Embedding digital and informtion literacies into undergraduate teaching at LSE


Published on

Presentation given at ECIL2013, Istanbul. October 2013

Published in: Education
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Jane to introduce talk 2 minsIntroduce each other and where we are coming from
  • JaneIt shouldn’t matter, but it does. I think a clear definition is crucial. So we decided at LSE to call it digital and information literacy which seems to work well, but we provide a clear definition of what we mean by it as well (with examples).We’re all tired of the terminology debate, but we do need to recognise that information literacy overlaps with what other professionals call other literacies (or fluences or competencies).
  • Jane - overview of what ANCIL is 3 mins max - to point people to the blog and hand out flyers for the book. I’ll quote the ANCIL definition of IL, and also talk about it being a curriculum, but also an approach to IL that is holistic, reflective, seeing IL as being part of the learning process. But also learner centred. And composed of more than just skills, but attitudes, knowledge and behaviour.
  • Maria LSE has around 9000 students in total, 4500 are undergraduates. The rest are postgraduate and come from over 140 countries. Largest departments Economics and Accounting and Finance but strong qualitative departments: Anthropology, Political Science, Sociology, International Relations, Philosophy, Social Policy, Geography, International History etc. 16 Nobel Prize winners from LSE – the first being George Bernard Shaw who was one of the founders of the school34 past or present world leaders have studied ot taught at LSE.
  • MariaMuch provision informal, standalone, not assessed - Services often not coordinated•However◦Belief that IL is important, needs to be embedded and student learning should be scaffoldedfocus on online information: find, evaluate and manage skills •Highlights examples of good practice and suggested skills embedded at some level - inconsistent •Time a factor in UG curriculum•Assumptions that students ‘should’ have IL skills when they arrive are problematic•Belief that embedding is difficult by librarians •Information use by students is largely driven by reading lists and resources in MoodleStudents dependent on lecturers for direction•More likely to seek support from Careers, IT Training, TLC rather than Library and only at point of need.
  • JaneFollowingour findings being endorsed at the Teaching, Learning and Assessment committee we spent some time devising an appropriate IL frameworkPurpose to inform academics of info & digital literacy skills with examplesEnable mapping of existing provisionTool can be used by teaching librarians and learning technologists when planningInformed by work of other institutions 8 competencies
  • Jane
  • Jane – time is a factorOnline compliments face to faceNeed to embed resources into Moodle to make it sustainable and scalable
  • Jane
  • Maria Explain widening participation is opening up access to higher education to people from who have not traditionally thought about attending. Lots of interest in helping students before they come to LSE - Saturday School programme, LSE Choice – joined up approach in CLT and Library to induction sessionPilot project with City and Islington Sixth form college in London and working to develop some IL resources for 16-18 ages.
  • Maria
  • Jane - just show the slide (no time to talk to it)
  • Embedding digital and informtion literacies into undergraduate teaching at LSE

    1. 1. Developing digital and information literacies in LSE undergraduate students Jane Secker and Maria Bell London School of Economics and Political Science
    2. 2. A word about terminology…
    3. 3. A New Curriculum for Information Literacy (ANCIL) http://newcurriculum.wordpress.com
    4. 4. LSE Context  LSE : specialist social science institution – world class library  Highly ranked for research  Cosmopolitan students - relatively small undergraduate population  Compulsory core course for undergraduates (LSE100)  Traditional teaching and assessment  Moodle used by all courses for readings and resources
    5. 5. Why audit? Image cc fromhttp://www.flickr.com/photos/notkaiho/5716096442/  To inform Library / CLT teaching provision  To highlight good practice and any gaps in provision  Put information literacy on the agenda at LSE
    6. 6. Methodology  Interviews with key members of staff to explore provision in central support departments,  Interviews with Deans of UG and PG Studies  Interviews / online survey with academic staff  Questionnaire for Academic Support Librarians  Student focus groups  How prepared are they for study at LSE  What support students they need  Their preference for delivery
    7. 7. Results of the audit  Not embedded  Belief that IL is important: find, evaluate and manage  Some good practice but inconsistent  Time main barrier  Students ‘should’ have IL skills  Information use largely driven by reading lists and resources in Moodle Photo by starmanseries licensed under Creative Commons
    8. 8. Careers Language Centre Teaching & Learning Centre Language Centre LSE100 Departments Library Teaching & Learning Centre Departments Language Centre Library Departments LSE100 Language Centre Teaching & Learning Centre Careers Departments LSE100 Teaching & Learning Centre Departments Language Centre Library Centre for Learning Technology Library Library Library
    9. 9. Developing an LSE Framework  Covers digital and information literacy  Based on ANCIL and other frameworks  Purpose to inform academics and provide examples  Enable mapping of existing provision  Tool can be used by teaching librarians and learning technologists Image cc from http://www.flickr.com/photos/markhillary/302630220/in/set-72157594327649691 /
    10. 10. Building IL partnerships  Collaboration with academics  Closer working between librarians and learning technologists  Aligning digital and information skills programmes  Working with Teaching and Learning Centre and educational developers  Joined up approach to liaising with academic departments
    11. 11. Embedding IL in the online environment
    12. 12. Student ambassadors  Used in several JISC Digital Literacy projects  Will be piloting this as part of 1 year SADL project  Recruiting 20 undergraduates from Statistics and Social Policy  Planning workshops, reflection, peer support and more… Photo by Flickingerbrad licensed under Creative Commons http://lsesadl.wordpress.com
    13. 13. Working with schools
    14. 14. What does success look like?  How do we measure embedded IL?  Is it sustainable and scalable?  Are there staff development needs?  Do we repeat the audit?  The future……
    15. 15. Further reading and resources LSE Digital and Information Literacy Framework (2013) Available at: http://bit.ly/1gq63IO Bell, Maria and Moon, Darren and Secker, Jane (2012) Undergraduate support at LSE: the ANCIL report. The London School of Economics and Political Science, London, UK. Available at: http://eprints.lse.ac.uk/48058/ Secker, Jane and Coonan, Emma. (2012) Rethinking Information Literacy: a practical framework for support learning. Facet Publishing: London Wrathall, Katy (2012) Strategies for Implementing ANCIL in Non-Cambridge HEIs http://bit.ly/16kKb8b
    16. 16. Thank you Maria Bell m.bell@lse.ac.uk @bellmari Jane Secker j.secker@lse.ac.uk @jsecker