The Scottish Information Literacy Project: working with partners to create an information literate Scotland Dr John Crawford & Christine Irving School Library Association 2008

Drumchapel Project An exploratory project – initially ICT skills orientated Community ICT facilities little used - Library and Cybercafés – implications only now being addressed School and School Library are main focus for IT use in deprived areas Little integration of information literacy into the curriculum Levels of ICT ‘deprivation’ did not seem to be high Basic IT skills exist- WP, email, Internet Pupil evaluation of websites poor An asylum seeking issue An information literacy skills agenda emerged

An exploratory project – initially ICT skills orientated

Community ICT facilities little used - Library and Cybercafés – implications only now being addressed

School and School Library are main focus for IT use in deprived areas

Little integration of information literacy into the curriculum

Levels of ICT ‘deprivation’ did not seem to be high

Basic IT skills exist- WP, email, Internet

Pupil evaluation of websites poor

An asylum seeking issue

An information literacy skills agenda emerged

Project objectives to develop an information literacy framework, linking primary, secondary and tertiary education to lifelong learning including workplace and adult literacies agendas Advocacy on behalf of information literacy for education and the wider community Working with information literacy champions both UK and worldwide Researching and promoting information literacy in the workplace Identifying and working with partners, both in education and the wider community Researching the role of information literacy in continuing professional development Researching the health literacies agenda

to develop an information literacy framework, linking primary, secondary and tertiary education to lifelong learning including workplace and adult literacies agendas

Advocacy on behalf of information literacy for education and the wider community

Working with information literacy champions both UK and worldwide

Researching and promoting information literacy in the workplace

Identifying and working with partners, both in education and the wider community

Researching the role of information literacy in continuing professional development

Researching the health literacies agenda

Progress to date First draft of Framework produced and piloted Information literacy in the workplace study Promoting international contacts Contacts developed and strengthened with NGOs Extensive communications programme Website further developed Contact established with Glasgow Chamber of Commerce Initial health literacies contacts made Creation of an information literacy network Stimulated unprecedented level of activity in the schools sector in Scotland

First draft of Framework produced and piloted

Information literacy in the workplace study

Promoting international contacts

Contacts developed and strengthened with NGOs

Extensive communications programme

Website further developed

Contact established with Glasgow Chamber of Commerce

Initial health literacies contacts made

Creation of an information literacy network

Stimulated unprecedented level of activity in the schools sector in Scotland

Partnerships and contacts Schools mainly with librarians FE/HE Dept. Educational Foundations, University of Wisconsin-Whitewater Delegation from Finland US National Forum for Information Literacy University of Aalborg? Workplace – Scottish Government; Glasgow Chamber; CBI Scotland LTS/SQA

Schools mainly with librarians

FE/HE

Dept. Educational Foundations, University of Wisconsin-Whitewater

Delegation from Finland

US National Forum for Information Literacy

University of Aalborg?

Workplace – Scottish Government; Glasgow Chamber; CBI Scotland

LTS/SQA

Our friends in the North

Information literacy in the workplace Workplace studies are a Project objective Based on 20 interviews with employees mainly in the public sector in central Scotland Not a heavily studied area – limited literature Founded on a review of the pedagogic literature of learning in the workplace Interviews arranged with the help of Project partners and contacts in Adult Literacies, Tribunals Service, Scottish Government Library Services and health libraries Lack of private sector contacts Funded by the British Academy

Workplace studies are a Project objective

Based on 20 interviews with employees mainly in the public sector in central Scotland

Not a heavily studied area – limited literature

Founded on a review of the pedagogic literature of learning in the workplace

Interviews arranged with the help of Project partners and contacts in Adult Literacies, Tribunals Service, Scottish Government Library Services and health libraries

Lack of private sector contacts

Funded by the British Academy

Conclusions (1) The traditional ‘library’ view of information as deriving from electronic and printed sources only is invalid in the workplace and must include people as sources of information It is essential to recognize the key role of human relationships in the development of information literacy in the workplace The public enterprise with its emphasis on skills and qualifications is a fertile area for further investigation and developmental work Adult Literacies training is a powerful driver to encourage workplace information literacy

