Cuthbertson - Huntingdonshire Regional College’s journey with information literacy and e-safety

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Cuthbertson - Huntingdonshire Regional College’s journey with information literacy and e-safety

  1. 1. Huntingdonshire Regional College’s journey with Information Literacy and E-SafetyAbigail CuthbertsonHead of Learning ResourcesHuntingdonshire Regional College
  2. 2. • Context• IL and E-Safety in FE• Our example• Thinking of running a qual?• Future Plans
  3. 3. Huntingdonshire Regional College• Small FE college near Cambridge.• Apprentices, Access courses, HE courses (through Anglia Ruskin), BTEC courses, LLDD courses.• Vocational areas: Motor Vehicle, Engineering, Hair and Beauty, Art and Design, Fashion, Photography, Childcare, Sport, Uniform ed Public Services.
  4. 4. Independent E-books / OnlineLearning Sessions Resources Structured Class ResourcesInformation Skills Support Reading Challenges E-Safety Drop In A space to learn Support Assignment Literacy Support Hand in Support Using Resources Numeracy Support Support with CVs IT Support and Job Applications E&D Flexible andBook displays and responsive to staff and celebrations student needs
  5. 5. Information Literacy for FE• How to search the internet effectively.• Evaluating sources for academic value (bias, credibility etc).• Awareness of plagiarism and how to avoid it through referencing.• Range of starting points.• Range of levels of ability.
  6. 6. Functional Skill for life• Future Identities report.• IL empowers people so they can make informed decisions...’ (Secker 2007 p2).• Digital divide: skills not access to technology.It is as absurd to try and solve the problem ofeducation by giving people access to informationas it would be to solve the housing problem bygiving people access to bricks. (Laurillard 2002 inSecker 2007 p4).
  7. 7. Information Skills - Difficult to Deliver• Timing in year – context.• Must be generic but engaging to varied subject areas.• Staff to deliver it.• Range of ability in FE.• Perceived as dull!• Previous experiences.
  8. 8. • Biggest problem: Learner perception of ability is much higher than actual ability.• High levels of confidence is one of the noted iGeneration traits. (Rosen 2010 p47).
  9. 9. Confidence vs Ability Blue = learner confidence level Red = staff assessment of learner ability Note-taking Time Management 2020 1818 1616 1414 1212 1010 8 8 6 6 4 4 2 2 0 0 Very Confident / Okay Not Confident Not Sure Very Confident / Okay Not Not Sure Confident / Competent / Not Very Confident / Competent Confident / Very Able Able Very Able Not Very Able From summer 2011 surveys of staff and students at Huntingdonshire Regional College.
  10. 10. Confidence vs Ability Blue = learner confidence level Red = staff assessment of learner ability Web Searching / Evaluating Sources Referencing / Bibliographies 252018 201614 151210 8 10 6 4 5 2 0 0 Very Confident / Okay Not Not Sure Very Confident Confident / Okay Not Confident Not Sure Confident / Competent Confident / / Very Able Competent / Not Very Very Able Not Very Able Able From summer 2011 surveys of staff and students at Huntingdonshire Regional College.
  11. 11. Confidence vs AbilityBlue = learner confidence levelRed = staff assessment of learner ability Encyclopaedia Britannica research amongstEssay / Assignment Planning secondary school students 18 indicates ...a huge gap 16 14 between young learners 12 proficiency with 10 technology, which is often 8 highly advanced, and their 6 skills in analysing and 4 2 understanding the 0 information - and risks - Very Confident Confident / Okay Not Confident / Not Sure presented by such / Very Able Competent Not Very Able technology.‘ (Grant 2012)From summer 2011 surveys of staff and students at Huntingdonshire Regional College.
  12. 12. Summer • Created Xerte Tutorials for Info Skills 2011Autumn • Delivered sessions to 36 classes 2011 • Reflections and feedback from LRC StaffWinter2011 and learners • Foundation degree IT students worked onSpring 2012 Xerte tutorialsSpring • Head of LRC completed PTLLS 2012
