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Stellenbosch university infolit story 24 May 2016

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Stellenbosch University Library Infolit Story

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Stellenbosch university infolit story 24 May 2016

  1. 1. UNIVERSITY OF STELLENBOSCH Infolit Story
  2. 2. SU Infolit story  Information literacy framework  Standards  Training types  Library guides  E-modules
  3. 3. Information literacy framework Why? • to provide structure for an effective information literacy skills training program • world trend to revisit Information literacy frameworks e.g. ACRL framework
  4. 4. Information literacy framework
  5. 5. Information literacy framework Definition
  6. 6. Information Literacy Standards SU Library and Information Service information literacy standards are based on the Australian and New Zealand information literacy framework. There are five core competencies/standards Standard Purpose Learning outcome UNDERSTANDING/STARTING OUT Recognises the need for information and determines the nature and extent of the information need To enable users to describe the information need in terms of the core issues or relevant keywords, use of Boolean operators • Defines and articulates the information need • Understands the variety of information resources • Re-evaluates the nature and extent of the information need FIND Finds information effectively and efficiently To enable users to retrieve, and use the various databases to locate relevant resources or information • Selects the most appropriate methods or tools for finding information • Constructs and implements effective search strategies EVALUATE Critically evaluates information and the information seeking process • Assesses the usefulness and relevance of the information obtained • Defines and applies criteria for evaluating information • Reflects on the information seeking process and revises the search strategies
  7. 7. Information Literacy Standards continue Standard Purpose Learning outcome USE RESPONSIBLY Manages information collected or generated. Uses information responsibly. Understands and acknowledges cultural, ethical legal and social issues surrounding the use of the information Addresses relevant ethical and legal concerns such as plagiarism and copyright. Makes use of referencing methods applying tools that make the academic venture easier e.g. Turnitin, EndNote, Refworks etc. • Records the information and its sources • Organises the information in folders/files/according to a logical system e.g. bibliography, literature review • acknowledges cultural, ethical and socio- economic issues related to access to, and use of information • recognises that information is underpinned by values and beliefs • conforms with appropriate use of information legally obtains, stores and disseminates text, data, images or sound, and intellectual property STORE & COMMUNICATE Applies prior and new information to construct new concepts or create new understandings • Compares and integrates new understandings with prior knowledge to add value • Applies the information to create a new knowledge base, or to find solutions to problems • Communicates knowledge and new understanding effectively articles, PowerPoint presentations, assignments
  8. 8. Information Literacy training types Types Assessment (refers to measuring and describing student learning) Evaluation (feedback regarding the effectiveness of the program) Impact Orientation and general library usage Evaluation Not always directly measurable Generic Contact group – not subject specific training E-learning – self pased Evaluation Not always directly measurable Curriculum Related - self-paced and contact Integrated – E- learning - self passed and contact Evaluation and feedback from lecturer about assignment Assessment Not always directly measurable Measurable impact Individual training: In person Def. Curriculum related/ Curriculum integrated or Generic personal training of an individual/s with an information need or problem (drop in or by appointment). (15 or more minutes) Evaluation Not always directly measurable
  9. 9. Training results 2015 Academic partnering and buy-in are critical, especially with credit-bearing information literacy programmes where information literacy outcomes are assessed. We continued to increase our reach, with almost 200 more undergraduate students attending curriculum-integrated training sessions in 2015. Most first-year undergraduate students in all faculties from 2014 have the opportunity to be enrolled in a module in which information literacy is integrated and assessed. The best outcome would be for all these modules to be compulsory and repeated in a final year on a more advanced level of information literacy.
  10. 10. Curriculum Integrated Training: Examples
  11. 11. Curriculum Integrated Training: Scientific Communication Skills
  12. 12. Curriculum Integrated Training: Scientific Communication Skills
  13. 13. 1) PDF to full text of article 2) Journal title: Food Control 3) Volume, issue, pages 4) Authors 5) Abstract Curriculum Integrated Training: Scientific Communication Skills – Magazine vs Peer Review Journal
  14. 14. Curriculum Integrated Training: Legal Skills
  15. 15. Curriculum Integrated Training: Legal Skills
  16. 16. Curriculum Integrated Training: Legal Skills Library assessments There will be three test opportunities in the year. Your test mark will be calculated on the following basis- the best two obtained marks will be divided by two The class mark will be calculated on the following basis: • 75% of the class mark is determined by the test mark • 25% of the class mark is determined by your mark for the legal sources and tutorials component which will be evaluated by continuous evaluation (library responsible for this part)
  17. 17. Curriculum Integrated Training: Legal Skills
  18. 18. Curriculum Integrated Training: Legal Skills
  19. 19. Curriculum Integrated Training: Legal Skills Introduction to Law 171 Group assignment Provide a critical assessment regarding assisted suicide/active euthanasia in light of the judgment (and reasoning) by Judge HJ Fabricius in the case of Stransham-Ford v Minister of Justice and Correctional Services. Your assessment should refer to, inter alia, the Common Law, the Constitution, case law and the approach of other jurisdictions.
  20. 20. Curriculum Integrated Training: Psychology 347 – 2 tests forms part of the class point
  21. 21. Curriculum Integrated Training: Psychology 347 – 2 tests forms part of the class score
  22. 22. Curriculum Integrated Training: Psychology 347 – 2 tests forms part of the class point 378 of the 419 Psychology 348 students completed the first test. The average point was 8.32 out of 10.
  23. 23. Online IL developments & Library guides for the selfie generation “The way young people use Facebook, YouTube, YouNow, Instagram, Pinterest, Twitter and Co actually tells us everything we need to know for adapting our “old systems” to the challenges of present times – we just need to watch and learn.”
  24. 24. Online IL developments & Library guides for the selfie generation
  25. 25. Library guides
  26. 26. Library guides
  27. 27. Library guides – subject guides
  28. 28. User guide for Postgraduates and Researchers
  29. 29. User guide for Postgraduates and Researchers
  30. 30. Library guides In March 2015 Library guides received 36 150 views. This coincides with the times of the year most students from all faculties are busy with research for their written assignments.
  31. 31. Most popular library guides 2015 The enhanced How do I find, access and use information effectively: A step-by-step guide was again the most popular guide, with 72 580 views for 2015 alone. The most popular subject-specific library guides for the year were Law and government publications and the Education library guide. The “Research process” and “Where to publish your research article” guides are listed among the top 10 popular library guides for 2015.
  32. 32. SUNLearn Library module for Postgraduates and Researchers The aim of the module will be to develop the skills and knowledge of emerging Stellenbosch University researchers and postgraduate students and to equip them with practical knowledge to find the relevant resources, services and assistance available for each step in a typical research project. But why do we need a library guide (libguide) and a library model?
  33. 33. THANK YOU! As long as we have users with information needs, and creators who want to help users find their way through the maze, SULIS Information literacy framework will develop and change over time. Floris Leeuwenberg. 2013. [Online]. Available: http://www.newscientist.com/data/images /ns/cms/dn23321/dn23321- 1_300.jpg [2013, September 30].
  34. 34. Thank you

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