The traditional ‘library’ view of information as deriving from electronic and printed sources only is invalid in the workplace and must include people as sources of information

It is essential to recognize the key role of human relationships in the development of information literacy in the workplace

The public enterprise with its emphasis on skills and qualifications is a fertile area for further investigation and developmental work

Adult Literacies training is a powerful driver to encourage workplace information literacy

Conclusions (2) Advanced Internet training extends employees’ information horizons A skill and qualifications based agenda is an important pre-condition Most interviewees viewed public libraries as irrelevant for anything other than recreational purposes Information literacy training programmes must be highly focused on the target audience All organizations have information policies but may be unaware of the fact An understanding of what constitutes information literacy is widespread in the workplace but is often implicit rather than explicit and is based on qualifications, experience, and networking activities Organizations which access a wide range of information, of high quality, including sources outwith their organization, will make the best informed decisions

Advanced Internet training extends employees’ information horizons

A skill and qualifications based agenda is an important pre-condition

Most interviewees viewed public libraries as irrelevant for anything other than recreational purposes

Information literacy training programmes must be highly focused on the target audience

All organizations have information policies but may be unaware of the fact

An understanding of what constitutes information literacy is widespread in the workplace but is often implicit rather than explicit and is based on qualifications, experience, and networking activities

Organizations which access a wide range of information, of high quality, including sources outwith their organization, will make the best informed decisions

Contacts should be established with chambers of commerce, skills agencies and other organizations involved in workplace training Organizations’ information polices which are largely implicit should be made explicit and should include accessing a wide range of information, of high quality, including sources outwith their organization Preliminary skills audits should be carried out within organizations to determine staff information literacy skills and the organization’s information literacy policy The viability of developing information literacy training programmes should be further researched Information literacy training programmes should initially target sympathetic organizations Advanced Internet training programmes should be offered to all workplace employees The private sector should be researched further The provision of information literacy training programmes by public libraries should be investigated Developmental work should be undertaken with Adult Literacies agencies NHS contacts should be expanded to progress the health literacies agenda Recommendations

Contacts should be established with chambers of commerce, skills agencies and other organizations involved in workplace training

Organizations’ information polices which are largely implicit should be made explicit and should include accessing a wide range of information, of high quality, including sources outwith their organization

Preliminary skills audits should be carried out within organizations to determine staff information literacy skills and the organization’s information literacy policy

The viability of developing information literacy training programmes should be further researched

Information literacy training programmes should initially target sympathetic organizations

Advanced Internet training programmes should be offered to all workplace employees

The private sector should be researched further

The provision of information literacy training programmes by public libraries should be investigated

Developmental work should be undertaken with Adult Literacies agencies

NHS contacts should be expanded to progress the health literacies agenda

The development of a National Information Literacy Framework (Scotland) Looked at other frameworks – at home and abroad Discussions with relevant bodies and individuals Not reinventing the wheel incorporate what is being used look for common themes from existing models and definitions

Looked at other frameworks – at home and abroad

Discussions with relevant bodies and individuals

Not reinventing the wheel

incorporate what is being used

look for common themes from existing models and definitions

Contents Back ground information and provenance Acknowledgements Information literacy – what it is Information literacy and lifelong learning Information literacy education Use of the Information Literacy framework The framework levels Information literacy and assessment Appendices

Back ground information and provenance

Acknowledgements

Information literacy – what it is

Information literacy and lifelong learning

Information literacy education

Use of the Information Literacy framework

The framework levels

Information literacy and assessment

Appendices

Draft Framework - outline

Progress Exemplars Some good examples from partners – primary, secondary, FE, HE, workplace, transition More to come – some still being developed However Not as many as hoped - practitioners tend not to think of their activities as exemplars of good practice Need to link to Curriculum for Excellence single coherent curriculum for all young people aged 3-18 in Scotland provides a framework within which excellent learning and teaching can take place it is an integral part of the improvement agenda in Scottish education. Sharing Practice for schools Learning and Teaching Scotland Adding value to LTS Information Literacy Online Service: Exemplars of good practice http:// www.caledonian.ac.uk/ils/LTS.html

