Supporting PhD students -  digital and information literacy Dr Jane Secker LSE Centre for Learning Technology 5th May 2011
Overview <ul><li>Definitions of information and digital literacy and useful models </li></ul><ul><li>Information skills cl...
Introduction <ul><li>What do we mean by digital and information literacies? </li></ul><ul><li>What relevance do digital an...
Definition of information literacy <ul><li>Information literacy empowers people in all walks of life to seek, evaluate, us...
Definition of digital literacy <ul><li>“… the skills, knowledge and understanding that enables critical, creative, discern...
 
New SCONUL model
FutureLab (2010) model of digital literacy
IL in practice <ul><li>Information skills classes run by Library </li></ul><ul><ul><li>Open to all students – focus on PGT...
DL in practice <ul><li>Digital literacy classes run by CLT and Library </li></ul><ul><ul><li>Open to all staff and PhD stu...
The MI512 programme <ul><li>Information and digital literacy course comprising of six 2 hour workshops </li></ul><ul><li>A...
Course contents <ul><li>Week 1: Starting a literature search </li></ul><ul><li>Week 2: Going beyond Google </li></ul><ul><...
Course structure <ul><li>Pre-course assessment </li></ul><ul><li>Activity based workshops all in computer classrooms </li>...
Feedback <ul><li>Course evaluation form has consistently good feedback - good or excellent </li></ul><ul><li>Students find...
Other support <ul><li>Researchers Companion and PhD Net in Moodle </li></ul><ul><li>Research consultations offered with li...
Challenges <ul><li>Attendance varies across disciplines - more qualitative subjects attend rather than quantitative </li><...
What next? <ul><li>Drafted an information and digital literacy strategy for LSE </li></ul><ul><li>More closely align train...
Useful references <ul><li>Jones, C, Ramanau, R, Cross, S and Healing, G (2010) ‘Net generation or Digital Natives: Is ther...
Contact details <ul><li>Email  j. [email_address] .ac. uk </li></ul><ul><li>Twitter @jsecker </li></ul><ul><li>Personal Bl...
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Digital literacies at LSE

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A short talk about the range of support provided to postgraduate students at LSE by the Centre for Learning Technology and LSE Library

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  • Write all the technologies that people mention onto the board – add any missing: Moodle PRS Lecture Capture Powerpoint Discussion forums Email Audio feedback Video Social networking Web 2.0 tools – blogs, twitter, etc. Wikis Online assessment Skype Video conferencing / Wimba classroom
  • Digital literacies at LSE

