INF6014: Information Literacy Research
                  Samantha Abrahams
                         Hannah Wood
          ...
   Introduction to the project
   Methodology
   Discussion of Results:
    ◦ Relationship with CILASS
    ◦ Representa...
   CILASS interested in assessing the impact of
    their input upon the DLTAS.
   University of Sheffield strategy docu...
   Objective 5: The university will enable
    students to “access high quality learning and
    information resources in...
Knowledge Creation         ICT Skills



             Inquiry Based Learning


Communication Skills
   Definition: “a systematic analysis of the
    occurrence of words, phrases and concepts”
    (Powell, 1997: 50).
   S...
   ‘Information Literacy Thesaurus’ (Coleson and
    Furnival, 2009) used to code the strategies
    ◦ Increased validity...
   Purposive sample
   Content analysis carried out manually finding:
    ◦ the number of occurrences of each term
    ◦...
   Overall IBL well represented
   Faculty of Science see IBL more in the context
    of specific projects
   Not alway...
   Pillars 1-4 relatively unrepresented
   Majority of IL competences relate to pillars 5-
    7
   Some skills related...
   IL competencies often mentioned in the
    context of discipline or generic skills
   Faculty of Medicine, Dentistry ...
   IL specifically discussed overwhelmingly in
    the context of institutional objective 5
   How do departments addres...
   In a few instances departments discuss IL
    outside of institutional objective 5
   Others discuss IL in the contex...
   Most departments aware of IBL and mention
    their wish to engage with it
   Departments with greater contact with C...
   IL discussed mainly in the context of
    institutional objective 5
   Some departments discuss beyond this and
    i...
Thank you
Any Questions?
Analysis of Departmental Learning Teaching and Assessment Strategies’ (DLTAS) treatment of information literacy
Analysis of Departmental Learning Teaching and Assessment Strategies’ (DLTAS) treatment of information literacy
Analysis of Departmental Learning Teaching and Assessment Strategies’ (DLTAS) treatment of information literacy
Analysis of Departmental Learning Teaching and Assessment Strategies’ (DLTAS) treatment of information literacy
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Analysis of Departmental Learning Teaching and Assessment Strategies’ (DLTAS) treatment of information literacy

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Presented by Samantha Abrahams and Hannah Wood at the Centre for Information Literacy Research seminar on 6th August 2009

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Analysis of Departmental Learning Teaching and Assessment Strategies’ (DLTAS) treatment of information literacy

  1. 1. INF6014: Information Literacy Research Samantha Abrahams Hannah Wood August 2009
  2. 2.  Introduction to the project  Methodology  Discussion of Results: ◦ Relationship with CILASS ◦ Representation of the SCONUL 7 pillars ◦ Understanding of the concept of information literacy  Conclusion
  3. 3.  CILASS interested in assessing the impact of their input upon the DLTAS.  University of Sheffield strategy document: ‘Sharing our Learning Teaching and Assessment Future: Our Shared Vision’ (University of Sheffield: 2007)
  4. 4.  Objective 5: The university will enable students to “access high quality learning and information resources in a variety of formats and become information literate by seeking out, evaluating and engaging with a wide range of information resources, effectively and ethically in support of their critical engagement with their discipline.” (University of Sheffield, 2007: 4)
  5. 5. Knowledge Creation ICT Skills Inquiry Based Learning Communication Skills
  6. 6.  Definition: “a systematic analysis of the occurrence of words, phrases and concepts” (Powell, 1997: 50).  Some believe that documents can mean any one of a number of things, while other scholars refute this and believe that content analysis is basically founded upon common sense. (Bell, 2005: 133)
  7. 7.  ‘Information Literacy Thesaurus’ (Coleson and Furnival, 2009) used to code the strategies ◦ Increased validity as created using library and information literature ◦ Increased reliability as standardised terms used to code the strategies  Judgement of the 2 researchers ◦ Reduced reliability as each researcher had to judge context of each term in relation to IL ◦ BUT researchers came together a number of times to discuss findings and increase reliability
  8. 8.  Purposive sample  Content analysis carried out manually finding: ◦ the number of occurrences of each term ◦ whether the term written in the context of information literacy ◦ which of the 7 pillars if any they met ◦ how the departments had embedded these into their modules ◦ the relationship of each department with CILASS
  9. 9.  Overall IBL well represented  Faculty of Science see IBL more in the context of specific projects  Not always a clear division between departments with extensive contact and those with little contact with CILASS  Perhaps representation of IBL shaped more by discipline than involvement with CILASS
  10. 10.  Pillars 1-4 relatively unrepresented  Majority of IL competences relate to pillars 5- 7  Some skills related to the 7 pillars are faculty specific  Ethical use of information frequently discussed www.sconul.ac.uk
  11. 11.  IL competencies often mentioned in the context of discipline or generic skills  Faculty of Medicine, Dentistry and Health – higher level skills viewed as core competencies of health professionals; IL skills understood more in terms of lower level skills  ‘Research’ dominates many of the strategies and often spoken about in terms we would relate to IL
  12. 12.  IL specifically discussed overwhelmingly in the context of institutional objective 5  How do departments address this objective? ◦ Many state that these skills embedded within modules without expanding ◦ Others state will fulfil this by liaising with the library or CILASS  Is this because of the imprecise definition of IL provided or because little importance is placed on these skills?
  13. 13.  In a few instances departments discuss IL outside of institutional objective 5  Others discuss IL in the context of IBL showing a deeper understanding
  14. 14.  Most departments aware of IBL and mention their wish to engage with it  Departments with greater contact with CILASS tend to consider embedding IL in greater depth  Majority of DLTAS statements contain a range of IL competencies but more weight given to Pillars 5-7  HOWEVER these skills often not explicitly related to IL by strategy authors
  15. 15.  IL discussed mainly in the context of institutional objective 5  Some departments discuss beyond this and identify a wider range of skills  A great deal of standardisation between departments in the way they express their understanding of IL, however discipline specific differences arise for example in the nature of information described
  16. 16. Thank you Any Questions?

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