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LILAC 2009 Full Programme

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LILAC 2009 - full programme including abstracts

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LILAC 2009 Full Programme

  1. 1. Keynote Abstracts Lesley Burger Leslie Burger Director Princeton Public Library 65 With�rspoon Street Princeton, NJ 08542 lburger@orincetonlibrarv.org From Information Literacy to Digital Citizenship: Libraries and the New Democracy E-government, viral messaging, online communities and still to be invented methods for electronic participation .in today's society call for libraries to be active leaders in teaching our customers all they need to know to be active participants in our democracies. The recent U.S. Presidential election provides wonderful examples about how technology can be used to engage people of all ages to become part of the discussion about the important issues of our times and create solutions. Libraries have traditionally provided people with the print information they need to make informed choices but now we must become their partners, enabling them to become the digital citizens for the 21 st century. Learn more about what libraries around the world are doing to help transform their communities. Conor Galvin Lecturer and Researcher UCO Dublin College of Human Sciences School of Education conor.galvin@ucd.ie Technologising the HE learning space; red pill or blue? The technology project of the early 21st century leaves no space untouched. The leitmotif may be playful, it may press sociality on us at the cost of the more traditional understandings of the social, it may shift our perspectives on the public and private, and - most crucially in the light of our concerns for this conference - it may seek to redefine and revaluate learning and the role of information services in higher education. The possibilities are intriguing. And broadly positive. As long as we really grasp where this new imaginary is taking us... Melissa Highton Head, Learning Technologies Group OUCS University of Oxford melissa.highton@oucs.ox.ac.uk Managing your flamingo. In her keynote Melissa will be aiming squarely at her seventh pillar. She will attempt to synthesise and analyse existing information to provide fresh insights and forecasts. Specifically, she will draw upon her knowledge of emerging technologies, learning technologies, staff development processes and teaching practice. She will consider the opportunities offered to information literacy professionals by the overlaps in these areas and in working effectively with academic colleagues and other support services. The information she provides will not necessarily be neutral. Her perspectives are shaped by experience of working for 15 years within institutions to deliver innovation and change. She will explore some of the challenges which the do-it-yourself approaches of web 2.0 bring to HE organisations and the tensions between media creation and control. She will ask you what the difference between digital and media literacy is and how your work in information literacy supports both or either. She will suggest strategies to support visionaries and enthusiasts towards models of sustainability, embedding and service. She hopes you will consider the current situation in your own organisation and identify what further information you might need. She will give practical suggestions for staff development and tell you what to do if your 9
  2. 2. ,., ., -- of research, from vetting the first hypothesis to obtaining funding, collaborating and getting published. Andy Chadbourne & Paul Dalton lntellident 21st century stock management Library patrons are getting smarter and demanding an increasingly accurate level of service from libraries. Hear how lntellident is enabling its customers to provide significantly improved on-shelf inventory. Jacqueline Cousins & Kate Perris Imperial College London j.cousins@imperial.ac.uk k.perris@imperial.ac.uk Supporting ourselves to support research The Medicine Information Literacy Group {MILG) at Imperial College London was set up to address the needs of librarians supporting the medicine faculty at Imperial College. The group has developed structures and ways of working that address the key concerns of subject -. librarians and has greatly developed and improved the level of research support the library provides to the faculty. Providing research support to our users is central to the role of the university subject librarian. The role of the subject librarian has changed in recent years but traditionally they have worked in isolation providing a service to schools or faculties within a university. Subject librarians now work in a variety of ways but many will face similar difficulties and challenges. Peer support The MILG group works collaboratively and has created a peer support network. This approach has enabled the group to provide a higher level of support through addressing issues such as professional development, current awareness, skills development and service development while overcoming the time constraints that affect many lone subject librarians. The group's purpose is to keep medicine faculty staff and students up-to-date with relevant new resources, provide teaching sessions in areas such as research skills, liaise with the faculty to identify training needs and develop the professional skills of MILG group members. Group structure MILG group meetings are structured around the academic year. MILG meets once a month during term time and once a week during the summer for intensive teaching preparation leading up to the start of the academic year. The monthly meetings are an opportunity for the group to share ideas for service development including utilising new technologies, keeping users informed of new resources, developing the library's relationship with the faculty and reviewing library services to ensure the research needs of the faculty are being met. The group also compares and creates working practices and develops the group's professional skills through external and internal training. The work carried out during the monthly meetings enables MILG to create a range of relevant training sessions for students. The majority of these training sessions are delivered at the beginning of the academic year between September and November. One-to-one training sessions and bookable group sessions are offered to faculty staff and students throughout the year. Current awareness Group members take individual responsibility for current awareness. The group keeps up to date with developments in key medical resources through appointing resource champions. Each group member is assigned a resource for which they are responsible. This resource champion produces user guides, informs the group of any changes and provides their peers with training on the resource. The group also investigates and experiments with new
