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  1. 1. Implementing ANCIL at LSE:A New Curriculum for Information Literacy Dr Jane Secker & Maria Bell University of York 26th March 2012 12pm
  2. 2. Background to ANCIL• Developed as part of Arcadia Programme at Cambridge University Library• Academic advisor: Prof. John Naughton• Research remit: Develop a new, revolutionary curriculum for information literacy in a digital age in 10 weeks! – Understand the needs of undergraduates entering HE over the coming 5 years – Map the current landscape of information literacy – Develop practical curriculum and supporting resources
  3. 3. MethodologyModified Delphi study – means of obtaining expert future forecasting – consulted widely in the fields of information and educationLiterature review – theoretical overview of the field – revealed conflicts in terminology, pedagogic approach, valuesExpert workshop – method, findings and preliminary curriculum presented – curriculum refined in light of feedback
  4. 4. What do we mean byinformation literacy? Digital fluency
  5. 5. Rehabilitating information literacyIL is not:•seen as part of the mainstream academic mission•merely functional/technological skills•the preserve or saviour of the libraryIL is:•a continuum of skills, abilities, values and attitudes aroundanalysing, evaluating, managing and assimilatinginformation•fundamental to the ongoing development of the individual,social as well as academic
  6. 6. “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
  7. 7. The expert consultation• Consulted librarians, researchers, educators, trainee teachers, school librarians• How you teach at least as important as what you teach• Must be embedded into the academic curriculum and disciplines will vary• Must be based on real needs: students are not homogeneous• Must be opportunities for reflection
  8. 8. Our key curriculum attributesHolistic – supporting the whole research processModular – ongoing ‘building blocks’ forming alearning spiralEmbedded within the context of the academicdisciplineFlexible – not tied to a specific staff roleActive and assessed – including peer assessment Transitional : Transferable : Transformational
  9. 9. Curriculum strands1. Transition from school to higher education2. Becoming an independent learner3. Developing academic literacies4. Mapping and evaluating the information landscape5. Resource discovery in your discipline6. Managing information7. Ethical dimension of information8. Presenting and communicating knowledge9. Synthesising information and creating new knowledge10. Social dimension of information literacy
  10. 10. Information literacy is a continuum of skills,behaviours, approaches and values that is sodeeply entwined with the uses of information as to be a fundamental element of learning, scholarship and research.It is the defining characteristic of the discerningscholar, the informed and judicious citizen, and the autonomous learner. ANCIL definition of information literacy (2011)
  11. 11. ANCIL Phase 2• October - December 2011• ‘Strategies for implementing the Curriculum for Information Literacy’ Dr Helen Webster & Katy Wrathall• Work undertaken at Cambridge, University of Worcester and York St Johns
  12. 12. @Xavierkuai on flickrANCIL at LSE
  13. 13. ANCIL at LSE• Information and digital literacy primarily supported by Library• CLT offer classes for staff and research students – IL part of PGCert• Optional programme for students• Liaison librarians teaching on request integrated with some programmes in some departments• LSE100 Information Skills materials
  14. 14. Why carry out an audit?• To help us provide better support for undergraduates• To understand where there is good practice and where there are gaps• To explore how joined up provision is with other support departments• To explore how embedded IL is in academic programmes
  15. 15. Careers Unit Alumni Office Student Services Learning Development Research Support Unit Student ambassadors International Office Disability Unit Student Services Careers Unit Faculty Research Support UnitLearning Development Faculty Faculty Learning Development Faculty Library Library Faculty Library Library Student ambassadors
  16. 16. How?• @SmilyLibrarian to the rescue!• Interviews with key members of staff to explore provision in other central support departments, e.g. Language Centre, Teaching and Learning, Careers, IT, Student Services• Interviews with academic staff - sample• Questionnaire to Academic Support Librarians
  17. 17. What will we do with it?• Inform our own provision: review our portfolio of support for undergraduates• Encourage support services to collaborate• Put information literacy on the agenda at LSE in academic departments• Possible papers to committees
  18. 18. @Kaiho on flickr Watch this space!
  19. 19. ANCIL outputsPhase 1 reports•Executive summary, expert consultation report, andtheoretical background•Curriculum and supporting documents 2 resources and case studies•Case studies - University of Worcester, York St JohnUniversity•Cambridge resources http://implementingancil.pbworks.comYouTube Video•Search for “ANCIL curriculum”
  20. 20. LSE links• ANCIL audit project at LSE• Library• Centre for Learning Technology
  21. 21. Thank youImage: ‘Tulip staircase at the Queens House, Greenwich’by mcginnly,