My experience of using the research Sheila Webber University of Sheffield Department of Information Studies June 2007 Text and photos copyright Sheila Webber, 2007

Context for these slides These slides outline the way in which I have used the discoveries from the research project investigating UK academics’ conceptions of information literacy and pedagogy for information literacy . This was a phenomenographic investigation looking at 4 disciplines: Marketing, Chemistry, Civil Engineering and English. One the articles about this research can be found here: 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. http://www.cilip.org.uk/specialinterestgroups/bysubject/research/publications/journal/archive/lir93/article93b.htm

These slides outline the way in which I have used the discoveries from the research project investigating UK academics’ conceptions of information literacy and pedagogy for information literacy . This was a phenomenographic investigation looking at 4 disciplines: Marketing, Chemistry, Civil Engineering and English. One the articles about this research can be found here:

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. http://www.cilip.org.uk/specialinterestgroups/bysubject/research/publications/journal/archive/lir93/article93b.htm

Outline With students With staff in my Department With other staff in Sheffield With librarians outside the institution With academics outside the institution

With students

With staff in my Department

With other staff in Sheffield

With librarians outside the institution

With academics outside the institution

With students Masters students Introducing categories of ped. for IL to Masters students Asking students (in groups) to see whether they can identify which category their subject lecturers fell into + identify what could have been done better Mini presentations from students Helps them explore their own conceptions & abilities & take critical approach Introduce to UG in IL class. Thinking of using IL categories more broadly across (multidisciplinary) programmes as basis for IL education

Masters students

Introducing categories of ped. for IL to Masters students

Asking students (in groups) to see whether they can identify which category their subject lecturers fell into + identify what could have been done better

Mini presentations from students

Helps them explore their own conceptions & abilities & take critical approach

Introduce to UG in IL class.

Thinking of using IL categories more broadly across (multidisciplinary) programmes as basis for IL education

With staff in Department Colleagues introduced to categories, discussed which one they identified with or would aspire to

Colleagues introduced to categories, discussed which one they identified with or would aspire to

With staff outside the Department IL now officially one of the attributes of a Sheffield Graduate Every Department had to produce a Departmental Learning Teaching & Assessment Strategy IL Network (library + IS Dept) held 3 workshops to help Departments develop IL aspect See handout (part of workshop) Exercises in developing ideas of what IL meant, what wanted as outcomes

IL now officially one of the attributes of a Sheffield Graduate

Every Department had to produce a Departmental Learning Teaching & Assessment Strategy

IL Network (library + IS Dept) held 3 workshops to help Departments develop IL aspect

See handout (part of workshop)

Exercises in developing ideas of what IL meant, what wanted as outcomes

With librarians Identifying and discussing their own conceptions & approaches Identifying conceptions & approaches of staff they work with Identifying different strategies appropriate to particular categories (marketing & educational)

Identifying and discussing their own conceptions & approaches

Identifying conceptions & approaches of staff they work with

Identifying different strategies appropriate to particular categories (marketing & educational)

With academics outside the institution University of West of England Day focused on information literacy development 28 participants – about 2/3 academics, rest librarians Presentation followed by break out session – next slide

University of West of England

Day focused on information literacy development

28 participants – about 2/3 academics, rest librarians

Presentation followed by break out session – next slide

Break out exercise Identify & discuss your own conceptions of IL/ teaching information literacy Identify the conceptions of staff you work with Identify ways forward/ strategies appropriate to these conceptions Each group fed back Issue which emerges as most difficult or contentious Issue on which there is most agreement An unanswered question

Identify & discuss your own conceptions of IL/ teaching information literacy

Identify the conceptions of staff you work with

Identify ways forward/ strategies appropriate to these conceptions

Issue which emerges as most difficult or contentious

Issue on which there is most agreement

An unanswered question

Sheila Webber s.webber@shef.ac.uk http://information-literacy.blogspot.com/ http://adventuresofyoshikawa.blogspot.com / Sheila Yoshikawa

Sheila Webber

s.webber@shef.ac.uk

http://information-literacy.blogspot.com/