<ul><li>Transformative   approaches to Information Literacy at UCA </li></ul>Joining up the dots
Overview <ul><li>Information Literacy defined </li></ul><ul><li>How does IL enhance the skills of your students? </li></ul...
What do we mean by Information Literacy? <ul><li>Task definition </li></ul><ul><li>Information seeking strategies </li></u...
 
‘ IL is  not  a set of generic skills, but a set of abilities to be used in purposeful ways that relate to task, situation...
How does IL enhance the skills of FE students? <ul><li>‘ Articulate ideas and information comprehensively in visual and wr...
What are the ‘drivers’ for this? <ul><li>learners develop the literacy, numeracy, language and key skills required to comp...
B4  How effective are the care, guidance and support learners receive in helping them to attain their learning goals? <ul>...
<ul><li>“…  there are still some weak areas that need further attention ie.  research  (amounts of),  particularly books  ...
How do we deliver IL at UCA? <ul><li>The ‘dots’: </li></ul><ul><li>… Library induction …………………….. </li></ul><ul><li>……… Es...
‘ Telling’ or facilitating?
‘ students saw little value in information literacy instruction that was  repetitive , not  building on existing knowledge...
How would we like to deliver IL?  <ul><li>Students to be able to:  </li></ul><ul><li>Formulate  authentic  questions,  con...
Our definitions of IL
<ul><li>‘  Information Literacy does not operate in a vacuum.  Students need IL as an enabler of their discipline based le...
Good practice so far <ul><li>‘ Mapping the Territory’: a collaborative T&L project investigating links between information...
Cog-ignition
Experiential approaches
Skills integration <ul><li>‘ we will aim to shift delivery from a transportive approach to information presentation to a m...
UCA Staff and student feedback <ul><li>‘ I came in today thinking I wouldn’t learn anything new and was completely wrong! ...
UCA Staff and student feedback <ul><li>‘ I valued the opportunity to have a librarian make the connection between the libr...
 
Joined up dots ‘ Active  engagement with and  transformation   of information  to achieve changes in individual knowledge ...
References CIBER (2008). Information behaviour of the researcher of the future. London: CIBER: University College London. ...
References (cont’d) <ul><li>Todd, R (2007).  If information literacy is the solution, what is the solution? If information...
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Joining up the dots presentation for lt conference-20100119.am

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  • Diagram taken from: Viscocky O’Grady, Jennifer &amp; Viscocky O’Grady Kenneth (2006) A Designer’s Research Manual: succeed in design by knowing your client and what they really need. Massachusetts: Rockport Publishers, Inc.
  • In terms of progression
  • Here I have just picked out some key areas from the Common Inspection Framework for Further Education and Skills
  • Dots in learning and understanding of using library resources. Whilst Information Literacy is embedded within the courses, Student attendance is very good for library inductions, but starts to tail off for the rest of the course. Library Induction Electronic resources workshop Essay workshop Dissertation research workshop ‘ Knowing when and why you need information, where to find it and how to evaluate it, use and communicate it in an ethical manner’ (CILIP, 2009) Too often IL is viewed as: Libraries and resources Searching for an accessing information Finding the right web page Technical procedures and tools Librarians have traditionally delivered content in this way, because of timetable constraints (we often only limited time with students) and we may feel it is our duty to promote expensive electronic resources to ensure usage in the future. We tend to adopt a ‘just in case’ as opposed to just in time. But if we are just demonstrators or sales people, teaching a set of skills in isolation of the course, we are really underselling our skills and in danger of disengaing students from using our resources… … and just look at the teaching environment….! Assumptions of what we provide
  • What is interesting about this picture? Discuss We have largely relied on the demonstrator approach, particularly when introducing students to the more complicated electronic resources. Whilst this dependency model (which rests on the librarian being the font of all knowledge), provides a strong draw for students, it disengages others who then default to previous learned behaviours, such as using Google. Oblinger and Oblinger, 2005 did some research in 2005 that forecast the next generation of student will be digitally literate, highly internet familiar, connected via networked media, conditioned to expect immediate resposes and will therefore be more predisposed to experiential learning nformation literacy is defined as a set of generic skills here…it should be a set of abilities to be used in purposeful ways, that relate to task, situation and context (Limberg, 2007) We aspire to a wider claim that IL should be about underpinning academic practice, Not all about turning learners into systematic researchers or pseudo librarians
  • In art and design context, we can do this by exploiting the constructivist approaches to teaching – students approaches that emphasise active engagement with, and transformation of information to achieve changes in individual knowledge (Bruce, Edward &amp; Lupton, 2007) Constructivist teaching (Vygotsky) techniques are based on constructivist learning theory . This theoretical framework holds that learning always builds upon knowledge that a student already knows; this prior knowledge is called a schema . Because all learning is filtered through pre-existing schemata, constructivists suggest that learning is more effective when a student is actively engaged in the learning process rather than attempting to receive knowledge passively. A wide variety of methods claim to be based on constructivist learning theory. Most of these methods rely on some form of guided discovery where the teacher avoids most direct instruction and attempts to lead the student through questions and activities to discover, discuss, appreciate and verbalize the new knowledge
  • This fits in with the constructivist approach that is used in teaching art and design
  • IL is not about turning all learners into systematic researchers or pseudo librarians…what is important in the 21 st cebtury is the ability to use information for problem-solving, not the technology of finding.
  • Librarians are making new partners and delivering engaging content that is context specific: resources can be accessed any time, any where and can be delivered in the library, the studio or from your desktop – blended learning Skills Map: Not just skills in isolation of the course – to be used as and when students need them – an iterative process – offers student choice and reflection
  • The group will also enable the department to achieve the 2009-10 Academic Strategy Action Plan recommendation to ‘develop flexible and innovative approaches to learning and research in the creative arts by exploiting new and emerging technologies’ as we harness new technologies to deliver content to our users. ‘ developing students&apos; skills in ways which are sensitive to the needs of creative arts practitioners and to varied learning styles’
  • To learn is not to receive information and knowledge, but is about changing the relationship between a person and the world (Limberg, 2007)
  • Joining up the dots presentation for lt conference-20100119.am

