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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
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    • 1. Researching information literacy: theory and practice Dr Jane Secker LSE Centre for Learning Technology Department of Information Studies, University of Sheffield: 19th May 2011
    • 2. Overview
      • Introduction and my background
      • Definitions of information and digital literacy and useful models
        • Discussion in pairs
      • Information & digital literacy in practice at LSE
      • Researching information literacy: the DELILA project
      • Researching information literacy: Arcadia Fellowship May - July 2011
    • 3. Introduction to me
      • My background: librarian and e-learning specialist, PhD in information science
      • Publications and significant web presence …. but what did you find?
      • Twitter
      • Blog?
      • LSE website?
      • What else
    • 4. The practitioners perspective
      • Copyright and Digital Literacy Advisor at LSE
        • Primarily supporting staff in their use of technologies for teaching
      • How can librarians and other academic support staff best help students, research students, academic staff and other staff in higher education?
      • Why research in information literacy is important?
    • 5. Definition of information literacy
      • 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.
      • UNESCO (2005) Alexandria Proclamation
      • “… 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.
      • CILIP (2004) Information literacy definition
    • 6. Definition of digital literacy
      • “… the skills, knowledge and understanding that enables critical, creative, discerning and safe practices when engaging with digital technologies in all areas of life”
      • FutureLab, (2010)
    • 7.  
    • 8. New SCONUL model
    • 9. FutureLab (2010) model of digital literacy
    • 10. What are the issues?
      • Jones et al (2010) highlights the generational debate.
      • If you were born after 1982 = Generation Y
      • In pairs - reflect on:
        • What did you think of the article?
        • How did you become information literate?
        • Do you think there are any gaps / areas you need more help?
        • What training / skills should those in higher education be focusing on to support learning?
    • 11. IL in practice at LSE
      • Information skills classes run by Library
        • Open to all students – focus on PGTs and UGs
        • Optional – run each term
        • Covers using library resources, literature searching, internet searching, citing and referencing, Endnote, keeping up to date
        • Taught by Library staff
        • Full programme listed on LSE Library website
    • 12. Embedding IL in undergraduate study
      • LSE100 is a core course for all undergraduate students (pilot in 2009/10 now compulsory)
      • Understanding the cause of things: thinking like a social scientist
      • Tackles the big questions in the social sciences and taught by leading academics
      • Has information, methodological and communication skills embedded
      • An online tutorial is available to students in Moodle to support the essay writing process
      • Evidence suggests students who use the tutorial perform better in final exam - need further research
    • 13. DL in practice at LSE
      • Digital literacy classes run by CLT and Library
        • Open to all staff and PhD students
        • Optional – run each term
        • Cover using web 2.0 tools (social networking, social bookmarking, Twitter, blogging), internet searching, keeping up to date, managing your web presence
        • Taught by CLT and Library staff
        • Further information on CLT website
    • 14. The MI512 programme
      • Information and digital literacy course comprising of six 2 hour workshops
      • Aimed primarily at new PhD students
      • Builds up skills over programme
      • Specialist advice and support from liaison librarians
      • Taught by CLT / Library staff
      • Supported online in Moodle
    • 15. Course contents
      • Week 1: Starting a literature search
      • Week 2: Going beyond Google
      • Week 3: Locating research publications
      • Week 4: Specialist materials: primary sources
      • Week 5: Managing information
      • Week 6: Next steps and keeping up to date
      • Overview on LSE Library website
    • 16. Course structure
      • Pre-course assessment
      • Activity based workshops all in computer classrooms
      • Support in Moodle but primarily F2F
      • Based around SCONUL 7 pillars and designed (and redesigned) to support student learning
      • Post course evaluation
      • Tailored feedback given to each student
    • 17. Gathering feedback
      • Course evaluation forms used routinely in information and digital literacy classes. More detailed form used in MI512 programme