    1. 1. Supporting PhD students - digital and information literacy Dr Jane Secker LSE Centre for Learning Technology 5th May 2011
    2. 2. Overview <ul><li>Definitions of information and digital literacy and useful models </li></ul><ul><li>Information skills classes at LSE </li></ul><ul><li>Digital literacy classes at LSE </li></ul><ul><li>MI512 programme </li></ul><ul><li>Other support and training </li></ul>
    3. 3. Introduction <ul><li>What do we mean by digital and information literacies? </li></ul><ul><li>What relevance do digital and information literacy have to PhD students? </li></ul><ul><ul><ul><li>Researcher development framework </li></ul></ul></ul><ul><li>How can we best support research students? </li></ul>
    4. 4. Definition of information literacy <ul><li>Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion in all nations. </li></ul><ul><li>UNESCO (2005) Alexandria Proclamation </li></ul><ul><li>“… 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. </li></ul><ul><li>CILIP (2004) Information literacy definition </li></ul>
    5. 5. Definition of digital literacy <ul><li>“… the skills, knowledge and understanding that enables critical, creative, discerning and safe practices when engaging with digital technologies in all areas of life” </li></ul><ul><li>FutureLab, (2010) </li></ul>
    6. 7. New SCONUL model
    7. 8. FutureLab (2010) model of digital literacy
    8. 9. IL in practice <ul><li>Information skills classes run by Library </li></ul><ul><ul><li>Open to all students – focus on PGTs and UGs </li></ul></ul><ul><ul><li>Optional – run each term </li></ul></ul><ul><ul><li>Covers using library resources, literature searching, internet searching, citing and referencing, Endnote, keeping up to date </li></ul></ul><ul><ul><li>Taught by Library staff </li></ul></ul><ul><ul><li>Full programme listed on LSE Library website </li></ul></ul>
    9. 10. DL in practice <ul><li>Digital literacy classes run by CLT and Library </li></ul><ul><ul><li>Open to all staff and PhD students </li></ul></ul><ul><ul><li>Optional – run each term </li></ul></ul><ul><ul><li>Cover using web 2.0 tools (social networking, social bookmarking, Twitter, blogging), internet searching, keeping up to date, managing your web presence </li></ul></ul><ul><ul><li>Taught by CLT and Library staff </li></ul></ul><ul><ul><li>Further information on CLT website </li></ul></ul>
    10. 11. The MI512 programme <ul><li>Information and digital literacy course comprising of six 2 hour workshops </li></ul><ul><li>Aimed primarily at new PhD students </li></ul><ul><li>Builds up skills over programme </li></ul><ul><li>Specialist advice and support from liaison librarians </li></ul><ul><li>Taught by CLT / Library staff </li></ul><ul><li>Supported online in Moodle </li></ul>
    11. 12. Course contents <ul><li>Week 1: Starting a literature search </li></ul><ul><li>Week 2: Going beyond Google </li></ul><ul><li>Week 3: Locating research publications </li></ul><ul><li>Week 4: Specialist materials: primary sources </li></ul><ul><li>Week 5: Managing information </li></ul><ul><li>Week 6: Next steps and keeping up to date </li></ul><ul><li>Overview on LSE Library website </li></ul>
    12. 13. Course structure <ul><li>Pre-course assessment </li></ul><ul><li>Activity based workshops all in computer classrooms </li></ul><ul><li>Support in Moodle but primarily F2F </li></ul><ul><li>Based around SCONUL 7 pillars and designed (and redesigned) to support student learning </li></ul><ul><li>Post course evaluation </li></ul><ul><li>Tailored feedback given to each student </li></ul>
    13. 14. Feedback <ul><li>Course evaluation form has consistently good feedback - good or excellent </li></ul><ul><li>Students find it saves them time, improves their ability to find resources </li></ul><ul><li>Most are happy to attend a class for 6 weeks </li></ul><ul><li>Positive experience of meeting other PhD students from different departments </li></ul><ul><li>Raised profile of information literacy programmes and led to other training sessions for masters and undergrad students </li></ul>
    14. 15. Other support <ul><li>Researchers Companion and PhD Net in Moodle </li></ul><ul><li>Research consultations offered with liaison librarians </li></ul><ul><li>Subject specific mini-MI512 programmes </li></ul><ul><li>DL and IL now embedded into PGCert that all PhD students who teach have to undertake </li></ul>
    15. 16. Challenges <ul><li>Attendance varies across disciplines - more qualitative subjects attend rather than quantitative </li></ul><ul><li>Drop out rate around one third each term - in other programmes much worse </li></ul><ul><li>Staff time and skill to teach the programme </li></ul><ul><li>Appealing to students at different skills levels </li></ul><ul><li>Need to constantly update materials </li></ul><ul><li>How to provide ongoing support for previous cohorts </li></ul>
    16. 17. What next? <ul><li>Drafted an information and digital literacy strategy for LSE </li></ul><ul><li>More closely align training programmes to the Researcher Development Framework </li></ul><ul><li>Continue to work collaboratively with other training providers across LSE to avoid duplication / better target training </li></ul><ul><li>Follow on course to MI512 </li></ul>
    17. 18. Useful references <ul><li>Jones, C, Ramanau, R, Cross, S and Healing, G (2010) ‘Net generation or Digital Natives: Is there a distinct new generation entering university?’, Computers & Education , 54, (3) , 722-732. </li></ul><ul><li>Margaryan, A and Littlejohn, A. (2009). Are digital natives a myth or reality? Students use of technologies for learning. Available at: http://www.academy. gcal .ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208. pdf (Accessed 2nd June 2010) </li></ul><ul><li>Rowlands, I. et al ‘The Google generation: the information behaviour of the researcher of the future’, Aslib Proceedings New Information Perspectives , 60, (4) 290-310. </li></ul><ul><li>SCONUL (2011) The SCONUL 7 Pillars Core model. Available at: http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html </li></ul><ul><li>Secker, Jane and Macrae-Gibson, Rowena. (2011) Evaluating MI512: an information literacy course for PhD students. Library Review , 60 (2). pp. 96-107. ISSN 0024-2535. Available at: http://eprints.lse.ac.uk/32975/ </li></ul>
    18. 19. Contact details <ul><li>Email j. [email_address] .ac. uk </li></ul><ul><li>Twitter @jsecker </li></ul><ul><li>Personal Blog http: //elearning . lse .ac. uk/blogs/socialsoftware/ </li></ul><ul><li>DELILA Project Blog </li></ul><ul><li>http://delilaopen.wordpress.com </li></ul><ul><li>Arcadia Fellow for Easter Term based at Wolfson College / CARET so do get in touch! </li></ul>

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