A Departmental Information Literacy Strategy and Frameworks for Independent Learning Department of Town and Regional Plann...
Context <ul><li>What is a Departmental ‘Information Literacy Strategy’? </li></ul><ul><li>How might it contribute to the d...
IL & Independent Learning <ul><li>Growing interest in IL strategies </li></ul><ul><ul><li>Sconul’s 7 Pillars </li></ul></u...
http://www.sconul.ac.uk/
Background <ul><li>Growing TRP concern about poor standards of referencing, information handling and writing skills  </li>...
Information Literacy Strategy <ul><li>Going ‘back to basics’: </li></ul><ul><li>Setting out expectations at each level bas...
Benchmarking
Action: Identifying gaps
Action: being more explicit <ul><li>Producing a Strategy to ensure common ownership (and a shared language) </li></ul><ul>...
Action: targeted teaching and assessment <ul><li>Level One: </li></ul><ul><li>Assessed Library Skills, plagiarism and anno...
Information tutorials
 
 
 
 
Future <ul><li>Reinforcing the spine of existing support </li></ul><ul><li>Measuring and benchmarking </li></ul><ul><li>Go...
Conclusions <ul><li>Information Literacy – recognition for what we already do </li></ul><ul><li>Information Literacy as a ...
Conclusions/Discussion <ul><li>How do we successfully embed IL into the curriculum? </li></ul><ul><ul><li>Customisation an...
References <ul><li>UNESCO (2006)  Alexandria Proclamation on Information Literacy and Lifelong Learning.  Available from: ...
Upcoming SlideShare
Loading in …5
×

A Departmental Information Literacy Strategy and Frameworks for Independent Learning

6,035 views
5,944 views

Published on

Presentation for the Spotlight conference 11th January 2007

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
6,035
On SlideShare
0
From Embeds
0
Number of Embeds
3,308
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • A Departmental Information Literacy Strategy and Frameworks for Independent Learning

    1. 1. A Departmental Information Literacy Strategy and Frameworks for Independent Learning Department of Town and Regional Planning and the University of Sheffield Library Lyn Parker [email_address] Aidan While [email_address]
    2. 2. Context <ul><li>What is a Departmental ‘Information Literacy Strategy’? </li></ul><ul><li>How might it contribute to the development of Independent Learning? </li></ul><ul><li>Why develop an IL strategy for TRP? </li></ul><ul><li>What has IL contributed to TRP? </li></ul><ul><li>What lessons can be drawn from the TRP experience? </li></ul>
    3. 3. IL & Independent Learning <ul><li>Growing interest in IL strategies </li></ul><ul><ul><li>Sconul’s 7 Pillars </li></ul></ul><ul><ul><li>Mainly at University level </li></ul></ul><ul><li>Empowering the Learner </li></ul><ul><li>Facilitating research-led teaching </li></ul><ul><li>Enable IBL, Evidence-Based Practice (EBP), PBL </li></ul><ul><li>Reflective practice </li></ul>
    4. 4. http://www.sconul.ac.uk/
    5. 5. Background <ul><li>Growing TRP concern about poor standards of referencing, information handling and writing skills </li></ul><ul><li>“ Net-generation” – changing student expectations </li></ul><ul><li>Recognising, codifying & communicating the work already done on IL </li></ul><ul><li>Making effective use of existing library resources </li></ul><ul><li>Meeting aspirations of DTLAS and end-users </li></ul><ul><ul><li>Creating a culture of independent learners </li></ul></ul><ul><ul><li>IL and the Sheffield Graduate (Sheffield Planning Graduate) </li></ul></ul><ul><ul><li>Research-led teaching </li></ul></ul>
    6. 6. Information Literacy Strategy <ul><li>Going ‘back to basics’: </li></ul><ul><li>Setting out expectations at each level based on the ‘7 pillars’ </li></ul><ul><li>Analysing what is already being done </li></ul><ul><li>Identifying gaps in provision </li></ul><ul><li>Strengthening learning outcomes and assessment criteria </li></ul><ul><li>Developing targeted activities (and related assessments) for learning and teaching around IL at each level – online and face-to-face </li></ul>
    7. 7. Benchmarking
    8. 8. Action: Identifying gaps
    9. 9. Action: being more explicit <ul><li>Producing a Strategy to ensure common ownership (and a shared language) </li></ul><ul><li>Strengthening learning outcomes for all modules/assessments in line with the Information Literacy Strategy </li></ul><ul><li>Making Information Literacy explicit in PADP </li></ul><ul><li>IL as a partnership </li></ul><ul><li>Targeted teaching and assessment activities </li></ul>
    10. 10. Action: targeted teaching and assessment <ul><li>Level One: </li></ul><ul><li>Assessed Library Skills, plagiarism and annotated bibliography exercises across Level One </li></ul><ul><li>Level Two: </li></ul><ul><li>Information resources exercise within Social Research Methods </li></ul><ul><li>Level Three: </li></ul><ul><li>Enhanced support for Extended Essay </li></ul>
    11. 11. Information tutorials
    12. 16. Future <ul><li>Reinforcing the spine of existing support </li></ul><ul><li>Measuring and benchmarking </li></ul><ul><li>Going beyond standard support </li></ul><ul><li>Breaking down barriers between the academic/vocational </li></ul><ul><li>Feeding into course review </li></ul><ul><li>Building on the partnership - improved library profile with students </li></ul>
    13. 17. Conclusions <ul><li>Information Literacy – recognition for what we already do </li></ul><ul><li>Information Literacy as a framework for independent learning </li></ul><ul><li>Informational Literacy as empowerment for independent learning (in the University and beyond) </li></ul><ul><li>Making it happen: </li></ul><ul><li>The role of champions </li></ul><ul><li>The need for a concerted, integrated approach </li></ul><ul><li>Takes time … but not as much as expected … and brings substantial rewards </li></ul>
    14. 18. Conclusions/Discussion <ul><li>How do we successfully embed IL into the curriculum? </li></ul><ul><ul><li>Customisation and tailoring </li></ul></ul><ul><ul><li>Who teaches IL and where does it go? </li></ul></ul><ul><ul><li>Balance between central services and academics </li></ul></ul><ul><ul><li>The importance of close liaison (partnership) </li></ul></ul><ul><ul><li>Balance between providing access and ensuring that students become information literate </li></ul></ul><ul><li>Are you doing enough for your students? </li></ul><ul><li>What do you expect of your students? </li></ul><ul><li>What support might you need to do more? </li></ul>
    15. 19. References <ul><li>UNESCO (2006) Alexandria Proclamation on Information Literacy and Lifelong Learning. Available from: http://portal.unesco.org/ci/en/ev.php-URL_ID=20891&URL_DO=DO_TOPIC&URL_SECTION=201.html Accessed 30 th October 2006. </li></ul><ul><li>Godwin, Peter (2002) Information Skills Benchmarks . Available from:   http://www.lisa.lsbu.ac.uk/006_services/staff/information_skills_benchmarks.pdf Accessed 30 th October 2006. </li></ul><ul><li>Quality Assurance Agency for Higher Education (2002) Subject benchmark statements - Academic standards - Town and country planning. Available from: http://www. qaa .ac. uk / academicinfrastructure /benchmark/honours/ tcp .asp Accessed 30th October 2006. </li></ul><ul><li>  SCONUL Advisory Committee on Information Literacy (1999) Information skills in higher education . SCONUL. Available from: http://www.sconul.ac.uk/groups/information_literacy/papers/Seven_pillars2.pdf Accessed 30 th October 2006. </li></ul>

    ×