  13. 13. Summer 2012 – E-Safety• Decided to deliver BCS Level 1 E-Safety.• Response to employability concerns around social networking.• Response to concerns around safeguarding.• Funded qualification - college earns money for each learner.• LRC is a curriculum area.
  14. 14. What does it look like?• 20 guided learning hours.• Workbook.• Xerte e-learning tutorials.• LRC sessions + homework.• Exam – 75% pass mark.
  15. 15. Impact• Raised profile of e-safety across the organisation.• Employability.• Discussion between learners.• Ideas for Induction 2013.• Income – funded qual.
  16. 16. Benefits of Xerte for Info SkillsFor the learner• Resource that learners can go back to – unlike presentation from Librarian.• Engaging – continuous feedback on learning.• Learner feedback.• Supports varied learning styles and activities.For the college• Staff utilisation – para-professional can deliver.• Can use as cover.
  17. 17. Thinking about doing something similar?• Check funding.• Target classes, not individual sign ups.• Think as a learner: what will I get out of this?• Differentiation  stretch and challenge.• Can you staff it?• Do a basic teacher training qual.• Consider mode of assessment.
  18. 18. Your place inyour institution
  19. 19. Future plans 2013-14• Funding changes  College certificate/ready for work scheme.• Induction 2013 activities.• Resources are recyclable.• Better sessions for each academic year – keep reflecting, iterating and improving.• Safer Internet Day 2014 – work with Student Council and Student Services.
  20. 20. Bibliography• Campbell, A. et al. 2007. Learning, Teaching And Assessing In Higher Education: Developing Reflective Practice. London: Learning Matters.• CEOP, 2013. Who Can I Tell If I’m Worried? [online] Available from: http://www.thinkuknow.co.uk/11_16/report/ [Accessed: 3rd September 2012].• Chatfield, T., 2012. How To Thrive In The Digital Age. London : Macmillan.• CILIP, 2003. Information Literacy: Definition [online] Available from: <http://www.cilip.org.uk/get- involved/advocacy/information-literacy/pages/definition.aspx> [Accessed:13th April 2012].• CILIP, 2013. Health literacy skills need to be improved. CILIP Update, January 2013 p7.• Get Safe Online, 2013. Just How Safe Are You? [online] Available from: https://www.getsafeonline.org/quiz/[Accessed: 3rd September 2012].• Government Office For Science, 2013. Future Identities Changing Identities In The UK: The Next 10 Years [online] Available from: <http://www.bis.gov.uk/assets/foresight/docs/identity/13-523- future-identities-changing-identities-report.pdf> [Accessed: 20th February 2013].• Grant, I., 2012. Generation Y-fi: library resources in the mobile age. CILIP Update, October 2012 p24.• Hill, C., 2008. Teaching With E-Learning In The Lifelong Learning Sector. London : Learning Matters.
  21. 21. Bibliography (2)• Molesworth, M. et al., 2011. The Marketisation Of Higher Education And The Student As Consumer. Oxon: Routledge.• Parcell, L., 2012. Child Safety Online: The Kickstart Guide To Protect Your Child From Internet Dangers. CreateSpace Independent Publishing Platform.• Petty, G. (2004). Teaching Today: A Practical Guide. Cheltenham: Nelson Thornes.• Powers, W., 2011. Hamlets Blackberry: Building A Good Life In The Digital Age. London: Harper Perennial.• Rosen, L. D., 2010. Rewired: Understanding The iGeneration And How They Learn. Hampshire: Palgrave Macmillan.• Rowlands, I. et al., 2008. The Google generation: the information behaviour of the researcher of the future. Aslib Proceedings: New Information Perspectives Vol. 60 No. 4, 2008 pp. 290-310.• Scales, P. (2010). Teaching In the Lifelong Learning Sector. London: Open UP.• Secker, J., 2007. The Information Literacy Cookbook : Ingredients, Recipes And Tips For Success. Cambridge : Chandos Publishing.• Whitworth, A., 2009. Information Obesity. Cambridge: Chandos Publishing.• Vaidhyanathan, S., 2011. The Googlization Of Everything (And Why We Should Worry). California : University of California Press.
  22. 22. Any questions?Abigail CuthbertsonHead of Learning Resources01480 379175abigail-cuthbertson@huntingdon.ac.uk

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