  3. 3. ..I -• . I -I . I - I . , ..I .. I I - • I - -...... in close collaboration with faculty staff and some externally commissioned. We will provide details of our marketing campaign and the training delivered to library staff, students and particularly GDP academic staff. We are now working on the evaluation of the iSkillZone and are bidding for funding made available for GDP Research by the University. We will report on this first phase of evaluation giving some qualitative and quantitative analysis of the use and usefulness of the iSkillZone from feedback sought from GDP staff and students. We will discuss our future plans for example, developing an interactive 'Evaluate' section with academic staff collaboration and adding more content for the 'Who owns it? (Copyright)' section, which will be of particular interest to researchers and academics. The hands-on session will involve users looking at the quiz, and trying out some df the activities in the 'Plagiarism' and 'Who owns it? (Copyright)' sections. .Although the material is personalised for a UWE audience it is currently freely available and may be adapted with appropriate acknowledgement. The UWE Bristol Business School specific copy of the a ·sm' section for example, will be available for download and reuse or repurposing from Jorum. .- Emily Shields & Jayne Evans Manchester Metropolitan University e.shields@mmu.ac.uk j.e.h.evans@mmu.ac.uk Oh no - not another voting session!: Interactive devices with a difference If you think this is just another voting demonstration think again.....! Staff from Manchester Metropolitan University (MMU) Library have in previous years at LILAC demonstrated the use of the ACTIVote voting devices within our Information Literacy (IL) sessions. This year our use of the new generation of Promethean interactive devices (ActiveXpression) will be demonstrated and discussed, providing an opportunity to see how this style of interactivity can enhance and support IL training. Participants will have the opportunity, within the group activities, to consider how such devices or similar methods could be used within the training given at their own institutions. Objectives: By the end of this workshop participants will: • Have an overview of how such devices as the ActiveXpression system can assist their library's teaching sessions. • Have experienced using the interactive devices within the session • Be able to build upon and adapt existing sessions to include voting within them - electronic or otherwise. Since September 2008 the MMU Library Service has been involved with a University wide project (Aid4Assessment) to evaluate the use of ActiveXpression interactive devices in assessment within Higher Education. The Library's previous successes with the ACTIVote pods highlighted the value of using these types of devices in lnfoSkills sessions to assess the students' learning. The number of new features available with ActiveXpression has allowed us to expand upon the range of questions and feedback we ask the students for, and this development has proved beneficial to both staff and students. Using the handsets in different situations has allowed us to compare and assess the various features of the devices that work most successfully in different settings and with varying group sizes. The Library's results show that use of such devices has increased inclusivity, interaction and enhanced the student learning within a variety of environments, eg seminars, lecture theatres and PC classrooms. They have provided us with the opportunity to get completely honest free text responses from students allowing a better assessment of their learning as it takes place, and allowing the direction of the sessions to change as necessary. This session will allow participants the chance to see the range of ways in which MMU library have used these devices and observe the tools available with ActiveXpression, such as free 14
  4. 4. , - be a credit bearing module specifically focused on IL as a stand-alone subject but which requires subject-specific integration of the skills learned in the assessments (Johnston & Webber, 2003). Both approaches stress the importance of contextualisation and practice of IL skills as part of the teaching and learning process. For the Environmental Science (F850) Programme at Newcastle University, close collaboration between academic and library staff has resulted in the development of a whole curriculum perspective. Some aspects of IL can be taught to all students in the same way, thereby allowing the development of generic supporting resources. Other aspects may be better learned in a specific disciplinary context. Considering the development of IL throughout the degree programme has led to a blend of integrated and stand-alone teaching and learning approaches, but it is clear that both need to be valued through direct credit-bearing assessment. This paper will describe the "golden thread" concept which was used to integrate IL into the curriculum and present the preliminary results of research undertaken to assess the impact of the IL interventions between 2005 and 2008. Students were asked to assess their own IL levels at the start of first and second year and this self assessment was then compared to an independent evaluation of their work, using predetermined criteria to assess evidence of IL in assessed work at different stages. Continuing