CILASS and Information Literacy

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A presentation given at the Yorkshire Universities Information Skills Group meeting 26th May 2006

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CILASS and Information Literacy

  1. 1. Centre for Inquiry-based Learning in the Arts and Social Sciences www.shef.ac.uk/cilass Pamela McKinney [email_address]
  2. 2. How does CILASS work? <ul><li>£4.5M, initially funded by HEFCE + £350K additional capital funding </li></ul><ul><li>Strategic departmental curriculum development projects with capital funding </li></ul><ul><li>Individual curriculum development projects </li></ul><ul><li>Creation of innovative learning spaces: collaboratories </li></ul>
  3. 3. What is Inquiry-based Learning? <ul><li>Approaches to learning that are based on a process of self-directed inquiry or research </li></ul><ul><li>IBL approaches include case-study and problem-based learning </li></ul><ul><li>IBL can be used as the design principle for whole modules or programmes, teaching strategies will be designed to support the inquiry process. </li></ul><ul><li>IBL could be incorporated into a traditional curriculum </li></ul><ul><li>The stimulus for an inquiry could, be an intriguing fieldwork problem, a complex `real-life´ case-study, or an interesting research question </li></ul><ul><li>inquiry is an active, self-directed, questioning and critical approach to developing knowledge </li></ul>
  4. 4. Information literacy and IBL <ul><li>Information literacy is a key theme of CILASS </li></ul><ul><li>Information literacy skills equip students with the means to conduct independent inquiry and puts them on the path to lifelong learning </li></ul><ul><li>The development of strong information literacy capabilities is fundamental to the success of IBL </li></ul>
  5. 5. LTA Strategy: key to embedding <ul><li>IBL </li></ul><ul><li>carry out extended independent enquiry, formulating relevant questions and engaging critically with a wide range of evidence; </li></ul><ul><li>IL </li></ul><ul><li>demonstrate the core capabilities and skills of information literacy, interacting confidently with the nature and structure of information in their subject and handling information in a professional and ethical manner; </li></ul>
  6. 6. Technology rich Collaboratories <ul><li>in the Information Commons </li></ul><ul><li>Interactive whiteboards </li></ul><ul><li>Access grid videoconferencing </li></ul><ul><li>Mobile technologies e.g. laptops and scanners </li></ul><ul><li>Personal response systems </li></ul><ul><li>In Bartolom é House </li></ul><ul><li>Large plasma screens </li></ul><ul><li>Mobile technologies </li></ul>
  7. 7. Collaboratories
  8. 8. Learning Development and Research Associate: Information Literacy <ul><li>Raise awareness of information literacy with CILASS project leaders </li></ul><ul><li>Support project leaders by conducting research on their behalf into IL issues relevant to their projects. </li></ul><ul><li>Contribute to the development of learning materials in relation to IBL and IL </li></ul><ul><li>Contribute to the dissemination objectives of CILASS in relation to IL. </li></ul><ul><li>Contribute to the CILASS evaluation strategy </li></ul>
  9. 9. SCONUL model of Information Literacy: Seven Pillars of IL
  10. 10. Information Literacy Network <ul><li>Partnership between CILASS, Library and DIS </li></ul><ul><li>Chaired by Prof. Sheila Corrall, DIS </li></ul><ul><li>Electronic community </li></ul><ul><li>Programme of events </li></ul><ul><li>IL Resources, including online resource list </li></ul><ul><li>Workshops for CILASS (and other) departments developing LTA strategies </li></ul><ul><li>Learning Through Enquiry Alliance conference: workshop on IL and IBL </li></ul>
  11. 11. Information Literacy Audit <ul><li>Review of current approaches to IL skills development in Department of Information Studies </li></ul><ul><li>Interviews with all module leaders </li></ul><ul><li>Map their practice onto the “seven pillars” model </li></ul><ul><li>Identify areas in programmes where IL skills development should be enhanced </li></ul><ul><li>Complicated by IL as a subject </li></ul><ul><li>Scalable to other departments </li></ul>
  12. 12. Embedding IL in the curriculum <ul><li>Some projects have an information literacy theme and proposals already identify ways this can be addressed e.g. </li></ul><ul><li>Use of the Library’s information skills tutorials </li></ul><ul><li>Extra support for literature searching </li></ul><ul><li>Additional tutorials to teach information literacy in the context of specific assignments </li></ul>
  13. 13. Embedding IL in the curriculum <ul><li>Other project leaders have not even thought about IL! </li></ul><ul><li>Introduce them to the concept and to how IL and IBL interact </li></ul><ul><li>Promote Library’s information skills tutorial </li></ul><ul><li>Develop their approach to resources </li></ul><ul><li>Suggest techniques to build IL skills through IBL </li></ul>
  14. 14. “ Good” IL Projects: Philosophy <ul><li>Compulsory completion of “Guide to the Library catalogue” and “Effective searching on the Internet” </li></ul><ul><li>Students to attend one hour “Advanced Google skills” seminar </li></ul><ul><li>LDRA associate to train the trainers </li></ul><ul><li>Use annotated bibliographies </li></ul><ul><li>Will be seeking to adapt Information skills resource for Philosophy </li></ul>
  15. 15. Projects that needed IL development: Archaeology <ul><li>Need to define IL and say why it is a ‘good thing’ </li></ul><ul><li>Overcome resistance to WebCT and introduce Library’s tutorials </li></ul><ul><li>Interacting with information in structured sessions (IBL and IL together!) </li></ul><ul><li>Reflection on search process through annotated bibliographies </li></ul>
  16. 16. Dissemination <ul><li>Talk to project leaders about what others have done </li></ul><ul><li>IL Network events </li></ul><ul><li>IBL toolkit: Process support for building IL skills and competencies in students </li></ul><ul><li>CILASS events </li></ul><ul><li>LILAC 2006 </li></ul><ul><li>“ Recognising the need” conference </li></ul><ul><li>Links with HE Academy ICS subject centre </li></ul>

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