The Information Literacy Toolkit project
Emma Butler
University of Derby
Can you Dig Lit? Approaches to Information and Di...
The Information Literacy Toolkit project

Photo licensed under Creative Commons - Neil Turner (2004) Toolkit. Flickr [Onli...
Hammer(ing the message
home)
 Enhance research skills
- more to research than Google
 Extended project module
 Awarenes...
Nuts and bolts







Session plans
Icebreaker activities
Effective Google searching
Internet Detective
Quiz
DIY

Ph...
“Climate change is a
myth” Discuss
Detailed View of Arctic Sea Ice

In groups discuss which resources you could use to
ans...
Feedback

Can you Dig Lit? Approaches to Information and Digital Literacy
York St. John University - 14 November 2013
Spirit level and tape measure
 Policy
 Validation
 Feedback

Photo licensed under Creative Commons – Alex Gilbert (2010...
Tape measure
 “Thank you so much for
yesterday - I thought it was
brilliant and learnt so much.
The pupils really loved i...
Drill
Emma Butler
Faculty Support Team Manager (EHS)
University of Derby
e.butler@derby.ac.uk
+44 (0) 1332 592624
Photo li...
Drill
Emma Butler
Faculty Support Team Manager (EHS)
University of Derby
e.butler@derby.ac.uk
+44 (0) 1332 592624
Photo li...
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The Information Literacy Toolkit Project by Emma Butler

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Presentation delivered by Emma Butler (University of Derby) at Can You Dig Lit? event at York St. John University, 14th November 2013, on behalf of the ARLG Yorkshire & Humberside branch

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  • Hi, my name is Emma Butler, I work at the University of Derby and I’m here to talk about our Information Literacy Toolkit project. The presentation is a case study of the project to develop resources and activities for school visits to our university library.
  • We all know that the word toolkit has been adopted in education but let’s face it, who immediately doesn’t think of one of these!
    So over the next 20 minutes, I’ll be discussing hammers, nuts, bolts etc or in proper conference speak and they’ll even be time for you to do some DIY!
    Or the background to the project, the activities that were included as part of the visit and feedback and validation of the visits.
  • Hammering the message home and as with all students that we see the message we wanted to hammer home was that is more to research than just using Google
    But who were the students we were seeing and why was this message particularly important?
    Since 2008 we have been seeing students in years 11 and 12 from schools in the region who are doing the Extended Project Qualification as part of their A-Levels or IB. The purpose of the visits is two-fold; to develop generic skills to assist with their extended project through raising awareness of good information literacy practice and research skills, and to give the students a taster of university life and raise awareness of the services and resources of a university library. The visits generally take place during the spring and summer term in the post exam period when students are preparing to start their projects and we’re a bit quieter in the library too.
  • So getting to the nuts and bolts – what do these school visits involve and how has the toolkit developed.
    Initially the organisation and preparation of these visits was adhoc and time intensive for individual subject librarians or our Study Skills coordinator. Therefore a working party developed a toolkit of structured “off the shelf” activities that were manageable to deliver by all members of the library team, targeted at the age group and if a subject focus was needed, there were points in the session where this could be incorporated.
    So we now have several lesson plans and resources in place that can be picked up and used by any member of staff doing a session. As long as they are aware of the purpose of the session, they can pick up the activities and run with them.
    We have a member of staff who is the main contact point for the school visits, logistics of the visits. Also assists with visits to provide a tour and then subject librarian leads for rest of visit.
    The sessions start with one of two icebreaker activities to get the students thinking about the sources of information that they are using and the variety of sources that are available. Look at these in a bit more detail in a moment.
    Then as there is no denying that they will use Google, we show them how to use it effectively, making use of advanced search – specifying a particular domain etc. Teachers and pupils find this very interesting. talk about Google Scholar. Talk about journals, how they work, cost of them.
    Make use of the Internet detective tutorial developed by Institute for Learning and Research Technology, University of Bristol and Manchester Metropolitan University – good bad and ugly of internet sites - particularly interested in spoof sites
    Show our Subject Resources pages and library catalogue – chance to pull in subject specific if asked for – students can use library afterwards so catalogue important part of this.
    Citing and referencing – teachers appreciate this as shows that it’s not just them who go on about it! Once school asked us to focus on Citing and Referencing in particular so added information about this to the toolkit, which can be used for other visits.
    Quiz – guided tour around library
    Hands–on time to do some research and ask library staff questions.
    Leads nicely into DIY or your time for some hands-on! Your DIY activities are the icebreaker activities that we have as part of the toolkit.
    4 groups – 2 groups to do one activity Evaluating resources, 2 groups to do the other Countries, Buildings and Animals
  • So for the group doing Evaluating Resources this is your task.
    Second game instructions three sets of cards. The instructions are on the top card. can also be subject focussed if necessary. History – which event came first. Science – what was discovered first.
  • Not necessarily the game that’s the most important, but the feedback after it. Both activities can be targetted at a particular subject if required. Evaluating resources – change question. Countries, people animals can also be subject focussed if necessary. History – which event came first. Science – what was discovered first.
    Talk about SmartBoard - Get students to feedback after activity and generate discussion about which resources can be used why and why not. Also make sure that we emphasise that it is to answer this question. Other questions may call for different resources.
    Other activity
    Put animals in order of typical adult height – is it a male or female animal? Is the animal standing or sitting? Where would you go to find out?
    Put countries in order of size – is it geographic size? Economic? Population? Where would you go to find out?
    Put buildings in order of when they were built – is it when the building was started or when it was finished?
  • Here we have a vital part of any toolkit – the spirit level and tape measure!
    Spirit level we wanted to ensure that we were offering equity of service to all schools, so we put a policy for School Visits in place giving details about coverage of the visits, availability and use of the library following the visits.
    Validation - The activities were showcased to the Association of Derbyshire (& Derby City) Librarians in Schools (ADLIBs). The librarians validated the activities and suggested improvements, e.g. a worksheet for students to work through during hands-on time to focus their searching which we now do.
    Tape measure – measure how we’re doing feedback
  • Demonstrates that fulfills purpose of raising awareness of university library and also the pupils learnt a lot about effective searching.
  • If you want to drill further and find out more, short time for questions or contact details
  • The Information Literacy Toolkit Project by Emma Butler

    1. 1. The Information Literacy Toolkit project Emma Butler University of Derby Can you Dig Lit? Approaches to Information and Digital Literacy www.derby.ac.uk York St. John University - 14 November 2013
    2. 2. The Information Literacy Toolkit project Photo licensed under Creative Commons - Neil Turner (2004) Toolkit. Flickr [Online]. Available at: http://www.flickr.com/photos/neilt/2517652/ (Accessed 4 November 2013). Can you Dig Lit? Approaches to Information and Digital Literacy York St. John University - 14 November 2013
    3. 3. Hammer(ing the message home)  Enhance research skills - more to research than Google  Extended project module  Awareness raising Photo licensed under Creative Commons – NEDCC Julie Martin (2011) Book Conservation Hammers. Flickr [Online]. Available at: http:// www.flickr.com/photos/nedcc/5375557602/ (Accessed 4 November 2013). Can you Dig Lit? Approaches to Information and Digital Literacy York St. John University - 14 November 2013
    4. 4. Nuts and bolts       Session plans Icebreaker activities Effective Google searching Internet Detective Quiz DIY Photo licensed under Creative Commons – Orin Zebest (2010) Nuts & bolts & rust. Flickr [Online]. Available at: http://www.flickr.com/photos/orinrobertjohn/4374214237/ (Accessed 4 November 2013). Can you Dig Lit? Approaches to Information and Digital Literacy York St. John University - 14 November 2013
    5. 5. “Climate change is a myth” Discuss Detailed View of Arctic Sea Ice In groups discuss which resources you could use to answer this question •Put the resources in the appropriate column according to how trustworthy each resource is •Be prepared to feed back to the rest of the group Photo licensed under Creative Commons – Robert Simmon (2001) Detailed View of Arctic Sea Ice. Nasa Images [Online]. Available at: http://visibleearth.nasa.gov/view.php?id=7370 (Accessed 4 November 2013). Can you Dig Lit? Approaches to Information and Digital Literacy York St. John University - 14 November 2013
    6. 6. Feedback Can you Dig Lit? Approaches to Information and Digital Literacy York St. John University - 14 November 2013
    7. 7. Spirit level and tape measure  Policy  Validation  Feedback Photo licensed under Creative Commons – Alex Gilbert (2010) Beautifully level. Flickr [Online]. Available at: http://www.flickr.com/photos/alex012/4814859909/ (Accessed Accessed 4 November 2013). & & Photo licensed under Creative Commons – Paul Reynolds (2006) Measured colour. Flickr [Online]. Available at: http://www.flickr.com/photos/bigtallguy/153619774/ (Accessed 4 November 2013). Can you Dig Lit? Approaches to Information and Digital Literacy York St. John University - 14 November 2013
    8. 8. Tape measure  “Thank you so much for yesterday - I thought it was brilliant and learnt so much. The pupils really loved it too and were buzzing. I think they really enjoyed getting a bit of University life too! You had all put a lot of effort in to the afternoon” Photo licensed under Creative Commons – Paul Reynolds (2006) Measured colour. Flickr [Online]. Available at: http://www.flickr.com/photos/bigtallguy/153619774/ (Accessed 4 November 2013). Can you Dig Lit? Approaches to Information and Digital Literacy York St. John University - 14 November 2013
    9. 9. Drill Emma Butler Faculty Support Team Manager (EHS) University of Derby e.butler@derby.ac.uk +44 (0) 1332 592624 Photo licensed under Creative Commons – Samuel M. Livingston (2010) Drill. Flickr [Online]. Available at: http://www.flickr.com/photos/39747297@N05/5229733311/ (Accessed 4 November 2013). Can you Dig Lit? Approaches to Information and Digital Literacy York St. John University - 14 November 2013
    10. 10. Drill Emma Butler Faculty Support Team Manager (EHS) University of Derby e.butler@derby.ac.uk +44 (0) 1332 592624 Photo licensed under Creative Commons – Samuel M. Livingston (2010) Drill. Flickr [Online]. Available at: http://www.flickr.com/photos/39747297@N05/5229733311/ (Accessed 4 November 2013). Can you Dig Lit? Approaches to Information and Digital Literacy York St. John University - 14 November 2013
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