EmmaThe 2011 Demos report argues that helping young people navigate hugely variable Internet sources should be achieved not by tighter controls but by ensuring they can make informed judgements (4).The move towards independent learning is again key not just to our practices but in our thinking – we should think less about the internet causing harm (passive learning model) and instead focus on what young people bring to the technologies – helping them equip and empower themselves with an understanding of how to apply critical judgement.The Guardian’s high-provile digital literacy campaign for radical change to how ICT is taught and thought about in schools, JISC’s portfolio of projects around the digital library, data management, digital repositories, and Vitae’s events for the ‘Digital Researcher’ – all show that this concept of digital literacy or fluency is becoming of national importance (at last!). In this environment we have a chance to rehabilitate IL.
Jane (or Emma depending on timing?)
Emma:Not separated (that’s why the learner is at the centre of our spider diagram)Biggs - Learning outcomes, activities and assessment aligned
LSE has around 9000 students in total, 4500 are undergraduates. The rest are postgraduate and come from over 140 countries. 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.
Emma – find more info at ...
Developing and implementing a new curriculum for information literacy
Dr Jane Secker,London School of Economics and Political Science CONUL Information Literacy Seminar 14th June 2012 flickr.com/photos/mcginnly/2197675676
Developing the new curriculum ◦ Arcadia Fellowship May to July 2011 ◦ Research undertaken with Dr Emma Coonan from Cambridge University Library Outputs from the research ◦ Expert consultation ◦ Theoretical background ◦ The curriculum and supporting docs ANCIL Phase 2: strategies for implementation - ANCIL at LSE
The Arcadia Programme Based at Cambridge University Library Academic advisor: Professor John Naughton Exploring the role of academic libraries in a digital age 20 Arcadia Fellows over 3 years Many from outside Cambridge, not all librarians
Develop a new, revolutionarycurriculum for information literacy in adigital age• Understand the needs of undergraduates entering HE over the coming 5 years• Map the current landscape of information literacy• Develop a practical curriculum and supporting resources• All in 10 weeks from May – July 2011
Method Literature review ◦ theoretical overview of the field ◦ revealed conflicts in terminology, pedagogic approach, values Modified Delphi study ◦ means of obtaining expert future forecasting ◦ consulted widely in the fields of information and education using interviews and questionnaire Expert workshop ◦ method, findings and preliminary curriculum presented ◦ curriculum refined in light of feedback
What do we mean byInformationLiteracy? Digital fluency
Interviews and online questionnaire with a range of experts in the information and education field Open questions on what an information literacy curriculum for future undergraduates should look like The experts told us: ◦ How you teach IL as important as what you teach ◦ Flexibility in terms of content, delivery, format, timing ◦ Teaching rather than training ◦ Embedded in the academic discipline: holistic and supported by the institution as a whole ◦ Focus on underlying skills, knowledge and behaviour rather than technologies and tools
IL is not:• seen as part of the mainstream academic mission• merely functional/technological skills• the preserve or saviour of the libraryIL is:• a continuum of skills, abilities, values and attitudes around analysing, evaluating, managing and assimilating information• fundamental to the ongoing development of the individual, social as well as academic
It is the defining characteristics of the discerning scholar, the informed and judicious citizen and the autonomous learnerANCIL definition of information literacy (2011)
Our key curriculum attributes Holistic Modular Embedded Flexible Active and assessed Transitional : Transferable : Transformational
Reflect on your current & previous information Consider the expectations behaviour - what’s Understand conventions around at higher education level different? reading, writing and presenting in your discipline at higher education level in your discipline Strand 1: Transition to higher education Affective or emotional Learning to learn impact of learning Strand 2: Becoming an independent learner Strand 3: Developing Academic reading, criticalAcademic writing, rhetoric academic literacies analysis and textualand persuasive writing interrogation
Understand who are the experts in your field and Identify trusted sources why Evaluating source material and and formats its appropriateness for specific purposes Strand 4: Mapping & evaluating the information Finding and using specialist Using key finding aids in landscape sources of information including your discipline and going people as information beyond them sources Strand 5: Resource discovery in your discipline Storing information appropriately including fileNote taking, time managementmanagement andplanning Strand 6: Managing information Bibliographic and Keeping up to date, push reference management services and alerting
Attribution and avoiding plagiarism Sharing information appropriately Awareness of copyright and IPR issues Strand 7: Ethical dimension of information Finding your voice Strand 8: Presenting andCommunicating yourfindings appropriately communicating knowledge Managing your online Identity and digital footprint Strand 9: SynthesisingFormulating researchquestions and information and creating Assimulating informationframing problems new knowledge within the disciplinary Framework
Ethics and politics ofBecoming a lifelong informationlearner Strand 10: Social dimension of informationInformation handling, problem Information handling, problemsolving and decision making solving and decision makingin the workplace in your daily life
Follow on joint fellowship was funded at Cambridge from Oct – Dec 2011 Katy Wrathall and Helen Webster explored strategies for implementing the new curriculum Helen explored bottom up approaches at Cambridge ◦ Developed resources for supervisors and colleges ◦ Information Literacy First Aid Model Katy started top down at York St John and University of Worcester ◦ Piloted the use of ANCIL as an institutional audit tool Lesson plans, teaching resources all on project wiki
Specialist social science institution Highly ranked in terms of research excellence Cosmopolitan student body, relatively small undergraduate population Largest departments Economics and Accounting and Finance but strong qualitative departments: Anthropology, Political Science, Sociology, International Relations, Philosophy etc. Compulsory course for undergraduates (LSE100) Traditional teaching and assessment: lectures & seminars and end of year exams LSE use Moodle
Information and digital literacy primarily supported by Library through liaison librarians teaching in some programmes Optional information skills programme LSE100 contains Information Skills materials in Moodle Centre for Learning Technology offer classes for staff and research students Awareness of IL in teaching course (PGCert)
Research to explore practical implementation of ANCIL To inform our own teaching provision: ◦ Reviewing the portfolio of support for undergraduates to help us provide better support To highlight good practice and any gaps in provision ◦ By exploring how joined up Library / CLT provision is with other support departments ◦ To explore how embedded IL is in academic programmes ◦ To encourage collaborative approach to support Put information literacy on the agenda at LSE in academic departments, but expecting the unexpected!
Careers Alumni Office Teaching and Learning Student Services Centre Language Centre Disability Office Departments DepartmentsCentre for Learning Technology Careers Departments Departments Teaching and Learning Centre Language Centre Library Centre for Departments Learning Library Technology Library Library Information Skills
Undertaken interviews with key members of staff to explore provision in central support departments, e.g. Language Centre, Teaching and Learning, Careers, IT, Student Services Interviews with Deans of UG and PG Studies Interviews / online survey for academic staff Questionnaire for Academic Support Librarians
Dean of Undergraduate Studies keen we consulted students about support they receive A key stakeholder not consulted as part of the ANCIL research Scheduled focus groups for the end of June (after exams finish) Hope to explore: ◦ How prepared students feel for study at LSE ◦ The types of support students believe they need ◦ Their preference for how it is delivered
ANCIL outputsPhase 1 reports• Executive summary, expert consultation report, and theoretical background• Curriculum and supporting documents http://newcurriculum.wordpress.com/Phase 2 resources and case studies• Case studies - University of Worcester, York St John University• Cambridge resources http://implementingancil.pbworks.comYouTube Video• Search for “ANCIL curriculum” http://www.youtube.com/watch?v=vY-V2givIiE