011). Visitors and residents: a new typology for online engagement. First Monday: peer reviewed journal on the Internet, 16 (9). Available from http://firstmonday.org/article/view/3171/3049 [Accessed 9th June 2015] • Wright, F., White, D., Hirst, T. and cann, A. (2014). Visitors and residents: mapping student attitudes to academic use of social networks. Learning, Media and Technology, 39 (1), pp.126-141.
- 22. Photo credits: • Slide 1 http://www.bs757.com/wp-content/uploads/2012/05/Tan.jpg • Slide 2 http://www.iol.co.za/dailynews/news/cyclone-pam-kills-8-flattens-pacific-islands-1.1832413#.VgVd2aRVhHw • Slide 3 (clockwise from top left) http://library.oakland.edu/uploads/2014/02/librarytimeline_015.jpg http://www.aadl.org/files/photos/1980periodicals.jpg https://www.york.ac.uk/education/alumni/50/digital-archive/1980s/80s-photos https://www.york.ac.uk/education/alumni/50/digital-archive/1980s/80s-photos • Slide 4 http://www.coupondunia.in/blog/wp-content/uploads/2013/12/Bungee_Jumping-1.jpeg • Slide 5 http://www.creattor.com/files/71/4969/green-maze-screenshots-10.jpg • Slide 6 http://lawlibrary.gsu.edu/files/2013/10/catalog-300x200.jpg • Slide 7 https://www.tcd.ie/Library/about/exhibitions/wild-waves/ww_images/EPB-EX-08_106.jpg • Slide 8 https://rcastle33.files.wordpress.com/2013/11/cartoon-you-can-read-all-about-it-on-my-blog-dad1.jpg • Slide 9 https://t2.ftcdn.net/jpg/00/74/86/73/240_F_74867364_u1mmvxRx5xjb4NcnBSOdzqJjiZHTBQdw.jpg • Slide 10 http://cdn1.cloudpro.co.uk/sites/cloudprod7/files/sweet%20shop.jpg • Slide 11 https://s-media-cache-ak0.pinimg.com/originals/87/b0/6e/87b06e9ec1bd485c24b25dbbd55b2240.gif • Slide 12 https://www.visitflam.com/globalassets/stegastein/stegatein_4.jpg?id=729 • Slide 13 http://www.flickr.com/photos/webtreatsetc/4869256777 • Slide 14 http://www.istockphoto.com/photo/roadsign-16721207?st=c5d1c26 • Slide 15 http://sambellsculptor.com/wp-content/uploads/2015/07/rodin2.jpg • Slide 16 http://www.flickr.com/photos/naturalturn/3264726560 • Slide 17 Copyright Fotolia under Microsoft licence http://office.microsoft.com/en-gb/images/results.aspx?qu=blank+sign&ex=1#ai:MP900442493 • Slide 18 https://upload.wikimedia.org/wikipedia/commons/9/93/Question_mark_road_sign,_Australia.jpg
Editor's Notes
- VH Welcome and intros. Now we’ve got Summon we can relax while our students quickly and easily find the information they want….our work here is done……
- VH …….or is it? We would argue that its not. Even though Summon makes searching easy………..we need to develop information literacy skills…….more so than ever. To put this in context.....................
- AE This is what libraries looked like when we were starting out in our careers as academic librarians. These are the sort of libraries that we were trained for. Librarians were the Guardians of information. We created indexes and catalogues, which controlled access to information through authority headings. We organised material on shelves in a librarianly way, which was not always logical to the users e.g. Back issues of journals arranged alphabetically by word or by letter Mysterious names: Quick-ref, ref, oversize, short loan, main, special??????????????????????? E.g. University of Reading used to keep books in 3 size-based sequences called Quarto, Folio and Octavo and Dewey Nos ended with a lower case f, q, o to help students find their book!!!!!!!!!!!!!! We supervised searches and only the librarian could get to the information. Especially true of early online searches which cost £1/minute and we both remember only the head Librarian having the authority to do so. Information was often out-of-date….think expensive Quick reference Collections etc. All in all users really needed our help to find information.
- AE But now: Students can go it alone. Summon (like Google) has provided easy access to huge amounts of information. Information is ubiquitous. They can access it 24/7 and don’t need to be in the library under the watchful gaze of the librarian! Neither academics or librarians have control of the information that they use. We don’t need to show students how to use it, because its instinctive (in most cases). But……
- AE But do they have the skills to find what they really need? Do they understand the value of academic resources? Do they use the best keywords/search terms? Do they know how to make a value judgement about any information found? Probably not, but its worth remembering that……
- AE ……………….“nobody except librarians want to search, everyone else just wants to find” (Tennant in Coonan, 2011) So we need to concentrate on what is really going to make a difference rather than creating “pseudo librarians” (Markless, 2009).
