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Collaborating in the development of information literacy - Baume, Secker, Wolfenden


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Presented at LILAC 2019

Published in: Education
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Collaborating in the development of information literacy - Baume, Secker, Wolfenden

  1. 1. Collaborating in the Development and Integration of Information and other Learning Literacies David Baume PhD SFSEDA SFHEA, Fellow, University of London Centre for Distance Education Dr Jane Secker, FRSA, FHEA, FCLIP, Senior Lecturer in Educational Development, City, University of London Katy Woolfenden, Head of Teaching Learning & Students, The University of Manchester Library
  2. 2. Introductions
  3. 3. The Session Plan • Scene setting • Three Case Studies • World Café exercise • Reflections • Close Photo by Kelly Sikkema on Unsplash
  4. 4. An end goal for our work on IL? ● All our are graduates highly information literate / fluent ● Information literacy is embedded in learning outcomes, curriculum, pedagogy and assessment ● (Embedded, not invisible!) ● Academics are highly information literate, too ● All this is achieved through close cooperation between academics, information professionals and educational change agents (Don’t worry, there will be lots more for us to do)
  5. 5. Case Study 1: Staff Development at City, University of London
  6. 6. • Library led collaboration across multiple professional groups, which importantly includes our students • Holistic & inclusive approach to providing an extended skills programme accessible to all UoM students • Flexible approach to delivery: self selecting or embedded; online, face-to face or blended • Benefits and challenges in terms of reach, ways of working, scope and sustainability • Biggest gain has been the growth in our credibility which now enables us to influence at both practice and policy level Case Study 2: Student development My Learning Essentials
  7. 7. Case study 3: policy and strategies (David) Source - Martin Beeson at QMUL Library. • IL Policy at QMUL originated with the Library, which includes teaching and learning support. • The IL Policy derives in part from QMUL employability and graduate attributes policies. • Policy is a great start, but it’s not enough. Every new course and every course review requires continued attention to IL. • Subject librarians on course teams from the start. • Embedding IL works better than bolt-on / options.
  8. 8. World Cafe • 3 groups: Staff Development, Student Development and Policy Development • 10 minutes per table, then move on • Capture points on the Padlets
  9. 9.
  10. 10. Staff Development • What is the current level of information capability of your academic staff? • How are they supported to be information literate? • What other models could be employed? • Who will you collaborate with on this?
  11. 11. Student development • What are you doing in your institution to develop IL and other learning capabilities in your students? • Who are you collaborating with to deliver this? • How sustainable is this approach? • What proportion of your University's students do you reach? How could you reach them all? • Who else would you benefit from collaborating with? • What are the challenges?
  12. 12. Policy development • Does your University have a policy or strategy around IL? • Does your University have policies on graduate attributes or other things that might help? • How are you going to make it happen? • Who are you collaborating with to make a policy happen?
  13. 13. What am I going to do on Monday? Who will you talk to? Who will you try to work with more? What do you want to find out?
  14. 14. Further reading • CILIP (2018) CILIP Definition of Information Literacy: Available at: • Armstrong, C. (2008). Defining Information Literacy for the UK. Library & Information Update, 4, pp.22-25. • Tury, S., Robinson, L. and Bawden, D. (2015). The Information Seeking Behaviour of Distance Learners: A Case Study of the University of London International Programmes. The Journal of Academic Librarianship, 41(3), pp.312-321. • Jones, Rosie; Blake, J. (2013). Skills Development at the University of Manchester Library. SCONUL Focus, 58, 35–36. Retrieved from 10.pdf
  15. 15. Find out more Reports, papers and these slides at: BV7v_M-gLpCIVPf2ljcFqO?usp=sharing City University of London: EDM122: Digital Literacies and Open Practice blog: University of Manchester: My Learning Essentials: library/students/training-and-skills-support/my-learning-essentials/