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Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
Information literacy, e learning and the changing role of the librarian
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Information literacy, e learning and the changing role of the librarian

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A lecture given at University of Sheffield iSchool on 1st March 2012.

A lecture given at University of Sheffield iSchool on 1st March 2012.

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  • 1. Information literacy, e-learning and the changing role of the librarian DR JANE SECKER LSE CENTRE FOR LEARNING TECHNOLOGY University of Sheffield, i School guest lecture 1st March 2011
  • 2. Overview About me Information literacy and librarians Librarians and e-learning Future trends to watch Ways to keep up to date
  • 3. My role Copyright and Digital Literacy Advisor at LSE Based in Centre for Learning Technology Work closely with colleagues in Library Advise staff about copyright and e-learning Run a programme of training for staff and PhD students: digital literacy Involved in information literacy initiatives for students: courses, online support
  • 4. How did I get here? My background: librarian and e-learning specialist, PhD in information science / history Worked in academic, government, museum libraries for the past 12 years Involved in many research projects: JISC, HEA Publications and conferences Regularly use Twitter (@jsecker) Maintain a few blogs!
  • 5. What else? Professional involvement: CILIP Information Literacy Group, LILAC Conference Chair of Heron User Group Former Chair of ALISS Completed LSE’s PGCert in Teaching in Higher Education – HEA Fellow Now teach on LSE’s PGCert Arcadia Fellow at Wolfson College Cambridge, 2011
  • 6. Information literacy and the librarian What does information literacy mean to you? Is it a library issue? Is an issue for all libraries or just academic libraries? How does it translate into what you might do as a librarian? Teaching? Is it a new term for something we have always done?
  • 7. What do we mean byinformation literacy? “Digital fluency”
  • 8. “Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve theirpersonal, 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
  • 9. A New Curriculum for Information Literacy Recently completed research on developing a curriculum for information for undergraduates of the future – expert consultation / lit review Different to SCONUL 7 pillars and ACRL Standards – it’s a curriculum Designed to be flexible, adaptable, modular, embedded into programmes of study Not aimed just a librarians but at all educators Find out more from http://newcurriculum.wordpress.com
  • 10. ANCIL definition of Information Literacy Information literacy is a continuum of skills, behaviours, approaches and values that is sodeeply entwined with the uses of information as to be a fundamental element of learning, scholarship and research. It is the defining characteristic of the discerning scholar, the informed and judicious citizen, and the autonomous learner.  ANCIL definition of information literacy (2011)
  • 11. Using the curriculum The strands cover 4 broad learning categories, from functional skills up to high-level intellectual operations Classes can incorporate multiple strands Classes should be active, reflective, relevant to student need You could use the curriculum to audit your own (or your department’s) teaching provision Find out more about Implementing ANCIL from the wiki – includes cases studies from two universities Currently undertakingan audit at LSE using ANCIL
  • 12. E-learning and libraries E-learning support – librarians and learning technologists working in partnership to offer advice to staff and students Librarians can make use of e-learning for information literacy and other teaching opportunities E-learning offers some unique challenges in terms of copyright and licensing issues that librarians are often best placed to deal with
  • 13. Does it work in practice? In most institutions e-learning staff and librarians are rarely part of the same team Different cultures and different ways of working E-learning an emerging profession – no standard route into working in the field Professional body – ALT who have special interest groups, organise events and conferences and more recently accredit courses Academic support role means they can be ideal partners to help join up strategically and practically
  • 14. What are the issues Librarians may not have access to the VLE Librarians will need help and advice designing online courses E-learning staff may not understand copyright and licensing issues Students may not need to visit the Library if they have all their resources provided through a VLE Information literacy needs to be consider when designing an e-learning course
  • 15. Typical queries related to e-learning I want to include a video from YouTube in my online course – can I do this legally? I have lots of images taken from the website – is it ok to upload them to Moodle / Blackboard? Can I scan a chapter from a book and upload it to Moodle for my students? I downloaded a PDF from a journal – is it ok to share it with students using the VLE Who owns the materials I create when I use the university VLE?
  • 16. You Tube and copyright You Tube can be problematic as it does sometimes contain material infringing copyright You Tube put responsibility for copyright onto the user but will remove content if it infringes copyright You can link to videos from a VLE or embed the video without infringing copyright Be aware that content could be removed so don’t rely on always being able to access the material Take a look at Teacher Tube or You Tube’s education channel
  • 17. Images, the internet and e-learning Images are subject to copyright unless the owner has shared them under an open licence e.g. Creative Commons Images are usually copied in their entirety It’s far easier to get people to use licensed image collections or copyright free images that to request copyright permission for images Many photographers will charge fees to reproduce images – its how they make their living! Take your own photos if they are for illustrative purposes
  • 18. Scanning published works Uploading published content to the VLE could seriously damage the sales of textbooks so publishers have been keen to regulate this activity Scanning from books and journals is only permitted under the CLA Licence or with permission from a publisher The CLA Licence is fairly complex and requires institutions to report all scanned readings annually In some institutions the Library manages a scanning service to ensure quality and compliance
  • 19. Journal articles and e-learning Many journals are licensed through large databases and terms and conditions will apply In many cases publishers want to collect metrics so will request you link to their material rather than download it and re-distribute it It can be difficult to create stable links to journal articles Staff will find it far easier to download a PDF and use it in the VLE – but you will need a CLA Comprehensive Licence to do this (and to report use)
  • 20. IPR and e-learning Increasingly universities are formalising their IPR policies and setting out the ownership of teaching materials In many cases there is no difference between paper teaching materials and those added to the VLE Some academics will work in partnership with e- learning colleagues to produce a resource, so institutional ownership is far easier Some institutions are encouraging staff to share teaching materials as open educational resources
  • 21. Future trends How might the needs of students evolve over the coming years and what impact will this have on the teaching we offer? Will fewer and fewer students visit libraries and access all their readings online? What impact will mobiles and tablets have on learning? How might VLEs evolve over the coming few years? What impact do other technologies such as social media have on the tools we use in education?
  • 22. Ways to keep up to date Conferences, events (LILAC, UC&R conference) JISC Regional Support Centres organise events for Further Education librarians LibCamp and TeachMeets Professional social networking: on LinkedIn, Twitter and by reading blogs Joining groups New Professionals Network, but also CILIP groups, other library groups Use Google Reader to follow blogs - consider writing your own to reflect on your work
  • 23. Further readings Secker, Jane and Coonan, Emma. (2010) ANCIL Curriculum and Supporting Documentation. Available at: http://ccfil.pbworks.com/f/ANCIL_final.pdf Secker, Jane. (2010) Copyright and E-learning: a guide for practitioners. Facet Publishing: London New Curriculum Blog: http://newcurriculum.wordpress.com Implementing ANCIL wiki: http://implementingancil.pbworks.com My blog: http://elearning.lse.ac.uk/blogs/socialsoftware/ LILAC Conference: http://www.lilacconference.com Follow me on Twitter @jsecker Join the CILIP CSG-Information Literacy Group – its free for students!
  • 24. Any questions?Dr Jane SeckerCopyright and Digital Literacy AdvisorCentre for Learning Technology, LSEEmail j.secker@lse.ac.uk Find me on LinkedIn, Twitter etc.

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