assessment of the value and effectiveness of the interventions has driven the learning processes for staff involved in the implementation. Discussion groups were used to draw out student perceptions of their experiences and to investigate the students' concept of IL as a graduate attribute for life. References Godwin, P. (2003). Information literacy, but at what level? In: Information and IT literacy enabling learning in the 21st century. A. Martin & H. Rader (eds} Facet, London. pp 88-97. Johnston, B. & Webber, S. (2003). Information literacy in higher education: a review and case study. Studies in Higher Education 28,33 5-3 52 , McGuinness, C. (2003) Attitudes of academics to the library's role in information education. In: Information and IT literacy. Enabling learning in the 21 st century. A. Martin & H. Rader (eds) Facet, London. pp 244-254. Peters, J., Hathaway, H. & Bragan-Turner, D. (2003). Does discipline matter? In: Information and IT literacy. Enabling learning in the 21 st century. A. Martin & H. Rader {eds} Facet, London. pp 77-87. Jonathan H. Westaway University of Central Lancashire jwestaway@uclan.ac.uk Research-informed Teaching and Information Literacy at the University of Central Lancashire All research requires the identification, use, evaluation and synthesis of relevant information. As such, information literacy is an essential component of research. This paper will outline recent initiatives at UCLan to develop information literacy within the context of Research­ informed Teaching initiatives. The paper has two main aims: firstly, to discus the importance of strategic approaches to embedding information-literacy education {ILE} within the curriculum. The second aim will be to examine the implications of these strategic approaches on professional development, specifically the role of 'librarian as educator'. The Ceritre for Research-informed Teachina (CRiT} is a new initiative at UCLan with an innovative remit: to support and encourage the links between teaching and research; to give undergraduates experience of research; and to support pedagogic research in this area. Highly developed in the USA, this 'Student as Scholar' approach fundamentally repositions the student experience of teaching and learning. Far from being treated as just passive consumers of knowledge, they are recognized as co-creators of knowledge. As part of its remit the CRiT has undertaken a number of initiatives: founding the UCLan underaraduate research ioumal Diffusion, funding student internships, organizing the Universitv Conference and publishing a number of studies on the impact of research on teaching. With the 20
  5. 5. ·- • -,. - l! • - •.. • ' •• ' • .. emphasis on the 'student as researcher', information-literacy strategies that support and develop students 'knowledge of how to become knowledgeable' Grayling, A. C., (2008) were recognized as critical elements in this reformulated research-teaching nexus. In conjunction with the Learnino Develooment Unit (LOU} at UCLan, the CRiT has funded an Information-literacy Development Project at UCLan, based in the recently merged Learning and Information Services. The project has a number of aims and objectives which will be outlined and their effectiveness and implications discussed in this paper: • Drawing on insights from Webber, Johnston and Corral! on the information- literate university and the importance of strategic endorsement of IL strategies, the project aims to incorporate information-literacy objectives into key strategic policy documents and strategic processes at UCLan, including the Teaching and Learning Strategy and the course validation process. Webber, S. and Johnston, B (2006) • Utilizing existing information literacy models (SCONUL, CILIP, ALA ACRL) the project has developed a seven-stage model of information literacy relevant to UCLan's needs. Promotion of this model internally within LIS and externally to key stakeholders forms an important part of the project. • Promotion of information literacy to key university stakeholders has been undertaken via the Digital Literacies panel discussion at the UCLan University Conference 2008 and the Digital Literacies blog. htto://uclan-digital-literacv.bloosoot.com/ • The project has developed learning outcomes for academic literature searching, based on the seven-stage information-literacy model. The focus has been on demonstrating progression in attainment and incorporating research on higher level analytical and evaluative skills, particularly Jenny Moon's research on critical thinking. Moon, J (2005) htto://www.uclan.ac.uk/information/services/librarv/files/lLD Information Skills Bench marks.pdf • The project is developing an E-learn (WebCT} module, targeted at first year students, designed to teach the information-literacy skills and critical-thinking skills needed to undertake an academic-literature search. • The project is developing partnerships between Learning and Information Services and the faculties and schools. The goal is to embed information literacy within the curriculum and to support liaison librarians in embedding information literacy in their professional practice. • The project aims to evaluate the impact of information-literacy strategies, to develop assessment methodologier, and impact metrics.· References . Corral!, S. M., 'Benchmarking strategic engagement with information literacy: towards a working model', Information Research, 12 (4) October 2007 - ;, http://informationr.net/ir/12-4/oaoer328.html Accessed 20.03.08. )l._ Grayling, A. C., (2008) 'The importance of knowing how', New Scientist, 9 August 2008, 48. Moon, J, We seek it here...a new perspective on the elusive activity of critical thinking: a theoretical and practical approach, Escalate, Higher Education Academy Subject Centre for Education, Discussions in Education Series, October 2005. htto://escalate.ac.uk/2041 Accessed 13.03.08. Webber, S. and Johnston, 8., 'Working towards the information literate university', in Walton, G. and Poe, A. (eds), Information Literacy: recognising the need. Staffordshire University, Stoke-on-Trent 17 May 2006, 47-58 Webber S. and Johnston, B., 'Perspectives on the information literate university', SCONUL Focus, 33, Winter 2004, 33-35. http://www.sconul.ac.uk/oublications/newsletter/33/12.odf Accessed 20.03.08. 21
