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Advancing Information
Literacy In Higher Education
Four Questions For Debate
Sheila Corrall, Ethan Pullman, Charlie Inskip...
Four Questions For Debate
1.  Which model(s) should we use?
–  How should we define/frame educational interventions,
in te...
Four Questions For Debate
3.  How should we position information literacy?
–  As a transferable, measurable skillset; a hi...
Presenters
Sheila Corrall, University of Pittsburgh School of Computing
and Information (Moderator/Timekeeper)
Ethan Pullm...
Which Model(s) Should We Use
To Frame Our Interventions?
An ‘IL Model by any other name’, would it be as sweet?
Visual representation based on Models & Frameworks, ILG
Then came IL types
And	all	in	50	minutes	or	less!
IL at IATUL
Members of International Association of University Libraries
2015 IATUL Special Interest Group Information Lit...
How are U.S. librarians using the standards?
(Julien, Gross, Latham, Survey of IL Practices in US, CRL 2018)
And all in 50...
How are U.S. librarians using the standards?
(ibid)
5.99
5.03
4.38
4.36
4.1
2.64
2.48
2.36
Awareness of Tech Innovations
H...
How are U.S. librarians using the standards?
(ibid)
Assessment Method
58%
41%
40%
Faculty
formative
self-assessments
Back to Our Question (i.e. your turn)
“How should we define and/or frame our educational
interventions? In terms of a theo...
A Librarian’s Perspective
•  Standards help you develop learning outcomes
•  Frameworks help guide teaching & learning phi...
What Should Our Purpose Be As
Information Literacy Educators?
What should our purpose be as information
literacy educators?
Improve academic performance?
Prepare graduates for employme...
What should our purpose be as information
literacy educators?
“In HE the primary purpose of information
literacy intervent...
What should our purpose be as information
literacy educators?
https://lydiaarnold.wordpress.com/2016/10/03/the-process-of-...
Russia, Office, Men, Women, Working, Workers, Complex – tpsdave - http://pixabay.com/en/russia-office-men-women-working-95...
What Should Our Purpose Be As Information
Literacy Educators?
Or should we be asking,
•  what is the role of our instituti...
How Should We Position
Information Literacy?
Information literacy
•  A complex, dynamic concept
•  A discipline (Johnston & Webber, 2006; Webber &
Johnston, 2017) or a...
How to position IL?
•  Depends on your motivation e.g.
–  Signalling allegiance
–  Carving out an academic reputation
–  A...
Observations
•  Needs to be contextually interpreted, culturally
relevant
•  “Literacies” “Meta” “Critical” don’t replace ...
How Should We Assess Our
Information Literacy Activities ?
What are we doing?
•  Information literacy assessment in higher education
(ILAHE) – theoretical framework (Pinto, 2015)
– ...
Why are we doing this?
•  Three primary functions of information literacy
instruction assessment (Erlinger, in press)
–  P...
Does it matter?
•  Are students more information literate as a result of
IL instruction (one-shots or embedded)? Do they
r...
References
Bates, M. J. (2015). The information professions: Knowledge, memory, heritage.
Information Research, 20(1). Ret...
Advancing Information Literacy
in Higher Education
Four Questions For Debate
1.  Which model(s) should we use?
2.  What sh...
Contacts
Sheila Corrall scorrall@pitt.edu
Charlie Inskip c.inskip@ucl.ac.uk
Alexis Macklin macklina@ipfw.edu
Ethan Pullman...
Please continue the debate at
https://www.surveymonkey.com/r/IL4Qs
Advancing information literacy in higher education: four questions for debate - Corrall, Pullman, Inskip, Webber & Macklin
Advancing information literacy in higher education: four questions for debate - Corrall, Pullman, Inskip, Webber & Macklin
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Advancing information literacy in higher education: four questions for debate - Corrall, Pullman, Inskip, Webber & Macklin

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Advancing information literacy in higher education: four questions for debate - Corrall, Pullman, Inskip, Webber & Macklin

  1. 1. Advancing Information Literacy In Higher Education Four Questions For Debate Sheila Corrall, Ethan Pullman, Charlie Inskip, Sheila Webber & Alexis Macklin
  2. 2. Four Questions For Debate 1.  Which model(s) should we use? –  How should we define/frame educational interventions, in terms of a theoretical lens and/or orientation, conceptual framework, process model, professional standards or guidelines? 2.  What should our purpose be? –  Improve academic performance, prepare graduates for employment, or help people interact with information for lifewide and lifelong learning as informed citizens?