      • Analysed usage stats of information literacy resources in Moodle for undergraduate core course (LSE100)
      • Carry out staff survey every year and ask about training
      • Informal feedback from workshops and events such as LSE Teaching Day - Google Generation debate in 2010 and skills debate in 2011
    • 18. IL research: DELILA
      • Research not core to role at LSE so externally funding
      • Currently managing 12 month JISC / HEA project in open educational resources programme
      • DELILA: Developing Educator Learning and Information Literacies for Accreditation
      • Turning LSE and Birmingham’s IL resources into OERs
      • Specifically releasing content for those seeking accreditation for their teaching from the HEA
    • 19. DELILA: emerging issues
      • IL / DL not explicit in UKPSF but underpins it: thus mapping important
      • IL / DL needs to be embedded in PGCerts and other accredited teaching courses
      • IL / DL resources contain 3rd party content that is often inappropriate to copyright clear
      • IL / DL resources may be more context specific than other teaching resources
      • Creative commons licensing could be used more routinely to help librarians share resources and good practice
    • 20. DELILA Blog
    • 21. Arcadia Fellowship
      • Short projects to explore future of academic libraries - led by Cambridge University Library and supervised by Prof John Naughton
      • Currently undertaking research from May - July 2011 and on sabbatical from LSE
      • Working with Emma Coonan from CUL
      • Developing an undergraduate curriculum for information literacy for 2016
      • Desk research and interviews with experts in the field
    • 22. How to approach IL research?
      • Literature review: LISA / LISTA but also advanced Google searching and searching educational databases
      • Search limited to very recent material
      • Search terms problematic: information literacy is a library term
      • Limited scope of a 10 week study
      • But need to produce something practical
    • 23. Work to date
      • Brainstorming with project partner
      • Discussions with librarians at Cambridge - reaction to revised SCONUL 7 pillars
      • Semi-structured interviews with IL experts (RIN Information Handling Group)
      • Questions emailed to other education and technology experts
      • Lots of reading and thinking!
    • 24. Challenges of researching IL
      • In pairs:
        • What do you think the challenges of carrying out research in this area might be?
        • Is it important to be a researcher practitioner?
        • What sort of activities are important to researcher practitioners?
    • 25. Challenges of being a researcher / practitioner
      • Finding time - the day job gets in the way of research and writing!
      • Credibility as a researcher when working in an institution that doesn’t have an education or information science department
      • Where to publish - the librarian’s echo chamber
    • 26. Tips for success
      • Apply for external or internal project funds to facilitate research
        • Can give you time and project staff
      • Build reflection and feedback into your regular processes - e.g. annual surveys
      • Get published - even if just internally
      • Network, network, network
      • Find a like minded friend / colleague
    • 27. What next for me at LSE?
      • Drafted an information and digital literacy strategy for LSE
      • More closely align training programmes to the Researcher Development Framework
      • Continue to work collaboratively with other training providers across LSE to avoid duplication / better target training
      • Follow on course to MI512
      • More research on impact of LSE100
    • 28. Contact details
      • Email j. [email_address] .ac. uk
      • Twitter @jsecker
      • Personal Blog http: //elearning . lse .ac. uk/blogs/socialsoftware/
      • DELILA Project Blog
      • http: //delilaopen . wordpress .com
      • Arcadia Fellow for Easter Term based at Wolfson College / CARET so do get in touch!
    • 29. Useful references
      • 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.
      • 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)
      • 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.
      • SCONUL (2011) The SCONUL 7 Pillars Core model. Available at: http://www. sconul .ac. uk/groups/information_literacy/seven_pillars .html
      • 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/
      • Secker, Jane and Chatzigavriil, Athina and Leape, Jonathan (2010) The impact of technologies in a first year undergraduate course for social scientists. In: European Conference on E-learning (ECEL 2010), 4 - 5th November 2010, Porto, Portugal. Available at: http: //eprints . lse .ac.uk/32968/

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