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IL models Nov 2011


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A talk given to the Finnish IL network

A talk given to the Finnish IL network

Published in: Education

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  • 1. Information Literacy models: learning from the past to inform the future.
    • Moira Bent, Newcastle University
    • Ruth Stubbings, Loughborough University
  • 2. What’s all the fuss about?
    • What does information literacy mean to you?
    • Why is information literacy important?
    • What has informed your thinking on IL?
    • What does the future hold?
    • Can models help us?
  • 3. What does information literacy mean to you?
  • 4. What does it mean to be information literate?
    • Becoming a Lifelong learner
    • Using the Library effectively
    • Understanding what you read
    • Using info wisely
    • Organising resources
    • Developing ideas
    • Using IT
    • Knowing where to look
    • Interpreting, summarising
    • Understanding how information works
  • 5. Information literacy: what is it?
    • The New Zealand Government
      • ‘ The ability to use digital technology, communication tools or networks to locate, evaluate, use and create information.’
      • New Zealand Government (Unknown) Glossary of key terms IN Digital strategy: Smarter through digital .
    • CILIP UK
    • “ Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.”
        • The Chartered Institute of Information and Library Professionals (Unknown) Information literacy Definition. h ttp://
    • The Association of College & Research Libraries (ACRL)
    • "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
    • ACRL. Presidential Committee on Information Literacy: Final Report
  • 6. New SCONUL definition
    • “ Information literate people will demonstrate an awareness of how they gather, use, manage, synthesise and create information and data in an ethical manner and will have the information skills to do so effectively.“
    • Not only skills and competencies
    • But also attitudes and behaviours
  • 7. Why is information literacy important?
  • 8. Alexandria Proclamation
    • “ Information Literacy lies at the core of lifelong learning …
    • Life long learning enables individuals, communities and nations to attain their goals and to take advantage of emerging opportunities in the evolving global environment for shared benefit. It assists them and their institutions to meet technological, economic and social challenges, to redress disadvantage and to advance the well being of all.”
  • 9. What has informed your thinking on IL?
  • 10.  
  • 11. IL theories
  • 12. Underlying thoughts
    • People see teaching and learning differently
    • The way people see information literacy affects how they learn
    • Teachers’ conceptions of student IL affect how they teach
    • Librarians think students and teachers are not very information literate
    • Student perceptions of IL affect how they interact with the Library
    • Serendipitous learning…
  • 13. Teaching and learning theory
    • Learning involves the constant search for meaning by the acquisition of information, reflection, engagement and active application in multiple contexts (Learning Reconsidered)
    • Learning styles
    • Learning attitudes, habits and behaviours
    • Threshold concepts (Meyer and Land)
  • 14. Who owns Information Literacy?
    • “ IL is an issue for librarians but it is not a library issue” (Bundy, 2004, p.7)
    • “ What a librarian can’t do, at least not as well as the academic … is to teach students to extract information from resources, theorise or locate meaning”
    • (Asher, 2003)
  • 15. University of Helsinki
    • Values:
    • Critical thinking
    • Creativity
    • Quest for knowledge and truth
    • “ By enhancing information literacy among teachers and students, the Library contributes to the high quality of teaching at the University of Helsinki”
  • 16. UNESCO
    • ‘ Information Literacy is more than a library or education issue. It is crucial to issues of economic development, health, citizenship and quality of life.’
  • 17. From theory to practice
  • 18. IL models
  • 19. SCONUL Seven Pillars
  • 20. Problems with models
    • Inflexible
    • Out of date
    • Linear
    • Context specific
    • Country specific
    • “ Librariany”
    • Off putting terminology
    • Hard to apply in practice
  • 21. Can models help us?
  • 22. Models can help
    • Models help us to formulate ideas
    • Provide a framework to plan against
    • Give us terminology to initiate discussions
    • Help us measure progress
    • Allow us to articulate outcomes
    • Give a recognisable structure/ common goals
    • Provide hooks into other professional arenas
    • Need to be flexible and adaptable
  • 23. When designing models we have to consider
    • Terminology
    • Learning theory, where does this fit?
    • Internationalising the curriculum
    • Digital Darwinism
    • Consumer society and value for money
    • Education or training?
  • 24. The future – what does it hold?
  • 25. Educational changes….
    • Changing school curricula
    • Changing demands in universities
    • Emphasis on the 1 st year experience
    • Continuing Professional Development
    • Internationalisation
    • Impact of new technologies
    • Non traditional students
    • Diversity
    • Changes in learning & teaching
    • Libraries as learning spaces
  • 26. Informing the future – some final thoughts
    • What attributes will we need to survive in the information world of the future?
    • Will IL be embedded in the mainstream curriculum? Implicit or explicit?
    • Who should be teaching it?
    • Is advocacy with academic staff a better role for us?
    • Will models help us get there?
  • 27. The new Seven Pillars model
    • Trailer for next talk....
    • Encompasses all different kinds of information “literacies”
    • Addresses attitudes and behaviours as well as skills and competencies
    • Flexible
    • Can be adapted for different learner constituencies – the “lens” approach