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  • 20 Arcadia Fellows in 3 years Many from outside Cambridge, not all librarians
  • 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
  • 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.
  • Emma
  • Emma
  • 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.
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  • Jane
  • How MIGHT it work – in a fictional HEI?
  • Story so far…… Who is interviewing?
  • ANCIL at LSE

    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,