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Librarians as teachers: Rethinking information literacy - collaboration, co-ordination, consolidation

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Librarians as teachers: Rethinking information literacy - collaboration, co-ordination, consolidation

  1. 1. Rethinking information literacy:Collaboration, co-ordination, consolidationJane Secker and Emma CoonanLibrarians as Teachers, 13th June 2013Image: Kevin Dooley, flickr.com CC BY-NC 2.0
  2. 2. Rethinking Information LiteracyCollaborate Coordinate Consolidate
  3. 3. Librarians as teachers ... We are talking aboutinformation literacy(IL) But what do wemean?
  4. 4. Librarians as teachers ... We are talking aboutinformation literacy(IL) But what do wemean? Library instruction
  5. 5. Librarians as teachers ... We are talking aboutinformation literacy(IL) But what do wemean? Library instruction User education
  6. 6. Librarians as teachers ... We are talking aboutinformation literacy(IL) But what do wemean? Library instruction User education Bibliographictraining
  7. 7. Information literacy is a continuum of skills,behaviours, approaches and values that is so deeplyentwined with the uses of information as to be afundamental element of learning, scholarship andresearch.It is the defining characteristic of the discerningscholar, the informed and judicious citizen, and theautonomous learner.(ANCIL definition of information literacy, 2011)
  8. 8. The literacy landscape
  9. 9. ANCIL: Rethinking ILSecker & Coonan (2011)
  10. 10. CareersLanguage CentreTeaching & Learning CentreLanguage CentreLSE100DepartmentsLibraryLibraryLibraryLibraryLibraryCentre for LearningTechnologyDepartmentsLSE100Teaching & LearningCentreDepartmentsLanguage CentreLibraryTeaching & Learning CentreDepartmentsLanguage CentreLanguage CentreTeaching & Learning CentreCareersDepartmentsLSE100ANCIL in practiceSecker & Coonan (2011)
  11. 11. Embedding vs integrating?“The immediate connotation of the term‘embedding’ is placement and addition. Whilepresent in the [curriculum] it is neither integralnor integrated. It is there as an add-on and canpossibly be done without.”(Victor Lim Fei, 2012)
  12. 12. Joining up support
  13. 13. Challenging perceptions of IL“… if the teachers, whether they’re school oruniversity teachers, don’t have the same viewof IL that we do, it’s always going to be[about] the skills. And the skills are fine butanybody can teach the skills; it’s teaching thechanging attitude and the different approachthat I think has to come from the teachers.”(ANCIL Expert Consultation Report, 2011)
  14. 14. Credibility and capability
  15. 15. Qualifications and staff development
  16. 16. Image credit: Gungahlin Public Library(reproduced by permission of Libraries ACT)Image © Gungahlin Public Library(reproduced by permission of Libraries ACT)
  17. 17. “... within IL standards information is usuallytreated as an object to be located and used bythe individual.”(Spiranec & Zorica, 2012)
  18. 18. “Being able to use different ways of findinginformation and being able to judge whetherthe information is trustworthy or accurate isvital: it opens up choices, empowers us and cangive us more confidence.”(Welsh Information Literacy Project, 2011)
  19. 19. Learners can “extend their investigations,become more self-directed, and assumegreater control over their own learning”(ACRL, 2000)
  20. 20. “Information literacy .... empowers people in allwalks of life to seek, evaluate, use and createinformation effectively to achieve theirpersonal, social, occupational and educationalgoals. It is a basic human right ... ”(UNESCO, 2005)
  21. 21. ‘Victorian mindmapped man’ by LukePDQ, flickr.com CC BY-NC-SA 2.0
  22. 22. “What I work with is the information that’sstill inside people’s heads, that’s not yetstructured or fully articulated, that’s the resultof the creative encounter between anindividual and a learning context.”(The Mongoose Librarian, 2013)
  23. 23. “ ... the main gap I am finding is with regards tocritical and holistic thinking. There seems to bea teach‐to‐test culture which focuses oncircumscribing knowledge into manageableboxes ... ”(ANCIL Expert Consultation Report, 2011)
  24. 24. Image credit: Gungahlin Public Library(reproduced by permission of Libraries ACT)Image © Gungahlin Public Library(reproduced by permission of Libraries ACT)
  25. 25. “If the learner/user becomes informationliterate, that is, self-sufficient, then the role ofthe information professional is necessarilyredefined as the one of facilitator of learning,rather than provider of information.”(Andretta, 2005)
  26. 26. Image credit: Gungahlin Public Library(reproduced by permission of Libraries ACT)Image © Gungahlin Public Library(reproduced by permission of Libraries ACT)
  27. 27. “It is as absurd to try and solve theproblems of education by giving peopleaccess to information as it would be tosolve the housing problem by giving peopleaccess to bricks.”(Diana Laurillard, 2002)
  28. 28. Thank you!j.secker@lse.ac.uk / @jseckeremc35@cam.ac.uk / @LibGoddesshttp://newcurriculum.wordpress.com

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