Exemplars

Some good examples from partners – primary, secondary, FE, HE, workplace, transition

More to come – some still being developed

However

Not as many as hoped - practitioners tend not to think of their activities as exemplars of good practice

Need to link to Curriculum for Excellence

single coherent curriculum for all young people aged 3-18 in Scotland

provides a framework within which excellent learning and teaching can take place

it is an integral part of the improvement agenda in Scottish education.

Sharing Practice for schools

Learning and Teaching Scotland

Adding value to LTS Information Literacy Online Service:

Exemplars of good practice http:// www.caledonian.ac.uk/ils/LTS.html

Progress Curriculum for Excellence Literacy Literacy and English Outcomes – Draft experiences and outcomes February 2008 The three lines of development for literacy skills are: Reading - Enjoyment and Choice, Tools for reading, Finding and using information, Understanding, analysing and evaluating Writing - Enjoyment and Choice, Tools for writing, organising and using information, creating texts Listening and talking - Enjoyment and Choice, Tools for listening and talking, Finding and using information, Understanding, analysing and evaluating, creating texts Within each of these there are organizers relevant to all curriculum areas. www.curriculumforexcellencescotland.gov.uk/Images/literacy_across_the_curriculum_tcm4-470951.pdf

Curriculum for Excellence Literacy

Literacy and English Outcomes – Draft experiences and outcomes

February 2008

The three lines of development for literacy skills are:

Reading - Enjoyment and Choice, Tools for reading, Finding and using information, Understanding, analysing and evaluating

Writing - Enjoyment and Choice, Tools for writing, organising and using information, creating texts

Listening and talking - Enjoyment and Choice, Tools for listening and talking, Finding and using information, Understanding, analysing and evaluating, creating texts

Within each of these there are organizers relevant to all curriculum areas.

www.curriculumforexcellencescotland.gov.uk/Images/literacy_across_the_curriculum_tcm4-470951.pdf

Exemplars of Good Practice Liz Lloyd, Information Literacy Librarian, Aberdeenshire Library & Information Service Various activities including SKIL website – Schools toolKit for Information Literacy SKIL is an Information Literacy model which provides a framework, toolkit and support materials to enhance the teaching of Information Literacy across the curriculum. It is not intended as an 'add-on' to the curriculum but used to provide lessons in various parts of the curriculum that will enhance the Information Literacy skills of pupils. Website includes: SKIL by year group Nursery – Primary 7 (12 year olds) Resource bank Pupil Zone

Liz Lloyd, Information Literacy Librarian, Aberdeenshire Library & Information Service

Various activities including SKIL website – Schools toolKit for Information Literacy

SKIL is an Information Literacy model which provides a framework, toolkit and support materials to enhance the teaching of Information Literacy across the curriculum.

It is not intended as an 'add-on' to the curriculum but used to provide lessons in various parts of the curriculum that will enhance the Information Literacy skills of pupils.

Website includes:

SKIL by year group Nursery – Primary 7 (12 year olds)

Resource bank

Pupil Zone

Exemplars of Good Practice Caldervale High School, Airdire Exploration by a group of staff (four teachers and the school librarian) around the question of how to improve the support they provide for the development of their pupils information skills in an academic context. Follow up activity to participation in researcher project looking at teachers’ conceptions of information literacy (Williams and Wavell, 2006). the use of co-operative learning vital to success of project teachers observed S1 Geography class (S1 = first year @secondary school 12 -13 year olds) identified how they were going to define information skills and which ones they were aiming to support their pupils developed programme of work for S1 and S2 English with the intention of rolling out across the curriculum so far used / adapted for S1 and S2 Computing

Caldervale High School, Airdire

Exploration by a group of staff (four teachers and the school librarian) around the question of how to improve the support they provide for the development of their pupils information skills in an academic context.

Follow up activity to participation in researcher project looking at teachers’ conceptions of information literacy (Williams and Wavell, 2006).

the use of co-operative learning vital to success of project

teachers observed S1 Geography class (S1 = first year @secondary school 12 -13 year olds)

identified how they were going to define information skills and which ones they were aiming to support their pupils

developed programme of work for S1 and S2 English with the intention of rolling out across the curriculum

so far used / adapted for S1 and S2 Computing

Craigholme School, Glasgow - Donna Luc and Susan Cheyne, School Librarians The transition from primary to secondary Junior 6 World Religions: Planning Working in groups Brainstorming a research area Devising research questions Thinking of keywords for searching Deciding on and collecting relevant information Presenting information Learning about a world religion as an individual and group, and sharing that information with the class. Junior 7 Family History: Locating Select best potential resources that are valid, understandable, relevant, authoritative and current. Power Point presentation on work given at Project Open Meeting 28th May 2008 www.gcal.ac.uk/ils/OpenMeeting2008.html Exemplars of Good Practice

Junior 6 World Religions: Planning

Working in groups

Brainstorming a research area

Devising research questions

Thinking of keywords for searching

Deciding on and collecting relevant information

Presenting information

Learning about a world religion as an individual and group, and sharing that information with the class.

Exemplars of Good Practice North Ayrshire School Librarians - Rosslyn Lee, Ardrossan Academy 2 nd Year History Covering misinformation and disinformation giving examples of websites, photos strategies for searching searching the Internet effectively; searching the Internet using Google, URLs and Domain names evaluating websites and books including quick quiz on evaluation note-taking from the internet, note-taking from books resource search for resources on John F Kennedy (they have to include specific details / questions relating to - biographies of JFK and Lee Harvey Oswald, describe what events happened before, during and after the assassination, find and look at different conspiracy theories Curriculum for Excellence Audit audit of IL activities and how they fit into the CfE Power Point presentation on work given at Project Open Meeting 28 th May 2008 www.gcal.ac.uk/ils/OpenMeeting2008.html

North Ayrshire School Librarians - Rosslyn Lee, Ardrossan Academy

2 nd Year History

Covering misinformation and disinformation giving examples of websites, photos

strategies for searching

searching the Internet effectively; searching the Internet using Google, URLs and Domain names

evaluating websites and books including quick quiz on evaluation

note-taking from the internet, note-taking from books

resource search for resources on John F Kennedy (they have to include specific details / questions relating to - biographies of JFK and Lee Harvey Oswald, describe what events happened before, during and after the assassination, find and look at different conspiracy theories

Curriculum for Excellence Audit

audit of IL activities and how they fit into the CfE

Power Point presentation on work given at Project Open Meeting 28 th May 2008

www.gcal.ac.uk/ils/OpenMeeting2008.html

Exemplars of Good Practice University of Abertay, Dundee City Council: Education Dept, School LRC Co-ordinators (Menizies Hill High School, Braeview Academy, Baldragon Academy) A collaborative approach to developing information literacy skills Working with S5/S6 pupils Creating closer relationships between: University, secondary schools, local education department Power Point presentation on work given at Project Open Meeting 28 th May 2008 www.gcal.ac.uk/ils/OpenMeeting2008.html

University of Abertay, Dundee City Council: Education Dept,

School LRC Co-ordinators (Menizies Hill High School, Braeview

Academy, Baldragon Academy)

A collaborative approach to developing information literacy skills

Working with S5/S6 pupils

Creating closer relationships between:

University, secondary schools, local education department

Power Point presentation on work given at Project Open Meeting

28 th May 2008 www.gcal.ac.uk/ils/OpenMeeting2008.html

Exemplars of Good Practice University of Dundee and three Dundee High Schools (Harris Academy, Craigie Academy & St Saviour’s RC High School) Development of Modern Studies for 6 th year students Allow grounding in principles of virtual learning for 6 th form students, Modern Studies teachers, School Library staff HE experience for 6 th year pupils Develop IL strand within Modern Studies based on SCONUL 7 pillars Examine the secondary – tertiary gap Develop techniques to help bridge the gap Schools to evaluate outcomes at end of current school year 2007 / 08

