Identifying the information Literacy needs of your diverse users

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This presentation was given by Sheila Webber at the CILIP Libraries for Nursing Study Day, held in York (UK) on 5th October 2010. the final slide (before the contact details and the references) gives instructions for the exercise that was then carried out by participants.

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Identifying the information Literacy needs of your diverse users

  1. 1. Identifying the information Literacy needs of your diverse users Sheila Webber Information School University of Sheffield October 2010 Presented at the Libraries for Nursing study day, York, UK; 5 October 2010
  2. 2. Information: ambulancemen Lloyd, A. (2009) “Informing practice: information experiences of ambulance officers in training and on- road practice.” Journal of Documentation, 65 (3), 396-419 • training manuals • books, • written rules • protocols •Colleagues •Trainers Bodies/ people/ environment • Sound • Speech • Touch • Appearance • MovementPatients Text “you don’t really know what’s happening until you get your hands on the patient and can see breathing, feel a pulse, what’s the blood pressure, are they pale?” (p409)
  3. 3. Integration of the “external” evidence base into practice “An information literate person has a deep awareness, connection, and fluency with the information environment. Information literate people are engaged, enabled, enriched and embodied by social, procedural and physical information that constitutes an information universe. Information literacy is a way of knowing that universe." Lloyd (2004: 223) International IL Logo: http://www.infolitglobal.info/ Sheila Webber, 2010
  4. 4. Most groups are diverse • You have some things in common, but also differences • I make some assumptions from institution, job title, your name, the fact that you signed up for this day … these assumptions could be wrong Sheila Webber, 2010 Pictures taken by Sheila Webber, on the UEL island in Second Life
  5. 5. Options in meeting diverse needs • Who (takes action)? – You – The learners – Others • Where? – Their workplace – Their home – (Anywhere else they are…) – Your workplace/training venue • When? – Before – During – After – Continuously – Synchronous or asynchronous • How? – Web – Virtual chat/ world – Print – Face to face In marketing terms: creating a customer relationship: but not worth it for all customers, and some customers don’t want a relationship Sheila Webber, 2010
  6. 6. Example … “before” Educator e.g. Observation (Looking at student profiles, activity, past work; Googling people) Posing questions; Engaging in discussion online; Setting tasks; Changing plans in the light of what is discovered. Learner e.g. Responding to requests for information about themselves; Completing a diagnostic; Formulating questions; Creating a portfolio of examples from practice; Following through an online tutorial. Others e.g. Nurse educators providing you with information; Computing centre or development unit supporting computing or writing skills; Academic facilitating exercises you have jointly agreed on; Peer support for the learner f2f or online. Sheila Webber, 2010
  7. 7. What and why? • What is essential, and part of, the learning? • What is a necessary tool/skill to support learning, but not actually the goal of the learning? • What are your motivations and their motivations? • What is their: – Disposition to learn? – Attitude towards the “academic” part of their learning and to technology? – How does it fit with their professional identity? Sheila Webber, 2010
  8. 8. Example: 4 types of international student • Kari Smith’s (2010) research • Distance learning students (Objectives: adventure, language, wider horizons, new perspectives) • Students from abroad choosing to study in another country (want degree/profession not attainable in their own country • Immigrant population (want integration into society) • Minority groups (want degree/profession) • Different needs, expectations, motivations and behaviour as regards language, content, national & educational culture, aspirations for study etc. Sheila Webber, 2010
  9. 9. Some issues preventing lifelong IL learning in nursing • Learner knowledge, skills and attitudes – Knowledge and skill levels in searching – Knowledge about sources – Levels of self confidence • Organisational issues – Degree of emphasis placed on research based clinical practice – Access to technology – Attitude to change – Library and information provision • Curriculum design& pedagogic approach – Should not be short isolated experience, which “Does not prepare nurses for the challenges of research, problem solving and continuous learning” – Should be in the context of nursing curricula “structured so that inquiry is the norm, problem solving is the focus and development of critical thinking is natural and ongoing” (not talks and textbooks) Barnard, Nash and O’Brien (2005) Sheila Webber, 2010
  10. 10. Figure 1 Diversity and Learning Framework for effectively recognizing and responding to diversity issues Language Religion and spirituality Sexual Orientation Age Gender Culture Abilities Other Socio- economic status Awareness of issues Reflection Skill sets Action Knowledge base Student Learning Encounter Closely adapted from: Johnston and Mohide (2008) Age cohort e.g. boomer Sheila Webber, 2010 Openness to diversity
  11. 11. Exercise 1 • What types of diversity have you encountered? • Take a few minutes to jot them down • I will write them up: if there are very many we can identify the most frequent/ problematic Exercise 2 • One “type” of diversity per flip chart sheet • You circulate round the sheets: note any strategies you have used, or problems encountered • Share them at the end (writing up the sheets, if there are a lot) Sheila Webber, 2010
  12. 12. Sheila Webber s.webber@shef.ac.uk http://information-literacy.blogspot.com/ http://www.slideshare.net/sheilawebber/
  13. 13. References • Barnard, A., Nash, R. and O’Brien, M. (2005) “Information Literacy: developing lifelong skills through nurse education.” Journal of nursing education, 44 (11), 505-510. • Lloyd, A. (2009) “Informing practice: information experiences of ambulance officers in training and on-road practice.” Journal of documentation, 65(3), 396- 419 • Lloyd, A. (2004) “Working (in)formation: conceptualizing information literacy in the workplace.” In: Danaher, P.A. et al (eds.) Lifelong learning: whose responsibility and what is your contribution? Refereed papers from the 3rd International Lifelong Learning Conference, Yeppoon, Australia: 13-16 June 2004. pp.218-224. Rockhampton: CQU. • Johnston, C. and Mohide, A.A. (2009) “Addressing diversity in clinical nursing education: support for preceptors.” Nurse education in practice, 9(5), 340–347 • Smith, K. (2010) “Challenges posed by diversity: looking at language and assessment”. In Creating Knowledge VI, Bergen, Wednesday 8 September 2010. http://creatingknowledge.blip.tv/file/4124394/ [Video] Sheila Webber, 2010
  14. 14. Additional items • SCONUL (2008) Library services for international students. London: SCONUL. http://www.sconul.ac.uk/groups/access/papers/international_students.pdf • Sovic, S. (2008) Lost in Transition? The International Students’ Experience Project. London: University of the Arts. http://www.arts.ac.uk/docs/ISEP_- _Public_Report.pdf • Student Diversity and Academic Writing project. (2008) International Students, Academic Writing & Plagiarism. London School of Economics and Lancaster University Management School. http://www.sdaw.info/index.htm • University of Sheffield. (2008) Study Skills for Students with Dyslexia. Sheffield: UoS. http://dyslexstudyskills.group.shef.ac.uk/ Sheila Webber, 2010

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