Information literacy, e learning and the role of the librarian


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The updated presentation for a lecture I gave at the University of Sheffield, 28th February 2013

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Information literacy, e learning and the role of the librarian

  1. 1. Information literacy, e-learning and the changing role of the librarian DR JANE SECKER LONDON SCHOOL OF ECONOMICS AND POLITICAL SCIENCE University of Sheffield, i School guest lecture 28th February 2013
  2. 2. Overview About me Information literacy and librarians Librarians and e-learning Future trends to watch Ways to keep up to date
  3. 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. 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. 5. What else? Professional involvement: CILIP Information Literacy Group, Editor of Journal of Information Literacy, co-founder of LILAC Conference Member of UUK Copyright Working 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. 6. Information literacy and the librarian What does information literacy mean to you? Is an issue for all libraries or just academic libraries? How does it translate into what you might do as a librarian? What about librarians as teachers? Is information a new role for something librarians have always done?
  7. 7. What do we mean byinformation literacy? “Digital fluency”
  8. 8. “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
  9. 9. A New Curriculum for Information Literacy Undertook 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 but also an approach to IL Designed to be flexible, adaptable, modular, embedded into programmes of study Not aimed just a librarians but at all educators Find out more from
  10. 10. ANCIL definition of Information LiteracyInformation literacy is a continuum of skills, behaviours, approaches and values that is so deeply 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. 11. ANCIL in practice The curriculum covers functional skills up to high-level intellectual operations Information literacy sessions can incorporate multiple strands but should be active, reflective, relevant to student needs Many resources on ANCIL blog At LSE we used the curriculum to audit provision for information literacy across the institution Undergraduate support at LSE: the ANCIL report Paper presented on LSE Teaching, Learning and Assessment committee was endorsed on 13th Feb 2013
  12. 12. Information literacy at LSE A wide range of workshops provided by Academic Support Librarians – standalone and embedded Also use the VLE to provide online support in Library Companions Following ANCIL audit a new strategy is being developed to embed support and provide greater consistency across departments Work also to develop librarians as teachers: e.g. PGCert or short educational development sessions
  13. 13. Digital Literacy in practice at LSE Digital literacy classes run by CLT and Library Open to all staff and PhD students Opt in programme but available each term Cover using new technologies to support teaching and research  social media (social networking, social bookmarking, Twitter, blogging), advanced internet searching, keeping up to date, developing your web presence Taught by CLT and Library staff but also will be reviewed in light of ANCIL audit Further information on CLT website
  14. 14. Supporting PhD Students: the MY592 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. 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: Endnote, Zotero, Mendeley Week 6: Publication, ethical issues and keeping up to date Overview on LSE Library website
  16. 16. Librarians as teachers Librarians can be highly innovative as teachers using social media and other technologies Some of the subjects we have to teach are challenging: plagiarism, referencing, copyright etc. Team teaching can be a great way to embed information literacy in a discipline – it’s also great for new teachers Getting a teaching qualification can really help Need to challenge traditional views about the role of librarians – it’s all about books right?
  17. 17. 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
  18. 18. 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
  19. 19. 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 embedded in online courses as well as face to face
  20. 20. 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?
  21. 21. 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
  22. 22. Open education Related to open access but different… Open educational resources are freely available teaching and learning resources often licensed under Creative Commons Massive Online Open Courses (MOOCs) are not just resources but courses MOOCs launched by several UK / US universities often through platforms such as Coursera, Udacity Also a great way of librarians sharing and reusing their information literacy teaching materials
  23. 23. Future trends How might the needs of students evolve over the coming years and what impact will this have on teaching? What impact will fewer students visiting libraries and increased access to online readings be? How might VLEs evolve over the coming few years? What impact will MOOCs and open education have? What impact do other technologies such as social media have on the tools we use in education?
  24. 24. Ways to keep up to date Conferences, events (LILAC, ARLG 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 a reader to follow blogs - consider writing your own to reflect on your work
  25. 25. Further readings Secker, Jane and Coonan, Emma. (2012) Rethinking Information Literacy: a practical framework for supporting learning. Facet Publishing: London Bell, M., Moon, D. and Secker J. (2012) Undergraduate support at LSE: the ANCIL report. The London School of Economics and Political Science, London, UK. Available at: Secker, Jane. (2010) Copyright and E-learning: a guide for practitioners. Facet Publishing: London New Curriculum Blog: My blog: LILAC Conference: Follow me on Twitter @jsecker Join the CILIP CSG-Information Literacy Group – its free for students!
  26. 26. Any questions?Dr Jane SeckerCopyright and Digital Literacy AdvisorCentre for Learning Technology, InformationManagement and Technology, LSEEmail Find me on LinkedIn, Twitter etc.