- VH To give further context to this, Adam and I have considered some myths surrounding students, librarians, libraries and academics…. Digital Natives are different to previous generations Young people know how to use computers so must be information literate Students do not evaluate information….the way that we do. New students are information literate
- VH Digital Natives are different or are they? Digital Natives = multitaskers, have access to technology, proficient in their use, Internet is primary info source etc As compared with Digital Immigrants= less reliant on Internet, more likely to use physical library , prefer to read from paper etc Some people suggest a 2nd generation of Digital Natives born after 1990 who have grown up with social media Prensky back in 2001 made distinction between technical and cognitive skills believing DN brains has been fundamentally changed Others (Fieldhouse and Nicholas) assume that their language is diff and that there are implications for education process However others (Bennett et al) question this….DIs also known as ‘Generation X’ (born between 1961-1981) used to multi-task (TV/homework), and infact Digital Natives don’t expect to be taught differently MORI suggest students don’t utilise technology as much as we think Lots of research suggest extent of Internet use, not just to do with age, other factors=socio-ec, ethnicity, gender, home environment etc Therefore not homogenous group Concept of Digital Natives and Digital Immigrants increasingly questioned……age alone cannot explain use of technology. White and Le Cornu advocate the idea of ‘Visitors and residents’ who use Internet respectively as a ‘Tool’ to find info when appropriate and a ‘place/space’ where they can develop a digital identity and network within a community. Prensky in 2009 has also reconsidered and now talks of ‘Digital wisdom’ to distinguish between those who accept the judicous and timely use of technology to access info for decision-making and those who don’t.
- AE Google Generation/Digital Natives have matured in a world dominated by the Internet, they know how to use technology, so assumption is they are information literate. Chen and Lin believe that students comfortable in a digital world are also liable to think they have the necessary skills. Norgaard believes that we should not treat IL as a neutral set of skills However CIBER 2008 report showed that 89% of students use search engines at start of their research and 93% are satisfied with this experience. CIBER also showed that virtual library users spent as much time ‘finding their bearings’ as they did viewing actual search results suggesting less proficiency as previously thought. In reality they don’t know how to use all the info judiciously, lack the critical skills.
- VH Students do not evaluate information……CLICK TO GET QUOTE by Fieldhouse and Nicholas 2008 Palfrey and Gasser suggest that accuracy of information is not a priority to DNs except for where it affects their grades But observation and research suggests that students do actually evaluate information in a manner appropriate to the technology and or for their particular need. Research shows that students engage in a process of cross-checking information online (CIBER, Palfrey and Gasser) eg. Using social media such as Research Gate and Mendeley to assess the quality of information found on Google and research from USA discovered collaborative evaluation strategies, whereby students use opinions of friends, family or academics a tactic which continues into the workplace. Information on Summon has the advantage of being from academic sources, however students still need to evaluate it to make sure it is suitable for their needs However: One of our students explained how he uses Summon to validate what he finds on Google. He searches Google, then cross checks on Summon. If he finds the same info on Summon, then he knows that it is OK because the librarians have checked it. Why not use Summon in the first place, but if it works for him……. Finally: Some of the literature suggests (Asher in 2003 and Palfrey and Gasser 2008) that the problem of discerning good information from bad is an age-old problem.
- AE Academic view Recent research by Uni of Sheffield found discrepancy between expectations of aca staff and UG info skills. Believe that skills have been learnt at school. In reality 45% students felt unprepared for this aspect of Uni and over half wanted support and guidance (Webber et al, 2013). Similar findings in USA Schools Reality is that schools spoon-feed towards exams to meet Govt targets…..teach to test. School libraries often badly funded, no eresources, so consolidates idea that library is just a collection of books. Academics often forget the haphazard process by which they developed their own often poor skills. They often sidestep our resources in favour of Google. Academic’s skills Also academics have been socialised to the norms of their discipline can use experience, networks and knowledge to identify key publication. This network is not available to students who therefore need to get information more widely through a process of information searching. Research from De Montfort Unifound that despite aca support for IL skills and its value to aca work, there was little effort to integrate them into the curriculum believing they will be ‘picked up’ through a process of ‘osmosis’ through ‘trial and error’. Consequently students fail to understand the benefit of IL skills in their academic work. IL skills outside of librarianship are often seen as about process i.e. how to search for a book on the library catalogue. And IL continues to be perceived as ancillary to the main business of the institution. Therefore one-shot session will suffice. IL skills need to be embedded in the curriculum and academic staff need a better understanding of what IL entails.
- VH Based on interviews carried Feb 2015 out for our Doctorate: We all suffer from information overload…..however….. They think they have good information skills, although question the academic skills of some of their colleagues, despite one believing that ‘Google is the answer to their information needs’. Academics perceive problems with the graduates of the future: Students just want to get a qualification, not here for an education….. yet we ‘need to create is open-minded and critical students’ However most don’t see the potential for librarians in developing these critical thinking skills. They have a traditional view of our role. In addition academics don’t talk about Information Literacy. They talk about Academic Literacy…..using information to make knowledge. Many librarians themselves have a limited view of Information Literacy seeing it as just about the process of finding information, and not the bigger view that it is part of knowledge creation. Here’s what one of them said (next slide)
- VH
- AE We use a number of games and activities in workshops that variously encourage students to assess various items on the same subject, the appropriate use of information and an awareness of how information is created. Here’s one example. Hand out Twitter card game. Also Reference List game if time.
- AE Summon makes searching easier… So yes we don’t need to teach library skills i.e. process…. But we need to teach information literacy Summon has given us the time to do this.
- AE
- AE More information about our games and activities on Jorum. See link above.
- AE Any questions