RIDLS: a collective approach to information literacy in Higher Education research. Stephane Goldstein


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From the road less travelled to the information super highway: information literacy in the 21st Century.

Friday, January 31st, 2014 at The British Library Conference Centre

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RIDLS: a collective approach to information literacy in Higher Education research. Stephane Goldstein

  1. 1. RIDLs A collective approach to IL in higher education and beyond Stéphane Goldstein Research Information Network Jane Secker LSE From the road less travelled to the information superhighway: information literacy in the 21st Century British Library 31 January 2014 Topkapi Palace, Istanbul
  2. 2. What is RIDLs?    A coalition of partners working together to promote the value of information and research data literacy for academic researchers A collectively-run programme to enable activities which help to advance LIS knowledge and skills Grant-funded by HEFCE   for one year initially (June 2012 – May 2013) second tranche of funding recently approved (January-December 2014) Important premise:  Partners not limited to the academic library world: others players have a stake!  Important to build a network that capitalises on different outlooks  Academic librarians, pedagogists, data management specialists, career & professional development experts, information sciences researchers…
  3. 3. Who has been involved in RIDLs? Funded by: Managed by:
  4. 4. RIDLs achievements to date  Providing networking opportunities for partners  Criteria for describing, reviewing & assessing training interventions   Identifying & promoting documented cases of good practice in IL training interventions in UK universities Promoting Vitae’s Researcher Development Framework inasmuch as this applies to IL  Thematic workshops  Study and report on training & skills in open data  International engagement  Contribution to FP7 bid on training in open access
  5. 5. Blue Mosque, Istanbul
  6. 6. RIDLs programme for 2014 Four strands of activity:     Sustaining and expanding RIDLs as a viable coalition Using the RIDLs criteria to support the development of information and data literacy training resources Transferability of information and data literacy skills/know-how beyond academia International outreach
  7. 7. Sustaining and expanding RIDLs  To date, RIDLs has functioned as a loose, informal network coordinated by RIN    Clearer expression of the value added by RIDLs A more formal membership structure        Appropriate for foundation-laying period, but need for more structured arrangements now that initiative is maturing Distinction between individual and organisational membership Expectations and responsibilities of organisational members (accountability, outreach…) Clearly defining the benefits of membership (closely related to value added) Increasing the membership and reach Improved governance Better promotion of RIDLs work and achievements A change in title?
  8. 8. Deployment and use of RIDLs criteria  RIDLs criteria for describing, reviewing and evaluating IL training interventions    Criteria now need to be more widely disseminated and promoted, and their use encouraged     Issued in July 2013 following consultation and piloting in over 15 institutions Criteria as a self-help tool Need for community involvement in the dissemination effort – who can help? Directed in the first instance towards university libraries, but others might be interested too How best to disseminate and promote? Next stage: potential for using the criteria as a basis for a support service      The purpose and form of such a service is open to discussion Guidance, advice, facilitation for developing training resources? Using the criteria for accreditation purposes? Need to consider carefully the case for such a service… and who might pay for it – could it be associate with some form of RIDLs membership? Consultations will take place, views welcome!
  9. 9. The Golden Horn and Bosphorus, Istanbul
  10. 10. Transferability of IL skills/know-how beyond academia (1)    Expanding the scope of RIDLs Investigating whether/how IL skills and know-how associated with scholarly endeavour forms part of long-term professional development of individuals after they leave university Evidence-gathering on whether/how relevant players perceive IL skills and know-how as part of their policies, objectives and practices       career advisers (AGCAS) organisations with an interest in standards (HEA, QAA, professional statutory regulatory bodies) – relevance to accreditation organisations with an interest in matching skills to needs (National Centre for Universities and Business, UK Commission for Employment and Skills) professional bodies employer/employee organisations (CBI, Institute of Directors, TUC… and if possible, individual enterprises) Other stakeholders?
  11. 11. Transferability of IL skills/know-how beyond academia (2)  Results of evidence-gathering will determine next steps   awareness-raising  common approaches to promotion   improving the understanding of IL joint resources (flyers, information sheets, online guidance…) To achieve this, RIDLs will work with those stakeholders that have manifested the most interest during the evidence-gathering   Possible workshop/small conference around September Putting IL on the map of sectors which have not previously considered it as an issue…  … on the understanding that it will probably not be described as IL
  12. 12. International outreach   Engaging with individuals and organisations outside the UK to compare experiences and identify openings for international collaboration Key stakeholders include:       Major international events:     UNESCO and Global Alliance for Partnerships on Media and Information Literacy (GAPMIL) IFLA (IL Section) European Network on Information Literacy (EnIL) National Forum on Information Literacy (NFIL) – good example, from the US, of success in pushing IL up the national policy agenda ECIL LILAC (April) IFLA IL Section Satellite (August) ECIL (October) Prospects for European funding: not very likely in 2014
  13. 13. Topkapi Palace, Istanbul
  14. 14. Questions to consider      What sort of organisation should RIDLs evolve into? What can be done to promote and encourage the use of the RIDLs criteria? Is there a case for a support / accreditation service to support the development of IL training? Who could RIDLs usefully engage with in seeking to develop awareness of IL at the interface between HE and the world of business / employment? And how do we attract the attention of relevant players? What could RIDLs gain from international engagement?
  15. 15. Thank you for taking part! Stéphane Goldstein stephane.goldstein@researchinfonet.org Jane Secker j.secker@lse.ac.uk Photos taken following the European Conference on Information Literacy (ECIL), Istanbul, October 2013 Credits: Stéphane Goldstein Aya Sophia, Istanbul