Emma Modified Delphi approach (used in forecasting the future) - consultation with experts in the education and information fields via e-mail questionnaire and interviews Including trainee teachers, school librarians, academic librarians, educational technologists and others Literature review Developing a curriculum plus various supporting resources Examples of best practice Evidence toolkit Mapping of curriculum to SCONUL 7 pillars Preliminary findings presented at workshop
Emma The 2011 Demos report argues that helping young people navigate hugely variable Internet sources should be achieved not by tighter controls but by ensuring they can make informed judgements (4). The move towards independent learning is again key not just to our practices but in our thinking – we should think less about the internet causing harm (passive learning model) and instead focus on what young people bring to the technologies – helping them equip and empower themselves with an understanding of how to apply critical judgement. The Guardian’s high-provile digital literacy campaign for radical change to how ICT is taught and thought about in schools, JISC’s portfolio of projects around the digital library, data management, digital repositories, and Vitae’s events for the ‘Digital Researcher’ – all show that this concept of digital literacy or fluency is becoming of national importance (at last!). In this environment we have a chance to rehabilitate IL.
Jane holistic: supporting the whole process of researching and writing rather than just teaching traditional library skills modular: ongoing classes to meet the developing needs of students during their whole academic career, not just one-shot sessions embedded and flexible: can be implemented and taught not only by librarians but by study skills advisors, learning developers, supervisors and lecturers (depending on the needs and structure of the institution) active and assessed: containing a significant element of active and reflective learning, including peer assessment elements, in order to help students develop into informed and autonomous learners Transitional Transferable Transformational Transition occurs in learners, who enter university from a wide variety of backgrounds, but often need to make the transition from school to higher education. They also have to make the transition from dependent to autonomous learning. The curriculum content needs to be transferable, forming a part of education, not simply ‘library training.’ Information literacy fosters and develops appropriatebehaviour, approaches, cognitive functions and skills surrounding the use of information. In essence information literacy equips students with the capacity to generate their own strategies for dealing with new information contexts, for example when they leave higher education and enter the workplace. Finally, information literacy should be transformational for the learner, changing their attitude, behaviour, outlook and even their world-view. Therefore this curriculum has the potential to change lives and make a real difference to society.
Jane The strands reflect the areas identified by our expert panelists and that arose in our own discussions and research. These are the themes that we believe constitute information literacy in its proper sense, as the foundation of lifelong learning as well as the ability to discern and evaluate in specific contexts such as academic scholarship.
Emma? It’s a curriculum, not a model or a framework – the focus is on the process of learning to become information literate rather than outlining the attributes of the ideal student. Similarly to learning how to play chess: you don’t teach someone how to play by sitting them in front of the board and telling them to get on with it. Scaffolding is not spoonfeeding.
It doesn’t belong to any one profession: the curriculum has expanded the definition of IL beyond the core of librarianship – to be implemented effectively, it has to be interprofessional.
Phase 2 took a ‘pincer’ approach and focused on developing a teaching toolkit (bottom up) and skills audit tool (top down) in line with the practical and interprofessional ideas. Both projects have now finished. The question we’re left with is: what about sustainability? One answer is to develop a suite of online resources, as you’ve done with Re:Search.