  6. 6. ' Workshop participants will engage with an IL competency analysis using a diagnostic tool adapted from the Information Skills Benchmarks developed by Peter Godwin (2002) at South Bank University. An individual reflective analysis of participants' own level of IL in relation to each of the seven pillars will be followed by consideration of the level of IL competencies of the students or colleagues that they typically teach or support. Small groups will discuss where the gaps are in student and/or staff competencies and what this could mean for the implementation or support of IBL with feedback from the workshop leaders. Small groups will then engage with an IBL activity using a learning design tool developed at CILASS that will give them the opportunity to experiment with inquiry-based pedagogies. Groups will be given an educational scenario from the UK context where it would be appropriate to implement IBL. They will identify which of the Seven Pillars they will address and how they can build IL competencies using IBL A plenary discussion will then look at each IBL design, to draw out general themes and issues that groups have identified and move towards characterising an IBL pedagogy for IL. References Godwin, P. (2002) "Information Skills Benchmarks." South Bank University 2002 [ONLINE] htto://www.lisa.lsbu.ac.uk/006 services/staff/informa.tion skills benchmarks.odf [Retrieved 13th November 2008] Kahn, P. & O'Rourke, K. (2005). "Understanding enquiry-based learning". In: T. Barrett, I. M. Labhrainn & H. Fallon (eds.), Handbook of Enquiry and Problem-Based Learning: Irish Case Studies and International Perspectives, pp. 1-12. Centre for Excellence in Learning and Teaching, NUI Galway; All Ireland Society for Higher Education (AISHE): Galway; Dublin. [ONLINE] http://www.aishe.org/readings/2005- 2/chapter1.pdf; [Retrieved 2nd January 2008]. SCONUL (2007). The Seven Pillars of Information Literacy [ONLINE] http://www.sconul.ac.uk/arouos/information literacv/seven oillars.html [Retrieved 13th November 2008 Angela Newton & Amanda Harrison University of Leeds a.i.newton(a)leeds.ac.uk a.a.harrison@leeds.ac.uk Enhancing Student Engagement with Knowledge and Research through Evidence­ based Information Literacy Training Background: Evidence-based IL training helps students to fulfil their academic potential by exploring the cutting edge of knowledge and engaging in the process of research. During the last four years the Institute of Psychological Sciences and Leeds University Library have conducted a longitudinal study assessing the information literacy skills of their students ,,,, using a q!Jestionnaire based on the SCONUL 7 pillars model of information literacy. Previous LILAC presentations ( arrison and Newton 2005 &-:2'rr07 ave demonstrated the reliability of the assessment tool, the importance of assessing the IL skills of students in order to provide evidence-based IL training, and the strong relationship between IL skills abilities and student academic performance. Continued use of this assessment tool has now provided evidence demonstrating the reliability of the data produced across HE Institutions. Furthermore, a University of Leeds Academic Development Fund grant has sponsored the extension of this innovative work across all nine academic faculties. This project aims to facilitate the development of evidence­ based Information Literacy training in the University, and has resulted in the production of nine subject specific IL questionnaires designed to facilitate the students engagement with the assessment process. Method (Leeds study): In 2008 all undergraduate students in nine Schools of the University of Leeds completed a subject specific information literacy questionnaire during the first few weeks of study, prior to any IL training that year. The participating Schools represented a wide range of academic disciplines from Physical Sciences, through Life Sciences and Social 23
  7. 7. ii ... y -• •-- •- - • . t - • ·- • • - .. '- ., � •• ill • ·• eight computer workstations, Reference/Instruction librarians prepared a once-a-week on­ going, rotating curriculum from computer basics to Internet use. Meanwhile, the campus became associated with the Dewey, (now Osher) Institute for Lifelong Learning, membership base is primarily senior citizens. Reference/Instruction librarians presented two multi-session workshops, the 21ST Century Library (2005), and The World at Your Fingertips: Beyond Google (2006). Details of the programming, including syllabus design and appropriate use of PowerPoint, demonstration of the Internet sites set up, including building web template will be included. Pre-assessment tool and results (sections: electronic communication; computer basics; World Wide Web]. Discussion of the evolution of original syllabus content; scheduling & participation parameters will be included. In 2004 the Indiana State University Library's Reference/ Instruction Department began an instructional outreach program called "Bits 'n Bytes" to teach basic computer and Internet searching skills to elders within our community. We, installed eight Gateway 1400 PCs, and two desk jet printers in a local retirement community. The PCs, which are all hardwired to the Internet via DSL, run on the Windows XP Pro operating system. Additionally, we can connect to the Internet in the media room via a wirefree hub installed for the purpose of expanding the range of instructional methods. With the educational initiatives of our university in mind, which encourage community outreach and engagement with the community, we travel weekly to the retirement community to teach computer skills. The goal of the program is to benefit the community-at-large by providing these adult learners with information literacy skills, therapeutic activity, and a social outlet. Realizing that this outreach program could offer our university students opportunity for growth, we then partnered with faculty to open up Bites & Bytes as a field site for students enrolled in a freshman social