  3. 3. Four Questions For Debate 3.  How should we position information literacy? –  As a transferable, measurable skillset; a higher-order, knowledge-based meta-competence; or a soft applied discipline, with its own distinct identity? 4.  How should we assess information literacy? –  What types of measures should we use, e.g., affective, behavioral, cognitive? How should we collect evidence, e.g., exercises, tests, course products, narratives, observation, interviews? When should we do it?
  4. 4. Presenters Sheila Corrall, University of Pittsburgh School of Computing and Information (Moderator/Timekeeper) Ethan Pullman, Carnegie Mellon University Libraries (Q. 1) Charlie Inskip, University College London Department of Information Studies (Q. 2) Sheila Webber, University of Sheffield Information School (Q. 3) Alexis Macklin, Purdue University Fort Wayne Library (Q. 4)
  5. 5. Which Model(s) Should We Use To Frame Our Interventions?
  6. 6. An ‘IL Model by any other name’, would it be as sweet? Visual representation based on Models & Frameworks, ILG
  7. 7. Then came IL types And all in 50 minutes or less!
  8. 8. IL at IATUL Members of International Association of University Libraries 2015 IATUL Special Interest Group Information Literacy
  9. 9. How are U.S. librarians using the standards? (Julien, Gross, Latham, Survey of IL Practices in US, CRL 2018) And all in 50 minutes or less! 87% 87% 81% 60% 53% 52% 51% Hands-on instruction in computer lab Individualized instruction (one-on-one) Lectures/demonstrations in subject classes Group instruction courses/subjects in the library Video recordings (such as YouTube videos) Web tutorials Library guides/handouts web format Method of Instruction
  10. 10. How are U.S. librarians using the standards? (ibid) 5.99 5.03 4.38 4.36 4.1 2.64 2.48 2.36 Awareness of Tech Innovations How to Manage Information How databases work Other Locating find info in various sources general strategies critical thinking Ranking of Objectives
  11. 11. How are U.S. librarians using the standards? (ibid) Assessment Method 58% 41% 40% Faculty formative self-assessments
  12. 12. Back to Our Question (i.e. your turn) “How should we define and/or frame our educational interventions? In terms of a theoretical lens or orientation, conceptual framework, process model, professional standards, or guidelines?
  13. 13. A Librarian’s Perspective •  Standards help you develop learning outcomes •  Frameworks help guide teaching & learning philosophies •  Keep your eyes on the ball: Literacy not Expertise •  Learning is contextual: some context need a process approach, some need theory, the challenge is knowing the difference •  If assessment is easy, we’d all be doing it •  Learning doesn’t stop, nor does teaching
  14. 14. What Should Our Purpose Be As Information Literacy Educators?
  15. 15. What should our purpose be as information literacy educators? Improve academic performance? Prepare graduates for employment? Help people interact with information for life-wide and lifelong learning as informed citizens? All of the above?
  16. 16. What should our purpose be as information literacy educators? “In HE the primary purpose of information literacy interventions is to enable students to independently seek information and use it appropriately and conform to academic information norms. One could call this ‘academic information literacy’.” (Information Literacy Group, n.d.)
  17. 17. What should our purpose be as information literacy educators? https://lydiaarnold.wordpress.com/2016/10/03/the-process-of-defining-graduate-attributes/
  18. 18. Russia, Office, Men, Women, Working, Workers, Complex – tpsdave - http://pixabay.com/en/russia-office-men-women-working-95311/ CC0 1.0 Teaching Chemistry – starmanseries - https://flic.kr/p/ciLwbon CC BY 2.0
  19. 19. What Should Our Purpose Be As Information Literacy Educators? Or should we be asking, •  what is the role of our institution? •  should we contribute to the development of graduate attributes? How? •  are we / should we be preparing students for the wider world? •  should we concentrate on ‘academic information literacy’ and leave employability to careers consultants? •  what is the role of faculty? Over to you…
  20. 20. How Should We Position Information Literacy?
