Collaborating in the development of information literacy - Baume, Secker, Wolfenden
and Integration of
David Baume PhD
SFSEDA SFHEA, Fellow,
University of London
Centre for Distance
Dr Jane Secker, FRSA,
FHEA, FCLIP, Senior
Lecturer in Educational
University of London
Katy Woolfenden, Head
of Teaching Learning &
Students, The University
of Manchester Library
The Session Plan
• Scene setting
• Three Case Studies
• World Café exercise
Photo by Kelly Sikkema on Unsplash
An end goal for our work on IL?
● All our are graduates highly information literate /
● 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)
Case Study 1: Staff Development
at City, University of London
• 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
Case study 3: policy and
(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.
• 3 groups: Staff Development, Student
Development and Policy Development
• 10 minutes per table, then move on
• Capture points on the Padlets
• 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?
• 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?
• Does your University have a policy or strategy
• 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
What am I going to do
Who will you talk to?
Who will you try to work with more?
What do you want to find out?
• CILIP (2018) CILIP Definition of Information Literacy:
Available at: https://infolit.org.uk/new-il-definition/
• 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),
• Jones, Rosie; Blake, J. (2013). Skills Development at the
University of Manchester Library. SCONUL Focus, 58, 35–36.
Find out more
Reports, papers and these slides at:
City University of London: EDM122: Digital Literacies and Open Practice
University of Manchester: My Learning Essentials: