Strategi aproaches to Information Literacy Development: a CETL perspective

Centre for Inquiry-based Learning in the Arts and Social Sciences www.shef.ac.uk/cilass Pam Bing, Learning Development and Research Associate Dr Philippa Levy, Academic Director LILAC, March 28 th 2006

CILASS: a national CETL
5 year programme
£4.5M, initially funded by HEFCE + £350K additional capital funding
Impacting on 10,000 students
Arts, Social Sciences and Law as ‘core’ community
Extending to other disciplines
Impacting nationally and internationally

Inquiry-based Learning
Student-directed, open-ended inquiry
Problems, case scenarios, small and large investigations
Individual and collaborative projects
Appropriately scaled from Level 1
Participation in communities and culture of inquiry
Capabilities for scholarship, employability, lifelong learning

Information Literacy and IBL
Information literacy - a key theme for CILASS
Strong information literacy capabilities are fundamental to the success of IBL
Specialist educational development support from CILASS team: Learning Development and research Associate (Information Literacy)

SCONUL model: Seven Pillars of Information Literacy

Embedding information literacy Working with key partners: CILASS project leaders
Explore conceptions of information literacy
Familiarise them with the SCONUL model
Identify areas where their students are ‘weak’ in terms of information literacy competencies
Develop strategies for addressing these skills within the context of their IBL project
Discuss and recommend support from the Library
It doesn’t have to be complicated : annotated bibliographies and reflection

Embedding information literacy Working with key partners: The Library
SEIL: Student Engagement with Information Literacy
Promoting and adapting existing “Information skills” WebCT module
Developing and promoting “Talis List” Resource Lists service, including funding staff time
Proving specialist support for CILASS project leaders
Potential to assess competencies in information literacy through information skills module

Embedding information literacy Working with key partners: Department of Information Studies
Information literacy audit
Undergraduate and postgraduate programmes
Involving students as IL researchers
Interviews with all module leaders, student focus groups, analysis of module outlines
Methodology scalable to other departments

Embedding information literacy Working with key partners: Department of Information Studies
Using the SCONUL framework to map the extent of IL teaching:
where does IL occur in the programme?
how is it ‘delivered’?
Is it assessed?
Are activities explicitly labelled “IL”?
Is IL mentioned in the learning outcomes?

Embedding information literacy: a ‘community of practice’ approach
Information Literacy Network
Drawing together expertise in the Department of Information Studies, Library and CILASS
A focal point for discussion and debate
Reaching out to the wider university
Developing resources

Embedding information literacy: a ‘community of practice’ approach
IL development made explicit in the University’s new Learning Teaching and Assessment Strategy (2005-10)
IL awareness events for departments responding to the LTA Strategy
Further program of events “approaching information literacy” for staff at the University

For the future
Continuing to strengthen partnership working
Developing IL pedagogy and resources for IBL development and innovation
Building on the aspirations of the LTA Strategy
Holding further IL Network events
Embedding IL focus into staff development activities relating to IBL
Conducting evaluation and inquiry into IL

Reference SCONUL (1999) “Information Skills in Higher Education: a SCONUL position paper” [online] http://www.sconul.ac.uk/activities/inf_lit/seven_pillars.html

Strategi aproaches to Information Literacy Development: a CETL perspective

by cilass.slideshare on Jan 14, 2009

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