work course. Lesson plans, course syllabi, equipment setup and student feedback will be included. References ./ Bean, C 2003, 'Meeting the challenge: training an aging population to use computers', Southeastern Librarian, vol. 51, no. 3, pp. 16-26. Gust, KJ 2006,'Teaching with IT Tiffany's IT: A "go-lightly" approach to information literacy instruction for adult and senior learner', Reference Services Review, vol. 34, no. 4, pp. 557- 569. v' Hill, R, Beynon-Davies, P, Williams, MD 2008, 'Older people and internet engagement', Information Technology & People, vol. 21, no. 3, pp. 244-266. Juznic, P Blazic, M; Mercun, T; Plestenjak, B & Majcenovic, D 2006 'Who says that old dogs cannot learn new tricks?: A survey of internet web usage among seniors', New Library World, vol. 107, no. 7-8, pp. 332-345. Lawson, KF 2005, 'Using eclectic digital resources to enhance instructional methods for adult learners', OCLC Systems & Services, vol. 21, no. 1, pp. 49-60. Maule, RW 1997, 'Adult IT programs: a discourse on pedagogy strategy and the internet', Internet Research, vol. 7, no. 2, pp. 129-152. Ragneflaten, EH 2004, 'SeniorSurf in Norway', Scandinavian Public Library Quarterly, no.4, p. 25. Tuesday 31st March - Morning Parallel session Andrew Walsh University of Huddersfield a.p.walsh@hud.ac.uk If they won't turn them off, we might as well use them. Using mobile 'phones in information skills sessions. Librarians have often been enthusiastic users of web 2.0 technologies as they've been introduced, though there seem to be more web 2.0 librarians around than web 2.0 libraries! Many of these technologies, including social networking sites and biogs are easy to post to via mobiles, but the mobile libraries (m-libraries) concept seems at present to be biased 27
  8. 8. l . I ! ,' -• - I -, I ' > I ., • • .. t� ll .' II 111 - � 'II u ". ,1 '. •JI ,., !I " -.. ,1 �· • .J The ILT measures four of the five ACRL standards (Standard 4: student able to use information effectively to accomplish a specific purpose can't be measured using multiple choice questions). The four standards assessed are: · Standard 1: can the student define and articulate the nature and extent of the information needed. Standard 2: can the student access needed information effectively and efficiently. Standard 3: can the student evaluate information and its sources critically and incorporate selected information into his or her knowledge base and value system. Standard 4: can the student understand many of the ethical, legal and socio­ economic issues surrounding information and, information technology. The testing cycle Testing took place in late 2006, 2007 & 2008. The final years results are now being analysed and will be released in February 2009. Answering the Projects Research Questions 1. Is there value in administering online information literacy audits? So far, yes. The figures provide us with a very useful baseline on the development of Information Literacy skills in students over three years. The figures are really interesting are we are now beginning further analysis of the results. Some results so far: The majority of students from both departments achieved good results: o the majority of students scored well above the score required for "Proficient" o the mean score for ICO students was in the "Advanced" classification o the mean score for Economics was almost identical o Only one in every 18 of the students failed to reach the Proficient grade (four ICO students and one Economics) o just over a quarter of students were classed as Proficient two thirds were classed as Advanced. 2. What do the results tell us? a. the majority of students were able to answer questions concerning defining and articulating the nature and extent of the information needed correctly b. around half were not able to answer questions concerning accessing needed information effectively and efficiently correctly c. two thirds were able to answer questions concerning evaluating information and its sources critically and being able to incorporate selected information into his or her knowledge base and value system d. a similar number were able to answer questions concerning understanding many of the ethical, legal and socio-economic issues surrounding information and information technology correctly. 3. Does Intervention work? Having identified areas for improvement, library staff and tutors targeted areas were performance was weak with taught sessions and practical activities. After each intervention student performance in these areas improved. 4. Is there a need in for a UK designed, generic, online Information Literacy Audit? We'll know one way or the other if this is worthwhile pursuing when we have analysed the final set of results, just ahead of the 2009 LILAC Conference. 30
  9. 9. it " II It References Bordinaro, K & Richardson, G. (2004) Scaffolding and reflection in course integrated library instruction Journal ofAcademic Librarianship Vol.30 (5) p.391-401. Pope, A. and Walton, G. Information and media literacies: sharpening our vision in the twenty first century, chapter accepted for publication in an, as yet, untitled book to be published by Informing Science Press 2008 or early 2009. Walker, H.M. & Engel, K.R. (2003) Research exercise: a sequenced approach to just-in-time information literacy instruction Research StrategiesVol 19 p.135-147. -i, Webber, S. & Johnston, B. (2006) Working towards the Information Literate University In · Walton, G. and Pope, A. Information literacy: recognising the need Oxford Chandos. Andrew Whitworth University of Manchester andrew.whitworth@manchester.ac.uk Information obesity - critical theory and information literacy Metaphors help define what we can see. The current glut of information has been termed 'overload' or 'data smog', both suggesting a negative impact on the health of systems or people. But another metaphor, 'abundance', suggests plentiful resources, from which could be selected whatever is needed, and only what is needed, to sustain ourselves and our systems. This short paper shows how each metaphor is rooted in an environmental model of information, in which information is a resource that can be nurtured by communities, but also polluted or enclosed (see Hess and Ostrom's 2007 book on the 'information commons'). 