A common sense approach to describing, reviewing and evaluating information literacy training by Stephane Goldstein & Jane Secker
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A common sense approach to describing, reviewing and evaluating information literacy training by Stephane Goldstein & Jane Secker

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Stephane Goldstein, Research Information Network ...

Stephane Goldstein, Research Information Network
Jane Secker, London School of Economics and Political Science

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  • 1. RIDLs criteria a common-sense approach to describing, reviewing and assessing IL training Stéphane Goldstein Research Information Network Jane Secker London School of Economics and Political Science ARLG Conference “The final frontier - to boldly go where you have never been before” 24 June 2014 1
  • 2. What is RIDLs?  A coalition of partners working together to promote the value of information and research data literacy in HE and beyond  A collectively-run programme to enable activities which help to advance LIS knowledge and skills  Grant-funded by HEFCE until end of 2014  Changing its name to InformALL, June 2014 Important premise:  Partners not limited to the library world: others players have a stake!  Important to build a network that capitalises on different outlooks  Academic librarians, data management specialists, career & professional development experts, information sciences researchers… and now reaching out to stakeholders beyond academia 2
  • 3. RIDLs programme 2014  Providing networking opportunities and collective source of expertise for its members  Re-launching as a membership-based organisation  Criteria for describing, reviewing & assessing training interventions  IL and employability: investigating how IL is perceived by players at the interface between HE and employment  Basis for widening the dialogue about IL to sectors such as careers advisors, professional/accreditation bodies, employers, trade unions…  International engagement  UNESCO, IFLA, European Commission… 3
  • 4.  Describing, reviewing and assessing practice in IL training interventions (courses and other resources). Two broad aims:  Helping those who design and deliver training interventions to describe and review them in a structured and consistent manner, allowing for easy comparison between courses/resources  Providing a simple means of assessing training interventions, particularly with regards their suitability and usefulness as transferable resources  Criteria take the form of structured questions set out in logical sequence Rationale for the criteria 4
  • 5. Part 1 of the criteria Describing and reviewing training interventions  Importance of ensuring consistent approach  Three sets of questions:  Who are the interventions designed for, and why?  What knowledge, skills and competencies are they intended to provide?  How are the interventions delivered?  Are these the right sort of questions? 5
  • 6. Part 2 of the criteria What are the benefits that the training interventions bring about  Quantitative data stemming from interventions  Feedback from learners  Outputs, outcomes, impact  Problems encountered Not easy to derive such information – outcomes and impact require longer- term views  Are these the right sort of questions?  Assessment or evaluation? 6
  • 7. Questions to address We are seeking views from delegates on the applicability and potential usefulness of the criteria. We wish to find out whether they represent a genuinely useful resource that can be adopted and supported as a practical, recognised and trustworthy tool. Four broad questions focused on:  Use of the criteria in practice  Accreditation  Endorsement and promotion  Service development 7
  • 8. Use of the criteria in practice How might practitioners make use of the criteria in their institutions:  Can they be a basis for guidance, facilitation or benchmarking for practitioners?  Do they have value beyond HE? 8
  • 9. Accreditation  Could the criteria be used as a basis for providing accreditation for training interventions?  If so, who would be the accreditor, and how might any accreditation process be put into practice? 9
  • 10. 10 Endorsement and promotion  Could the criteria be formally endorsed by institutions or representative organisations such as CILIP?  What can be done to disseminate and promote them?
  • 11. 11 Service development  Is there a case for defining and setting up a viable service, based on the criteria, to provide agreed and tailored forms of support for practitioners on defining, running, evaluation and accreditation of training resources?  How might the need for such a service be ascertained?
  • 12. Thank you for taking part! The criteria can be found at www.researchinfonet.org/infolit/rids/ridls-criteria Stéphane Goldstein stephane.goldstein@researchinfonet.org Jane Secker j.secker@lse.ac.uk 12