Centre for Inquiry-based Learning in the Arts and Social Sciences www.shef.ac.uk/cilass Pam Bing, Learning Development and...
CILASS: a national CETL <ul><li>5 year programme </li></ul><ul><li>£4.5M, initially funded by HEFCE +  £350K additional ca...
Inquiry-based Learning <ul><li>Student-directed, open-ended inquiry </li></ul><ul><li>Problems, case scenarios, small and ...
Information Literacy and IBL <ul><li>Information literacy - a key theme for CILASS </li></ul><ul><li>Strong information li...
SCONUL model: Seven Pillars of Information Literacy
Embedding information literacy   Working with key partners: CILASS project leaders   <ul><li>Explore conceptions of inform...
Embedding information literacy   Working with key partners: The Library   <ul><li>SEIL: Student Engagement with Informatio...
Embedding information literacy   Working with key partners: Department of    Information Studies <ul><li>Information liter...
Embedding information literacy   Working with key partners: Department of    Information Studies <ul><li>Using the SCONUL ...
Embedding information literacy: a ‘community of practice’ approach <ul><li>Information Literacy Network </li></ul><ul><li>...
Embedding information literacy: a ‘community of practice’ approach <ul><li>IL development made explicit in the University’...
For the future <ul><li>Continuing to strengthen partnership working </li></ul><ul><li>Developing IL pedagogy and resources...
Reference SCONUL (1999) “Information Skills in Higher Education: a SCONUL position paper” [online]  http://www.sconul.ac.u...
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Strategi aproaches to Information Literacy Development: a CETL perspective

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A presentation given by Pamela Bing and Philippa Levy at the LILAC conference, March 2006

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  • Strategi aproaches to Information Literacy Development: a CETL perspective

    1. 1. 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
    2. 2. CILASS: a national CETL <ul><li>5 year programme </li></ul><ul><li>£4.5M, initially funded by HEFCE + £350K additional capital funding </li></ul><ul><li>Impacting on 10,000 students </li></ul><ul><li>Arts, Social Sciences and Law as ‘core’ community </li></ul><ul><li>Extending to other disciplines </li></ul><ul><li>Impacting nationally and internationally </li></ul>
    3. 3. Inquiry-based Learning <ul><li>Student-directed, open-ended inquiry </li></ul><ul><li>Problems, case scenarios, small and large investigations </li></ul><ul><li>Individual and collaborative projects </li></ul><ul><li>Appropriately scaled from Level 1 </li></ul><ul><li>Participation in communities and culture of inquiry </li></ul><ul><li>Capabilities for scholarship, employability, lifelong learning </li></ul>
    4. 4. Information Literacy and IBL <ul><li>Information literacy - a key theme for CILASS </li></ul><ul><li>Strong information literacy capabilities are fundamental to the success of IBL </li></ul><ul><li>Specialist educational development support from CILASS team: Learning Development and research Associate (Information Literacy) </li></ul>
    5. 5. SCONUL model: Seven Pillars of Information Literacy
    6. 6. Embedding information literacy Working with key partners: CILASS project leaders <ul><li>Explore conceptions of information literacy </li></ul><ul><li>Familiarise them with the SCONUL model </li></ul><ul><li>Identify areas where their students are ‘weak’ in terms of information literacy competencies </li></ul><ul><li>Develop strategies for addressing these skills within the context of their IBL project </li></ul><ul><li>Discuss and recommend support from the Library </li></ul><ul><li>It doesn’t have to be complicated : annotated bibliographies and reflection </li></ul>
    7. 7. Embedding information literacy Working with key partners: The Library <ul><li>SEIL: Student Engagement with Information Literacy </li></ul><ul><li>Promoting and adapting existing “Information skills” WebCT module </li></ul><ul><li>Developing and promoting “Talis List” Resource Lists service, including funding staff time </li></ul><ul><li>Proving specialist support for CILASS project leaders </li></ul><ul><li>Potential to assess competencies in information literacy through information skills module </li></ul>
    8. 8. Embedding information literacy Working with key partners: Department of Information Studies <ul><li>Information literacy audit </li></ul><ul><li>Undergraduate and postgraduate programmes </li></ul><ul><li>Involving students as IL researchers </li></ul><ul><li>Interviews with all module leaders, student focus groups, analysis of module outlines </li></ul><ul><li>Methodology scalable to other departments </li></ul>
    9. 9. Embedding information literacy Working with key partners: Department of Information Studies <ul><li>Using the SCONUL framework to map the extent of IL teaching: </li></ul><ul><ul><li>where does IL occur in the programme? </li></ul></ul><ul><ul><li>how is it ‘delivered’? </li></ul></ul><ul><ul><li>Is it assessed? </li></ul></ul><ul><ul><li>Are activities explicitly labelled “IL”? </li></ul></ul><ul><ul><li>Is IL mentioned in the learning outcomes? </li></ul></ul>
    10. 10. Embedding information literacy: a ‘community of practice’ approach <ul><li>Information Literacy Network </li></ul><ul><li>Drawing together expertise in the Department of Information Studies, Library and CILASS </li></ul><ul><li>A focal point for discussion and debate </li></ul><ul><li>Reaching out to the wider university </li></ul><ul><li>Developing resources </li></ul>
    11. 11. Embedding information literacy: a ‘community of practice’ approach <ul><li>IL development made explicit in the University’s new Learning Teaching and Assessment Strategy (2005-10) </li></ul><ul><li>IL awareness events for departments responding to the LTA Strategy </li></ul><ul><li>Further program of events “approaching information literacy” for staff at the University </li></ul>
    12. 12. For the future <ul><li>Continuing to strengthen partnership working </li></ul><ul><li>Developing IL pedagogy and resources for IBL development and innovation </li></ul><ul><li>Building on the aspirations of the LTA Strategy </li></ul><ul><li>Holding further IL Network events </li></ul><ul><li>Embedding IL focus into staff development activities relating to IBL </li></ul><ul><li>Conducting evaluation and inquiry into IL </li></ul>
    13. 13. Reference SCONUL (1999) “Information Skills in Higher Education: a SCONUL position paper” [online] http://www.sconul.ac.uk/activities/inf_lit/seven_pillars.html

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