'Information obesity' is caused by the passive consumption of information, and the resultant failure to use informational resources in the active production of knowledge, at both the individual and community level. Information literacy as it is popularly defined is one, but not the only, strategy for developing a more healthy and sustainable approach to information. An exploration of critical theory demonstrates the need to assess all IL strategies with respect to political considerations, particularly the way organisations affect the way we think. It is the way we organise information literacy, and how its principles are embedded into technologies and pedagogies, which are most significant here. Information obesity is not a consequence of technology per se but of the way its introduction and use are organised and, thus, how people adapt to and learn about technological change. Staff-development and community-based learning are identified as the areas into which IL should look most urgently to expard, in order that its contribution to informational resources can continue to remain a sustainat!e one. Sonja Haerkoenen & Stephen Thornton Cardiff University HaerkoenenS@cardiff.ac.uk ThorntonSL@cardiff.ac.uk Trial an.d error - student responses to different approaches of embedding information literacy education across five departments As information literacy becomes an integral component of many traditional higher education curricula, questions remain as to how best to integrate such teaching into the academic timetable. Examination of various case studies has brought us closer to finding some answers, but an opportunity arose at the School of European Studies to take this process further by comparing various approaches to information literacy training taken by the five different departments that comprise the School - French, German, Italian, Spanish and Politics. 33
  10. 10. .. �· ., • -• -a - , - • - • • - • • • • I• • • • • • ,,_,, • • o What can librarians learn from Creative Partnerships work ? o What can Creative Partnerships learn from Information Literacy ? Fiona's aim in presenting is not to present a 'toolkit for involvement' but rather to raise awareness of Creative Partnership's action research programme and to leave delegates with open ended questions to take back to their own institutions. References CREATIVE PARTNERSHIPS (2007) The art of looking sideways.London: Creative Partnerships 2007. Simon Davis & Angela Newton University of Leeds S.J.Davis@adm.leeds.ac.uk A.J.Newton@leeds.ac.uk J0 minutes of interaction: Bite sized Information Literacy for new university students Creating comprehensive user guides and training manuals is second nature to Librarians, but they may not be the best way to introduce new University students to key information literacy skills or information resources. In an age of blended learning where 'skimming' and 'bouncing' are replacing traditional forms of linear reading; static workbooks are an uninviting, perhaps even intimidating route to becoming information literate. (UCL, 2008) This session will show how complex concepts can be made easily digestible to first year students through 10 minute interactive online learning objects. The process of creating the learning objects will be outlined, including the crucial collaborative relationship between Librarians and a Learning Technologist, and how their diverse skills and professional experience had a direct and positive impact on the resulting learning objects. Information about how students are signposted to more comprehensive and in-depth user guides on the same topic will also be featured, as will a set of initiatives aimed at promoting the learning objects to academic staff for use in blended learning contexts. Designing learning objects to an agreed template and pre-defined model allowed authors and editors to clearly visualise content before it was created. This approach, adapted from commercial practice, will enable the streamlining of future production of more learning objects and helped provide a structure for non-technical authors, not used to developing for this medium, to work within. Strategies for evaluation of-the learning objects will be discussed in this session, as will future plans for the development of further 10 minute resources to support new University students. Finally, delegates will also be introduced to a model illustrating how different types of interactive technology can enhance bitesized learning, and the types of software which may be available to them to create these kinds of learning experiences. Reference: UCL. 2008 - Information behaviour of the researcher of the future: a GIBER briefing paper [online]. [Accessed 13th November 2008]. Available from World Wide Web: http://www.bl.uk/news/odf/qooaleaen.odf Rosie Jones, Emily Shields & Bob Glass Manchester Metropolitan University r.j.h.iones@mmu.ac.uk E.shields@mmu.ac.uk n.r.glass@mmu.ac.uk Help Viola: using an Alternate Reality Game for student induction I Are you interested in a new lo-fi and cost effective way to welcome, engage and enthuse your students? An Alternate Reality Game (ARG) offers you just that, as well as the opportunity to 38
