Information Literacy (and a little bit on play) at "reading the future" conference
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Presentation by Andrew Walsh on behalf of the Information Literacy Group at "Reading the Future", Manchester, 22nd September 2018
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Information Literacy (and a little bit on play) at "reading the future" conference
- 1. Information Literacy (and a little bit on play) Andrew Walsh @playbrarian National Teaching Fellow University Teaching Fellow, University of Huddersfield Training Officer, CILIP Information Literacy Group
- 3. Old CILIP definition: “Information literacy is knowing when and why you need information, where to find it and how to evaluate, use and communicate it in an ethical manner.” New CILIP definition: “Information literacy is the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to develop informed views and to engage fully with society.” Lost & found image from Max Pixel. Brain image from “Good free photos”
- 4. Information Literacy and Everyday Life • Checking information online • Online transactions • Behave ethically online • Social media • Digital footprint • Privacy
- 5. Information Literacy and Citizenship • How to understand the world around us? • Recognise bias and misinformation • Fake news • Critical judgement
- 6. Information Literacy and Education • All stages of education – School, Further Education and Higher Education • Critical thinking skills • Transition from school to Higher Education • Equips learners with intellectual strategies
- 7. Information Literacy and Health • Finding reliable sources of health information • Making it easier (Scotland) – Different techniques to ensure understanding
- 8. Information Literacy and the Workplace • Knowing when and how to use information – To help achieve organizational aims – To add value • Interpret work related information • Contributes to employability – Teamworking – Problem solving – Analytical skills
- 9. How Becoming information literate is deeply social and contextual… … it doesn’t happen on your own.
- 10. How we learn to be information literate is *really* important This is where I bring in playful learning… …Play is inherently social, and provides a “safe” place to experiment.
- 11. Playful learning has loads of benefits… … I see the main purpose of games as delivering play. • Good for exploring ideas • Safe • Creative • Inviting • Low risk (for participants) • Thinking with your hands • Good for active learning • Construct own knowledge • Expose people to new ideas • Reinforce facts by repetition • Memorable!
- 12. Example playful activities • Mixing up groups in a playful way • Pass the parcel / Christmas crackers • Referencing games • Escape room ideas • Lego! • Exploring spaces • Playful challenge cards • “Real” cutting and pasting sources of info • Various card games
- 13. Nicole Scherer wrote a manual for staging an escape room at your library… https://libraryladynicole.com/programs/escape-room/ … and I have one focussed on “educational escape rooms” (plus I run workshops).
- 14. More from the Information Literacy Group • Twitter: @Infolitgroup • https://infolit.org.uk More from Andrew: • Twitter: @playbrarian • http://innovativelibraries.org.uk • https://gamesforlibraries.blogspot.com/ • These slides at: Andrew’s most recent books: The librarians' book on teaching through games and play. ISBN: 9781911500070 The Mini Book of Teaching Tips for Librarians. ISBN: 9781911500117
Editor's Notes
- Talking about new definition of IL and how we can help people become more information literate through play. Quick intro about me and my background. Flag up that I deal with *adult* learners, so whenever I mention play it’s with adults! Mention the group? Special Interest Group of CILIP Current membership approx. 1,500 Journal of Information Literacy LILAC (Librarians’ Annual Information Literacy Conference) Workshops Sponsor Teen-Tech & create related research guides to support teenagers
- What is IL? Called different things by different groupings. All the same thing, just looked at through a different lens. I’m a librarian, so I tend to think of the “Information” bit as most important… but doesn’t matter what its called really.
- CILIP (explain) defined it in a quite functional way at the time that the group I’m part of was just starting out (developed 2003 / 2004) – so the sort of things that focus on an academic setting when people go off an find info and in a way that made sense for HE & FE librarians to teach the skills implied by it… We’ve *just* updated it, launched Easter this year at LILAC, the information literacy conference So still the same thing, but trying to expose that it isn’t just a “library thing”, its something that lots of people need to input into. Its about more than just working out how to find a book in the library and (if you’re lucky), cite it in a reference list. This is not a short definition! High level definition – which can easily be quoted. Secondary statement – to give supporting information to the definition explaining further what Information Literacy is. Contexts – I’ll come on to in a minute The role of Information professionals – this is an important element, especially then there has been an erosion in school, public and college libraries of the professional Librarian. They are needed to advocate, support an and enable information literacy. Librarians don’t just do this in isolation and works best in collaboration with other professionals to embed Information Literacy.
- We’ve done a series of outlines as to how IL might become apparent in everyday life… just highlight the 3 probably most relevant here today. … so, for example, when we are thinking about life online, this comes out in how we manage our information, our privacy, our behaviours online.
- Particularly relevant with Brexit, the most recent rise of the far right and characters like Donald Trump, the idea of being able to making informed choices in elections, referendums, and in our engagement with wider society, is an incredibly important part of being an information literate person. It show as well, that we can be information literate in one setting (e.g. find good information for homework at school) and fail to be in another (believing numbers written on the side of a bus). Fake News and Alternative Facts From Citizenship section: IL allows individuals to acquire and develop their understanding of the world around them; to reach informed views; where appropriate, to challenge, credibly and in an informed way assumptions/orthodoxies (including one’s own), and even authority; to recognise bias and misinformation; and thereby to be engaged citizens, able to play a full part in democratic life and society. Information literacy helps to address social exclusion, by providing disadvantaged or marginalised groups with the means of making sense of the world around them and participating in society.
- When people leave school, we hope they take subject knowledge with them… but we also hope they take more general skills (like these). The skills to think critically about information and not just take things at face value. To be able to deal with transition to the next level of learning, whether that is to Further Higher Levels of education (degree, masters, etc.), or into workplace learning… as we hope it gives learners the intellectual strategies to help their lifelong learning journey. From education definition: In formal educational environments, information literacy can be seen as the critical capacity to read between the lines. It enables learners to engage in deep learning - perceiving relationships between important ideas, asking novel questions, and pursuing innovative lines of thought.
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- So “Information literacy” isn’t one clear thing that people learn, it comes out in lots of different contexts. What it means to be information literate in one setting (school?) isn’t necessary the same thing as being information literate in another (politics? Social networking?). It’s not a lonely, standalone activity, its one that is deeply social and contextual.
- The way that IL is taught is also important, not just who it is taught by. IL is socially constructed – it develops based on the context you find yourself studying, working, or living within. So the *best* learning happens in a way that is highly interactive and allows discussion. It allows learners to build on prior knowledge and experience and apply the skills to those. This is where I bring in playful learning… …Play is inherently social, and provides a “safe” place to experiment. We also slowly get to see play as less and less acceptable as we grow up – in early years it’s the norm. By the time we finish school its incredibly hard to give ourselves permission to play, particularly learn through play, and we often play in very particular settings.
- Possibly exclude? But play has benefits for everyone! In relation to IL and learning, here are a few benefits (IMHO).
- Mention escape rooms in libraries? Benefit of instant “magic circle of play”? Can be “in a box” or in a separate room – known some libraries use a storeroom elsewhere in school / college (one used a storeroom that used to be the headmasters office and still had a fireplace and old desk in – instant scene setting!) DR Jeckyll and Mr Hyde theme (I think?) aimed at young non-readers for Aalborg… they had a couple of rooms upstairs that were used for short-term exhibitions or meetings, or “whatever” so could be reserved for a this purpose. feed into next slide (resources to use). Bring assortment of odds and sods to illustrate these things?