ANCIL at Sheffield Hallam
A New Curriculum for Information Literacy Dr Jane Secker & Dr Emma Coonan Sheffield Hallam University, 24 th January 2012 10-12pm
The Arcadia Programme <ul><li>Based at Cambridge University Library </li></ul><ul><li>Academic advisor: Prof. John Naughton </li></ul><ul><li>Exploring the role of academic libraries in a digital age </li></ul><ul><li>20 Arcadia Fellows in 3 years </li></ul><ul><li>Many from outside Cambridge, not all librarians </li></ul>
Our research remit: Develop a new, revolutionary curriculum for information literacy in a digital age
Aims: in 10 weeks <ul><li>Understand the needs of undergraduates entering HE over the coming 5 years </li></ul><ul><li>Map the current landscape of information literacy </li></ul><ul><li>Develop practical curriculum and supporting resources </li></ul>
Method <ul><li>Modified Delphi study </li></ul><ul><ul><li>means of obtaining expert future forecasting </li></ul></ul><ul><ul><li>consulted widely in the fields of information and education </li></ul></ul><ul><li>Literature review </li></ul><ul><ul><li>theoretical overview of the field </li></ul></ul><ul><ul><li>revealed conflicts in terminology, pedagogic approach, values </li></ul></ul><ul><li>Expert workshop </li></ul><ul><ul><li>method, findings and preliminary curriculum presented </li></ul></ul><ul><ul><li>curriculum refined in light of feedback </li></ul></ul>
What do we mean by information literacy? Digital fluency
Rehabilitating information literacy <ul><li>IL is: </li></ul><ul><li>a continuum of skills, abilities, values and attitudes around analysing, evaluating, managing and assimilating information </li></ul><ul><li>fundamental to the ongoing development of the individual, social as well as academic </li></ul><ul><li>IL is not: </li></ul><ul><li>seen as part of the mainstream academic mission </li></ul><ul><li>merely functional/technological skills </li></ul><ul><li>the preserve or saviour of the library </li></ul>
“ Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. “ It is a basic human right in a digital world and promotes social inclusion in all nations.” UNESCO (2005) Alexandria Proclamation
The expert consultation <ul><li>Consulted librarians, researchers, educators, trainee teachers, school librarians </li></ul><ul><li>How you teach at least as important as what you teach </li></ul><ul><li>Must be embedded into the academic curriculum and disciplines will vary </li></ul><ul><li>Must be based on real needs: students are not homogeneous </li></ul><ul><li>Must be opportunities for reflection </li></ul>
What our experts said… Modular, flexible holistic, embedded, Relevant to students Format and structure of the curriculum Online / face to face Active learning: discussion and reflection Training > Teaching Teaching style and method of delivery Who teaches? When?
And don’t forget…. Use of audits Meaningful assessment Learning outcomes How to market IL to different audiences Assessment Marketing / hooks Aligning the curriculum content to discipline specific knowledge, skills and behaviour
Our key curriculum attributes <ul><li>Holistic – supporting the whole research process </li></ul><ul><li>Modular – ongoing ‘building blocks’ forming a learning spiral </li></ul><ul><li>Embedded within the context of the academic discipline </li></ul><ul><li>Flexible – not tied to a specific staff role </li></ul><ul><li>Active and assessed – including peer assessment </li></ul><ul><li>Transitional : Transferable : Transformational </li></ul>
Curriculum strands <ul><li>Transition from school to higher education </li></ul><ul><li>Becoming an independent learner </li></ul><ul><li>Developing academic literacies </li></ul><ul><li>Mapping and evaluating the information landscape </li></ul><ul><li>Resource discovery in your discipline </li></ul><ul><li>Managing information </li></ul><ul><li>Ethical dimension of information </li></ul><ul><li>Presenting and communicating knowledge </li></ul><ul><li>Synthesising information and creating new knowledge </li></ul><ul><li>Social dimension of information literacy </li></ul>
Information literacy is a continuum of skills, behaviours, approaches and values that is so deeply entwined with the uses of information as to be a fundamental element of learning, scholarship and research. It is the defining characteristic of the discerning scholar, the informed and judicious citizen, and the autonomous learner. ANCIL definition of information literacy (2011)
Phase 2, October - December 2011 ‘ Strategies for implementing the Curriculum for Information Literacy’ Dr Helen Webster & Katy Wrathall Arcadia Fellows, Oct-Dec 2011 http://arcadiaproject.lib.cam.ac.uk/projects/strategies-for-implementation.html
<ul><li>Embedding information literacy learning at Sheffield Hallam </li></ul><ul><li>… tell us more! </li></ul>
ANCIL outputs <ul><li>Phase 1 reports </li></ul><ul><li>Executive summary, expert consultation report, and theoretical background </li></ul><ul><li>Curriculum and supporting documents </li></ul><ul><li>http://newcurriculum.wordpress.com / </li></ul><ul><li>Phase 2 resources and case studies </li></ul><ul><li>Case studies - University of Worcester, York St John University </li></ul><ul><li>Cambridge resources </li></ul><ul><li>http://implementingancil.pbworks.com </li></ul><ul><li>YouTube Video </li></ul><ul><li>Search for “ANCIL curriculum” </li></ul><ul><li>http://www.youtube.com/watch?v=vY-V2givIiE </li></ul>
Thank you Image: ‘Tulip staircase at the Queens House, Greenwich’ by mcginnly, flickr.com