  11. 11. support active learning, stimulate curiosity, provide flexible interaction whilst achieving more serious learning outcomes. The success of ARGs for entertainment (see, for example, www.perplexcity.com) provides evidence of their huge potential to captivate participants. The ARGOSI project (Alternate Reality Games for Orientation, Socialisation and Induction) is a JISC-funded collaboration between Manchester Metropolitan University (MMU) and the University of Bolton, which has developed and trialled an Alternate Reality Game (ARG) to support the student induction process. An ARG blends the real world with the virtual as players undertake a series of challenges to uncover a mystery and watch the storyline evolve. ARGs have the potential to contextualise learning and increase engagement. They offer an inclusive, cost-effective and engaging alternative to traditional induction activities. At MMU, induction for new students tends to be condensed into one week, often time allocated is short, numbers are high and environment is not ideal. Although information delivered is essential, students do not necessarily see the connection to their studies nor the worth of these sessions. The ARGOSI project uses an ARG to provide an attractive learning environment for new students to meet others, explore the city and learn basic library information seeking and evaluation skills. Following on from the poster presentation, at last year's LILAC, this session will report on the findings of the first year of the ARGOSI project. This-workshop provides an opportunity for participants to experience elements of an ARG first hand. It will touch on the theory behind ARGs and the components that make up the ARGOSI game. Information will be provided on the ARGOSI design framework and customisable artefacts so that participants can investigate the potential of hosting their own ARG. Finally it will explain how the outputs of the ARGOS( project have been packaged with the intention of enabling teams at other universities to be able to more easily develop and run their own ARGs reflecting their local areas and curriculum interests, but taking advantage of the content and experiences gained through the ARGOSI Manchester pilot project. Sarah Elsegood University of East Anglia Library s.elseaood@uea.ac.uk Users' experiences of new generation search interfaces: introducing Ex Libris's PRIMO search engine at University of East Anglia Library UEA Library is one of a group of Charter Member institutions working closely with system provider Ex Libris to implement a new generation search interface. PRIMO sits alongside its other products - the Ex Libris OPAC and Ex Libris e-resources gateway Metalib with its SFX full-text linking functionality. This presentation looks at users' experiences of this new service since its launch in August 2008 and asks what impact new gf!neration search interfaces will have on future information literacy skills teaching? PRIMO aims to combine the ease of use and attractive simple interface of popular web-based search engines with the access to high quality content of Library-subscribed and selected resources. It is designed to be intuitive to use and not require helpsheets, training sessions and other staff interventions. Over 6 months from the launch, have librarians at University of East Anglia found this to be true? What do our staff and students_think of this new service? Do they use the Web 2.0 features such as writing reviews? Branded locally as Broadsearch, this service enables users to search local datasets such as the Library Catalogue and UEA Digital Repository as well as a sub-set of core databases from Metalib. Data can be pulled in from other local or national Library Catalogues. Typical searches result in a broad set of results which can be further refined using facets on screen. Book jacket images and a clear indication of the availability of each item make this service particularly attractive to new users. Should we as librarians strive for continual improvement in our information literacy initiatives or should we be working closely with LRM system providers to develop products that are easier to use? 39
  12. 12. 6 • •� -·• ..• • • -• I -' �I I . The Information Literacy module had a fund of 100, 000 euro over a 3 year cycle with 600, 000 overall provided for Generic Skills Project. Overall, SIF fund 06-11 was to be 300 million euro. Other Generic Skills modules included: Technology Transfer; Research Ethics; Research Methods for Life Sciences; Statistics and Data Analysis; Teaching and Learning. The Information Literacy module was developed to be offered in both an online and face-to­ face environment and be integrateable with elearning environments. It was to be capable of localisation and customisable for different disciplines and with measurable learning outcomes. It was to extendable to other institutions and use a range of media. Project development launch was in April 2007. There was consultation with: Subject Librarians; Deans of Graduate Studies; Teaching and Learning Units; Researchers. It was in harmony with national framework (CONUL Group on Information Literacy) and reflect international best practice. We agreed to outsource online development and after a tendering process, a company called eMedia was engaged. We have a short pilot earlier in year and are currently running a full pilot of content using cancer related examples. In early 2009, we intend rolling out full STM related content and extend applicability of module to Humanities researchers by Sept 2009. The module has 7 units: • Information Literacy and your Research • Research Resource Discovery • Evaluating Research Resource Discovery • Tracking Down Results and Keeping up-to-date • Managing your information • Ethics in using information • Publishing and disseminating Research We intend adding another unit on Writing Skills and critical analysis next year. Each unit is fully assessed and evaluating with clear learning outcomes. Claire McGuinness University College Dublin Claire.mcguinness@ucd.ie Journals for learning, journals for teaching: Using student accounts of the researc process to develop an Information Literacy module. This paper reports on the use of reflective research portfolios over four academic years (2005-2009) within a First Year information literacy module that is designed to lead students through the secondary research process as they tackle academic essay-writing for the first time. The use of reflection as a meta-cognitive learning strategy has been increasing in popularity in recent years, particularly in the context of information literacy instruction (Ellis & Salisbury, 2004; Andretta, 2005; Sharma, 2007). In an effort to assess the process of research as well as the end-product, and to provide an opportunity for students to develop an awareness of their abilities as fledgling researchers, reflective research portfolios were introduced as a part of the assessment protocol for the First Year module "Information Skills for Academic Writing" in addition to an essay that students were required to submit at the end of the module. During the first year, students completed the journal over a continuous ten­ week period, documenting their research strategies, as well as the emotions and problems experienced at each stage of the process. While the core exercise has remained the same since the first year, the instructor has made a series of successive improvements to the journal format during the intervening years, based on the students' accounts of their research experience, as well as their often strategic approach to the journals themselves. The evolution of the exercise over time reflects a growing awareness and deeper understanding on the instructor's part of how novice students tackle the research process for essay-writing, as well 52