    1. 1. <ul><li>Transformative approaches to Information Literacy at UCA </li></ul>Joining up the dots
    2. 2. Overview <ul><li>Information Literacy defined </li></ul><ul><li>How does IL enhance the skills of your students? </li></ul><ul><li>How has the Library traditionally delivered these skills? </li></ul><ul><li>New interpretations of IL </li></ul><ul><li>Raising our game: skills integration and transformative experiences </li></ul>
    3. 3. What do we mean by Information Literacy? <ul><li>Task definition </li></ul><ul><li>Information seeking strategies </li></ul><ul><li>Location and access </li></ul><ul><li>Use of information </li></ul><ul><li>Synthesis </li></ul><ul><li>Evaluation </li></ul>
    4. 5. ‘ IL is not a set of generic skills, but a set of abilities to be used in purposeful ways that relate to task, situation and context’ (Limberg, 2007)
    5. 6. How does IL enhance the skills of FE students? <ul><li>‘ Articulate ideas and information comprehensively in visual and written forms’ </li></ul><ul><li>‘ Source, navigate, select, retrieve, evaluate, manipulate and manage information’ </li></ul><ul><li>(HEA Employability profile for art and design) </li></ul>
    6. 7. What are the ‘drivers’ for this? <ul><li>learners develop the literacy, numeracy, language and key skills required to complete their programmes and progress. </li></ul><ul><li>learners develop relevant knowledge, understanding and skills which contribute to their economic and social well-being </li></ul><ul><li>learners increase their employability </li></ul><ul><li>interesting and appropriate teaching and learning methods and resources inspire and challenge all learners and enable them to extend their knowledge, skills and understanding </li></ul>
    7. 8. B4 How effective are the care, guidance and support learners receive in helping them to attain their learning goals? <ul><li>learners receive appropriate and timely information, advice and guidance on their next step in training, education and employment </li></ul><ul><li>learners receive individual care and support to promote their learning and development, and to help them achieve their potential </li></ul>
    8. 9. <ul><li>“… there are still some weak areas that need further attention ie. research (amounts of), particularly books being used and not just web sites; Referencing (Harvard Methods). We also need to make a clear decision on where we stand with Wikipedia which has now become a prime resource of research (inevitable?!). But which is being referenced in many bibliographies.” </li></ul><ul><li>FE Tutor, Rochester </li></ul>
    9. 10. How do we deliver IL at UCA? <ul><li>The ‘dots’: </li></ul><ul><li>… Library induction …………………….. </li></ul><ul><li>……… Essay workshops …………… </li></ul><ul><li>Online resource workshops ………… </li></ul><ul><li>……… Dissertation research… </li></ul><ul><li>……… One to one research… </li></ul><ul><li>Advanced Research Methods </li></ul>
    10. 11. ‘ Telling’ or facilitating?
    11. 12. ‘ students saw little value in information literacy instruction that was repetitive , not building on existing knowledge and skills , not contextualised by specific curricululm content and required learning tasks, and not clearly and explicitely linked to their goal of completing their research efficiently and successfully’ (Todd, 2005)
