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A rose by any other name would smell as sweet: Integrating Learning Development with Information Literacy - Beaumont & Thompson


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Presented at LILAC 2018

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A rose by any other name would smell as sweet: Integrating Learning Development with Information Literacy - Beaumont & Thompson

  1. 1. A ROSE BY ANY OTHER NAME WOULD SMELL AS SWEET Integrating Learning Development with Information Literacy Emma Thompson: University of Liverpool Casey Beaumont: Liverpool John Moores University
  2. 2. In your institution: Where do students go for help with referencing? Where do students go for help with their academic writing?
  5. 5. LEARNING DEVELOPMENT ‘A field of practice concerned with how students learn and how they make sense of academic conventions’ (ALDinHE, 2017) Focused on developing students’ organisational, interpretive and analytical skills, academic writing and referencing Increasingly delivered both centrally and embedded in curriculum
  6. 6. INFORMATION LITERACY OR LEARNING DEV? ANCIL: “Strand 3 aims to explore and develop the academic literacies of reading and writing…” SCONUL: “presenting the results of their research, synthesising new and old information […] and disseminating it in a variety of ways” ACRL: “Communities of scholars, researchers, or professionals engage in sustained discourse […] as a result of varied perspectives and interpretations.”
  7. 7. Starting with the student, not the profession Pillai (2010) argues that the most acceptable place for LD work is in libraries which are ‘unequivocally positive learning environments’
  8. 8. Student writing data fluency digital fluency managing time revision techniques wellbeing info literacy
  9. 9. Teaching Excellence and Student Outcomes Framework Specification (October 2017) Learning Environment includes the effectiveness of resources such as libraries, laboratories and design studios, work experience, opportunities for peer-to-peer interaction and extra-curricular activities in supporting students’ learning and the development of independent study and research skills. The emphasis is on a personalised academic experience which maximises retention, progression and attainment.
  10. 10. EMBRACING THE FUZZY BOUNDARIES Less confusion for students Reduces duplication of provision Improves process of embedding Collaboration is fun! Institutional buy in Future proofing - what is the library for?
  11. 11. FIVE LAWS OF LIBRARY SCIENCE RANGANTHAN, 1931 Books are for use. Every reader his/her book. Every book its reader. Save the time of the reader. The library is a growing organism.
  12. 12. CONCLUSIONS AND RECOMMENDATIONS All professions: Listen to students! Librarians: Collaborate, Network and Create Communities of Practice Learning Developers: Work closely with Libraries to collaborate and embed
  13. 13. Skills@LJMU
  14. 14. QUESTIONS?
  15. 15. References Association of College & Research Libraries. Framework for information literacy for higher education. The Association; 2015 Bent, M. and Stubbings, R. (2011), Seven Pillars of Information Literacy: Core Model for Higher Education, SCONUL, London, available at: DfE. 2016. Teaching Excellence Framework: Year Two Specification. September 29. London: Department for Education _Student_Outcomes_Framework_Specification.pdf Elmborg, J. (2003) "Information literacy and Writing across the Curriculum: sharing the vision", Reference Services Review, Vol. 31 Issue: 1, pp.68-80, Howard, H. (2012). Looking to the future: Developing an academic skills strategy to ensure information literacy thrives in a changing higher education world. Journal Of Information Literacy, 6(1), 71-81. Pillai, M. (2010). Locating Learning Development in a University Library: Promoting Effective Academic Help Seeking. NEW REVIEW OF ACADEMIC LIBRARIANSHIP, (2). 121. Secker, J., & Coonan, E. (Eds.). (2012). Rethinking information literacy: a practical framework for supporting learning. Facet Publishing.