  21. 21. Information literacy •  A complex, dynamic concept •  A discipline (Johnston & Webber, 2006; Webber & Johnston, 2017) or at least a subject domain •  Like many social science disciplines: development comes about through both practice and research
  22. 22. How to position IL? •  Depends on your motivation e.g. –  Signalling allegiance –  Carving out an academic reputation –  Aligning with organisational goals and strategy –  Fitting in with an existing initative –  Developing an information literate curriculum –  Helping a specific group of people to engage with the information that will enable them to life their life •  IL is rich enough to accommodate all this!
  23. 23. Observations •  Needs to be contextually interpreted, culturally relevant •  “Literacies” “Meta” “Critical” don’t replace IL •  Digital Literacy – in short/medium term will be old fashioned (Floridi’s (2015) idea of offline and online blending to onlife) – don’t get trapped there •  Positioning with UNESCO concept of Media & Information Literacy may have more mileage, but need to be assertive about Information component
  24. 24. How Should We Assess Our Information Literacy Activities ?
  25. 25. What are we doing? •  Information literacy assessment in higher education (ILAHE) – theoretical framework (Pinto, 2015) –  5 consolidated lines of research (clusters) o  Evaluation-Education o  Assessment o  Students-Efficacy o  Learning/research o  Library
  26. 26. Why are we doing this? •  Three primary functions of information literacy instruction assessment (Erlinger, in press) –  Providing feedback to learners –  Providing feedback to instructors –  Demonstrating value of programs to stakeholders and administrators
  27. 27. Does it matter? •  Are students more information literate as a result of IL instruction (one-shots or embedded)? Do they retain IL skills? •  Are more faculty collaborating with librarians and/or embedding IL into their curriculum? •  Have IL assessment measures demonstrated impact (student retention; improved graduation rates)?
  28. 28. References Bates, M. J. (2015). The information professions: Knowledge, memory, heritage. Information Research, 20(1). Retrieved from http://InformationR.net/ir/20-1/paper655.html Erlinger, A. (2017). Outcomes assessment in undergraduate information literacy instruction: A systematic review. College & Research Libraries. Advance online publication. Retrieved from https://crl.acrl.org/index.php/crl/article/view/16600 Floridi, L. (ed.). (2015). The onlife manifesto. Heidelberg: Springer. Johnston, B., & Webber, S. (2006). As we may think: Information literacy as a discipline for the information age. Research Strategies, 20(3), 108-121. Julien, H., Gross, M., & Latham, D. (2018). Survey of information literacy instructional practices in US academic libraries. College & Research Libraries, 79(2), 179-199. Pinto, M. (2015). Viewing and exploring the subject area of information literacy assessment in higher education (2000–2011). Scientometrics, 102(1), 227-245. Webber, S., & Johnston, B. (2017). Information literacy: Conceptions, context and the formation of a discipline. Journal of Information Literacy, 11(1), 156-183. UNESCO MIL initiatives: https://en.unesco.org/themes/media-and-information-literacy; http://www.unesco.org/new/en/gapmil/
  29. 29. Advancing Information Literacy in Higher Education Four Questions For Debate 1.  Which model(s) should we use? 2.  What should our purpose be as IL educators? 3.  How should we position information literacy? 4.  How should we assess information literacy? Your Turn – Reactions and Discussion
  30. 30. Contacts Sheila Corrall scorrall@pitt.edu Charlie Inskip c.inskip@ucl.ac.uk Alexis Macklin macklina@ipfw.edu Ethan Pullman ethanp@cmu.edu Sheila Webber s.webber@sheffield.ac.uk @sheilayoshikawa http://information-literacy.blogspot.com
  31. 31. Please continue the debate at https://www.surveymonkey.com/r/IL4Qs

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