University of Dundee and three Dundee High Schools (Harris Academy, Craigie Academy & St Saviour’s RC High School)

Development of Modern Studies for 6 th year students

Allow grounding in principles of virtual learning for 6 th form students, Modern Studies teachers, School Library staff

HE experience for 6 th year pupils

Develop IL strand within Modern Studies based on SCONUL 7 pillars

Examine the secondary – tertiary gap

Develop techniques to help bridge the gap

Schools to evaluate outcomes at end of current school year 2007 / 08

What stage are we at with the draft framework Piloting period finished Successful Open Meeting carried out with presentations of good practice from partners www.gcal.ac.uk/ils/OpenMeeting2008.html Online evaluation survey carried out Report for Eduserv produced Funding applications in – restructuring of framework, incorporate feedback Article on pilot for publication

Piloting period finished

Successful Open Meeting carried out with presentations of good practice from partners www.gcal.ac.uk/ils/OpenMeeting2008.html

Online evaluation survey carried out

Report for Eduserv produced

Funding applications in – restructuring of framework, incorporate feedback

Article on pilot for publication

What we want to do next Restructure the National Information Literacy Framework Scotland in the light of feedback from piloting in the school and FE/HE sectors Expand the Framework to extend the lifelong learning/community engagement component using the data from the workplace/Adult Literacies study currently completing Investigate the development of information skills training modules which could be delivered via public libraries, workplace training and Adult Literacies programmes Review and develop our existing workplace information literacy skills expertise with chambers of commerce, Adult Literacies partners, etc Have more time to publicise and promote our work to the sectors which we are targeting and to disseminate and develop strategic collaborations and partnerships on a national and international basis. To develop further strands in media and health literacies Get information literacy incorporated into Scotland's’ lifelong learning policy

Restructure the National Information Literacy Framework Scotland in the light of feedback from piloting in the school and FE/HE sectors

Expand the Framework to extend the lifelong learning/community engagement component using the data from the workplace/Adult Literacies study currently completing

Investigate the development of information skills training modules which could be delivered via public libraries, workplace training and Adult Literacies programmes

Review and develop our existing workplace information literacy skills expertise with chambers of commerce, Adult Literacies partners, etc

Have more time to publicise and promote our work to the sectors which we are targeting and to disseminate and develop strategic collaborations and partnerships on a national and international basis.

To develop further strands in media and health literacies

Get information literacy incorporated into Scotland's’ lifelong learning policy

Constraints and issues Funding is the basic issue After that – time Trying to cover a wide range of issues But – all information literacies areas overlap Encouraged by wider support especially outside UK Washington visit enlarged our agenda Moving towards a networked environment?

Funding is the basic issue

After that – time

Trying to cover a wide range of issues

But – all information literacies areas overlap

Encouraged by wider support especially outside UK

Washington visit enlarged our agenda

Moving towards a networked environment?

Contact details Dr. John Crawford, Christine Irving Library Research Officer, Researcher / Project Officer Room 302, (3rd floor) Room 302, (3rd floor) 6 Rose Street, 6 Rose Street, Glasgow, G3 6RB Glasgow, G3 6RB Tel: 0141-273 -1248 Tel: 0141-273 -1249 Email jcr@gcal.ac.uk Email christine.irving@gcal.ac.uk Project website www.caledonian.ac.uk/ils /

Dr. John Crawford, Christine Irving

Library Research Officer, Researcher / Project Officer

Room 302, (3rd floor) Room 302, (3rd floor)

6 Rose Street, 6 Rose Street,

Glasgow, G3 6RB Glasgow, G3 6RB

Tel: 0141-273 -1248 Tel: 0141-273 -1249

Email jcr@gcal.ac.uk Email christine.irving@gcal.ac.uk

Project website

www.caledonian.ac.uk/ils /

Questions?