Jane: brief project background.Research based on comprehensive literature review and expert consultation with colleagues in the fields of education as well as librarianship, also interviewed trainee teachers about their own perceptions around information and their views on their learners’ information behaviourIssue of “digital fluency” (Demos), “digital literacy” (Guardian) etc., particularly in young people, is very high profile at the moment – it’s become evident that skills are not enough: informed judgement is crucial. To achieve this we need empower learners to generate their own strategies for meeting, assimilating and evaluating information in all its forms in the digital universe, including the transition to new information contexts that haven’t yet emerged.Decided that our curriculum should be transitional / transferable / transformational (empowerment) leading to our definition ...
Jane (or Emma depending on timing?)
Emma – based on Helen’s LSE talkIt’s a curriculum: not a competency model. The focus is on the process of learning to become information literate rather than outlining the attributes of the ideal student. Therefore it’s not about defining an ideal state: rather it’s about supplying steps or scaffolds for helping the student develop on their own terms, rather than living up to ours.It focuses on the learning process and on the emergence or development of learning identity. Takes a holistic view of IL provision, which can appear quite different when you look at it from the student’s point of view as opposed to a library’s viewpoint or a service’s, or a department’s.Learning is like chess because ...The transition to a new environment means, crudely, that you have to understand a new set of rules (expectations, behaviours, shared thinking frameworks, value sets). But understanding the rules doesn’t make you a grand master at applying them – it’s just the first step ...
Emma:Interprofessional: As a result the emphasis is on a joined up IL provision that might come from any one of a number of places, and might take any one of several formats (ranging from taught sessions to a guidance leaflet, taking in ad hoc support over the issue desk on the way). Might be formal, scheduled provision; might be student-initiated. All part of the same learning landscape as experienced by the student. This means that IL no longer “belongs” exclusively to librarianship. To be implemented effectively, it has to be interprofessional.
Emma:Not separated (that’s why the learner is at the centre of our spider diagram)Biggs - Learning outcomes, activities and assessment aligned
Emma – How you teach is as important as what you teach (this came out very strongly in our expert consultations)Opportunities for reflectionActivity basedEmbedded in academic discipline – not just running parallel but aligned to mainstream curriculum and keyed to the tasks that learners are being assessed on
Katy – next step is to implementNeed to know existing provisionusing ANCIL to audit (mounting block analogy)
KatyUsing strands to inform the questionsAncillary questions to identify any issuesQuestionnaire v interview
KatyStrands alone initiate reaction, often lack of recognition of own provisionExpansion of strands then prompts reflection, often interviewees realise they do deliver the strands in some wayLeads to reflection on collaborative holistic approach
KatyResults identify who should lead, enthusiasts and cynics (need both), how to get institutional buy-in and what resources are neededAction plan can be createdDon’t lose the impetus
Jane – introduce workshop element
Katy: invite feedback to whole group on discussion pointsNB, we may need to talk around some of them – participants might not want to volunteer info on duplication : )
Emma – find more info at ...
... And watch / read about us
Transcript of "Coonan seckerwrathalllilac2012"
A New Curriculum for Information Literacy:strategies for implementation Jane Secker, LSE Emma Coonan, Cambridge University Library Katy Wrathall, IL Consultant flickr.com/photos/mcginnly/2197675676
Session overviewProject backgroundWhat’s different about ANCIL?How could I use ANCIL in my own practice?
Our key curriculum attributes Holistic Modular Embedded Flexible Active and assessed Transitional : Transferable : Transformational
WorkshopCreate an audit of your institution’s provision undereach strand (5 minutes: individually or with colleagues)Evaluate provision from the student’s perspective andidentify overlaps, gaps, and potential for joining up(15 minutes: discuss and compare in groups)Create an action plan for taking your findings forward