This poster by Sheila Webber was presented at the LILAC (Information Literacy) conference 18-20 April 2011 in London, UK.
"This poster presents ways in which the author aims to develop learners’ concepts of what information literacy means to them, in a core Masters class (“Information Resources and Information Literacy”) taken by 90 students in 2010-11 (60% of whom were international students).
One intervention makes use both of a Virtual Learning Environment, WebCT, and face to face discussion. The author sets up WebCT discussion threads for 10 conceptions of information literacy discovered through phenomenographic research (Webber et al., 2005). Students select the conception that best matches their own, and post comments on why they chose it. The most “popular” conception, in both years the exercise has run, has been IL as critical thinking and autonomous learning. The “results” are discussed with the class, in terms of implications for organisational and library development of these conceptions.
The second intervention consists of a seminar and a poster display. Students are divided into small groups and set the task of producing posters that show “What information literacy means to my future career”. The career aspirations of this class are varied (from management and Government posts in China, to library posts in the UK) and the posters are similarly varied in approach and style. This culminates in an hour long exhibition attended by students and staff, which also includes a display of database reference guides produced by students in a further exercise, and selections from their online discussion posts. This provokes discussion around the nature of information literacy and its relationship to employability. The poster outlines key facts about the class, illustrates the aims and steps in the interventions, and include photos of some of the students’ work.
Webber, S. Boon, S. and Johnston, B. (2005) “A comparison of UK academics’ conceptions of information literacy in two disciplines: English and Marketing.” Library and Information Research, 30 (93), 4-15."