    12. 13. How would we like to deliver IL? <ul><li>Students to be able to: </li></ul><ul><li>Formulate authentic questions, construct and present their own positions: make sense of the information they obtain: transform it to reflect their own emerging views </li></ul><ul><li>Experience and explore variation in finding and using information; develop a set of lenses through which to view a task </li></ul><ul><li>Choose the appropriate approach for the context they are in … </li></ul>
    13. 14. Our definitions of IL
    14. 15. <ul><li>‘ Information Literacy does not operate in a vacuum. Students need IL as an enabler of their discipline based learning and research…’ </li></ul><ul><li>(Markless, 2007) </li></ul>
    15. 16. Good practice so far <ul><li>‘ Mapping the Territory’: a collaborative T&L project investigating links between information literacy and employability. </li></ul>
    16. 17. Cog-ignition
    17. 18. Experiential approaches
    18. 19. Skills integration <ul><li>‘ we will aim to shift delivery from a transportive approach to information presentation to a more transformative approach to user education (i.e. a shift from ‘telling’ to ‘facilitating’) </li></ul><ul><li>(Widdicombe, 2009) </li></ul>
    19. 20. UCA Staff and student feedback <ul><li>‘ I came in today thinking I wouldn’t learn anything new and was completely wrong! The best thing was how to get myself up and ready to start and to structure my dissertation research’ </li></ul><ul><li>(2 nd year Architecture student) </li></ul>
    20. 21. UCA Staff and student feedback <ul><li>‘ I valued the opportunity to have a librarian make the connection between the library resources and the specific brief and believe that this should be embedded in the teaching of stage 1 students’ </li></ul><ul><li>(Senior Lecturer, Fashion, Epsom) </li></ul>
    21. 23. Joined up dots ‘ Active engagement with and transformation of information to achieve changes in individual knowledge structure’ (Markless, 2007)
    22. 24. References CIBER (2008). Information behaviour of the researcher of the future. London: CIBER: University College London. McKie, A. (2009). Mapping the Territory: a new direction for information literacy in the digital age . Journal of Learning Development in Higher Education. http://www.aldinhe.ac.uk/ . Limber, L. (2006) Teaching information seeking: relating information literacy education to theories of information behaviour . Information Research. Vol. 12 No. 1 October. Retrieved on 16 December 2009 at http://informationr.net/ir/12-1/paper280.html Markless, S. (2008). A New Conception of Information Literacy for the Digital Learning Environment .. Nordic Journal of Information Literacy in Higher Education. ISSN: 890-5900 Newman, M. (2009). Business firmly woven into the fabric of the new framework. Times Higher Education Supplement. Retrieved on 16 December 2009 from http://www.timeshighereducation.co.uk/story.asp?storycode=408936 Oblinger, D.G & Oblinger, J.L. (2005). Educating the net generation. Retrieved on 16 December 2009 from http://www.educause.edu/ir/library/pdf/pub7101.pdf
    23. 25. References (cont’d) <ul><li>Todd, R (2007). If information literacy is the solution, what is the solution? If information literacy is the problem, what is the solution? Paper presented at LILAC conference . 26-28 March 2007, Manchester Metropolitan University. </li></ul><ul><li>Vygotsky, L (1976). Mind in Society. Cambridge MA: Harvard UP. </li></ul><ul><li>Image credits </li></ul><ul><li>www.surface-blog.com/.../2009/08/hirst-lsd3.jpg </li></ul><ul><li>www.techcrunch.com /.../ google-video-homepage.png </li></ul><ul><li>www.beloit.edu /.../www/images/252849.jpg </li></ul><ul><li>ubiquitousthoughts.files.wordpress.com/2006/1... </li></ul>

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