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Adopting and developing an information literacy framework at Maynooth University - Dodd

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Adopting and developing an information literacy framework at Maynooth University - Dodd

  1. 1. Adopting and developing an information literacy framework at Maynooth University LILAC Annual Conference, Swansea University, April 10-12, 2017 Lorna Dodd Senior Librarian, Maynooth University, lorna.dodd@nuim.ie, Tel: 01 708 6447, @LornaDodd
  2. 2. Respond to Requests Out of context with students’ learning Frequent Overlap with no Evaluation Deliver Everything in One Hour What we do…
  3. 3. Time for change….
  4. 4. Deep Knowledge & Critical intellectual skills Autonomous and responsible learners Breadth of perspective Skills for life and work A Maynooth Education
  5. 5. Maynooth University Graduate Attributes “…graduates are expected to be… capable of gathering and critiquing information from a variety of sources” (Maynooth University, 2014)
  6. 6. Underpin instructional activities Inform our practice Meet recognised international standards Cater for all students Align with the new undergraduate curriculum Why develop a framework?
  7. 7. Graduate Attributes and Critical skills need to be central to the design, delivery and assessment of Information Literacy
  8. 8. Start with the team
  9. 9. Choosing a Framework - SCONUL 7 Pillars - ACRL Framework for Information Literacy - Australia & New Zealand Information Literacy Standards - A new Curriculum for Information Literacy (ANCIL)
  10. 10. Reviewed national and international case studies….
  11. 11. 7 Pillars PROS: Easily identifiable aims/objectives & outcomes. CONS Prescriptive, inflexible, often out of date with current educational trends? ANZIL PROS: Comprehensive plan. Framework of choice in 4 of the 7 Irish Universities. CONS Prescriptive. Out of date. Doesn’t consider current student needs & changing technology landscape. ANCIL PROS: Comprehensive. Holistic, modular, embedded, active, assessed & transformative. CONS Prescriptive. Favours face to face as preferred method of delivery. Could be problematic as student numbers grow. ACRL PROS: Flexible. Not prescriptive. Takes into account changing information landscape. Collaborative. CONS Lack of learning outcomes may be difficult for those used to a prescriptive method. ACRL PROS: Flexible. Not prescriptive. Takes into account changing information landscape. Collaborative. CONS Lack of learning outcomes may be difficult for those used to a prescriptive method.
  12. 12. ANCIL has stated outcomes, is therefore more prescriptive and prefers face to face delivery over online. ACRL relies on concepts rather than outcomes, allowing for greater flexibility. Choosing a Framework ANCIL and ACRL stood out. Both models are dynamic and can align with core graduate attributes.
  13. 13. ANCIL: emphasis on the “student’s development as a discerning scholar and beyond the academic arena, as an informed citizen and an autonomous and lifelong learner” ACRL: “a set of core concepts with flexible options for implementation rather than on a set of standards, learning outcomes, or any prescriptive enumeration of skills”.
  14. 14. Key Attributes Holistic Modular Embedded Flexible Transformative Authority is constructed and contextual Information creation has a process Information has Value Research as inquiry Scholarship as conversation Searching as strategic exploration ANCIL ACRL Vs
  15. 15. Features Audience: primarily undergraduate level Who: Collaborative approach between Library, Teaching & Learning & Faculty How: Favours face to face delivery, active or inquiry-based learning When: Modular embedded course spanning entire programme Assessment: Pre-sessional & post sessional audits. Peer assessment Audience: undergraduate & postgraduate level Who: Collaborative approach between Library, Teaching & Learning & Faculty How: Flexible delivery. Facilitates online, face to face... When: Not stated. Flexible Assessment: Not stated. Open ANCIL ACRL Vs
  16. 16. A blended approach
  17. 17. 1. Managing the transition and becoming an independent learner 2. Mapping and evaluating the information landscape 3. Researching within the disciplines 4. Managing and presenting information 5. Understanding the ethical and social dimensions of information Five Key Competencies
  18. 18. • Mapping & evaluating the information landscape • Managing & presenting information • Managing the transition • Understanding ethical & social dimensions of information • Researching within the disciplines Deep Knowledge & Critical intellectual skills Autonomous and responsible learners Breadth of perspective Skills for life and work Information Literacy Framework for ‘A Maynooth Education’
  19. 19. “The framework acknowledges that IL skills are not isolated from the curriculum or from the development of other skills, recognising that they are intrinsically linked to other learning outcomes and graduate attributes. By doing this it is fundamentally linked to the principles of ‘A Maynooth Education’.” Maynooth University Library, Information Literacy Framework Strategy https://www.maynoothuniversity.ie/sites/default/files/assets/document//MUIL_strategy.pdf
  20. 20. The new framework opened up a conversation about connecting Information Literacy to other critical skills and embedding IL into curriculum content and assessment
  21. 21. Assessment Rubric Managing the transition and becoming an independent learner Managing and presenting information Mapping and evaluating the information landscape Researching within the disciplines Understanding the ethical and social dimensions of information
  22. 22. Association of College and Research Libraries (2014) ‘ACRL Framework for Information Literacy’ http://www.ala.org/acrl/standards/ilframework [Accessed June 5, 2015] Beilin, Ian (2015) ‘Beyond the Threshold: Conformity, Resistance, and the ACRL Information Literacy Framework for Higher Education’, In the Library with a Leadpipe, February http://www.inthelibrarywiththeleadpipe.org/2015/beyond-the-threshold-conformity-resistance- and-the-aclr-information-literacy-framework-for-higher-education/ [Accessed January 3, 2017] Gunasekara, C (2008) ‘Fostering independent learning and critical thinking in management higher education using an information literacy framework’, Journal of Information Literacy, 2(2) https://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/ART-V2-I2-2008-1 [Accessed January 2, 2017] Kessinger, P. (2013) ‘Integrated instruction framework for information literacy’, Journal of Information Literacy, 7(2), pp.33-59 Klebansky, A & Fraser, S (2013) ‘A Strategic Approach to Curriculum Design for Information Literacy in teacher Education – Implementing an Information Literacy Conceptual Framework’, Australian Journal of Teacher Education 38(11) pp. 103-125 Maynooth University (2014) ‘Maynooth University Graduate Attributes’ https://www.maynoothuniversity.ie/sites/default/files/assets/document/Graduate%20Attributes%20Final%20version_0.pdf [Accessed May24, 2016] Maynooth University (2015) ‘A Maynooth Education’ https://www.maynoothuniversity.ie/sites/default/files/assets/document/Maynooth%20Education%20Brochure_0.pdf [Accessed May24, 2016] Maynooth University Library (2016) ‘Maynooth University Library: Information Literacy Strategy Framework’ Education’ [online] [Accessed July 6, 2016] Available from: https://www.maynoothuniversity.ie/sites/default/files/assets/document//MUIL_strategy.pdf SCONUL Advisory Committee on Information Literacy (1999) ‘Information skills in higher education: a SCONUL position paper’. Prepared by the Information Skills Task Force, on behalf of SCONUL. Available at http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html Secker, J & Connan, E (2011) ‘A New Curriculum for Information Literacy’, ARCADIA University of Cambridge http://ccfil.pbworks.com/f/ANCIL_final.pdf [Accessed June 5, 2015] References

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