  13. 13. ! -. ,- • .• • ti as their overall learning and information-seeking strategies. Students' journal entries have also led to changes in the essay requirements; for example, while students were initially asked to construct their own essay questions from a broad topic allocation, journal analysis indicated that many were struggling with topic development, and consequently spending insufficient time on the remaining stages of the process. The objective of this paper is not simply to comment on the effectiveness of the reflective research journal as a means of assisting incoming undergraduates in their initial attempts to undertake secondary research, but also to explore its usefulness as an evaluative tool for instructors, who can use the insight gleaned from journals to adapt and develop information literacy modules to address knowledge gaps which may not be revealed through simple pre­ tests. In addition to describing the evolution of the assignment from a ten-week, primarily reflective diary to a six-week research portfolio, containing both reflective elements and samples of hands-on student work gathered over the duration of the assignment, the ·paper will explore the idea of reflexive practice, both from the perspective of the instructor and the students. Sample journal entries and student evaluations will be presented to bring the reflective process to life, and to show how the instructor was guided by the students' subjective experiences of carrying out research, and by their struggle with the essay-writing process. References Andretta, S. (2005). Information Literacy: A Practitioner's Guide. Oxford: Chandos. Ellis, J. & Salisbury, F. (2004). Information literacy milestones: building upon the prior knowledge of first-year students. The Australian Library Journal, 53(4): 383-396. Sharma, S. (2007). From chaos to clarity: using the research portfolio to teach and assess information literacy skills. Journal of Academic Librarianship, 33(1):127-135. Rowena Macrae-Gibson & Jane Secker London School of Economics, R.Macrae-Gibson@lse.ac.uk J.Secker@lse.ac.uk Reflecting on the needs of PhD students: developing information skills at LSE This paper describes recent work at LSE by staff in the Library and Centre for Learning Technology to improve the support given to research students, specifically in terms of the information skills provision. We will look at this in the context of wider research that indicates researchers have specific requirements in terms of their information skills {Lotta and Per; 2008; Rowlands et al, 200? and RIN 2007). For a number of years the Library has offered a variety of standalone information skills sessions for PhD students.·In addition the CLT training programme for staff is also offered to research students. The presentation will describe recent work to provide a more coordinated approach of support between the two departments. In summer 2008 a focus group was held with students which provided valuable evidence about what they might require in terms of training and support. This research informed the redesign and development of several new initiatives in Autumn 2008, which are described in this paper. These include online support for research students in Moodie, a new suite of courses in the Digital Literacy Programme and the launch of a six week course: Ml512: tools for research. The Ml512 programme was influenced by the SCONUL seven pillars to develop a programme which provides students with the skills to find, evaluate and manage information for their research. The programme also significantly raised the profile of courses taught by the Library generally and the session will include details of how the programme generated further independent library teaching sessions. The two members of staff involved in this work are currently undertaking a postgraduate teaching certificate and through the course of their studies are reflecting on the teaching they do, specifically in the Ml512 programme. By March 2009 this programme will have run twice and the intention is to explore how their reflections over the past few months led them to make changes to this course in the Lent term. They will also share their thoughts about how 53
  14. 14. - • • •..- •-- • - •- ·-• •- ·-• -• --..- •__, -•- - ·- -•.-- • •- • - • "- °'"- ..-- ., role is crucial in developing IL among nursing students and staff. Thus, it is recommended that IL be included in the nursing education curriculum. Moreover, it is the librarian's responsibility to initiate the teaching faculty's involvement in designing the curriculum. Librarians must be seen as potential collaborators in the effort to achieve common IL goals making it increasingly necessary to develop networks and partnerships in working life. We would like to present what we have done to promote information literacy in the nursing environment based on our research. We would also like to introduce and discuss the significance of developing courses - like ours - to meet the demands of the nursing environment. This paper reviews what was taught and learnt during the project. The learning results were examined by means of interviews and tests. The findings demonstrated that the program had a positive impact on nurses' IL-skills and collaboration in IL training will therefore continue. Posters Clare Boucher & Jed Chandler Swansea University c.boucher@swansea.ac.uk i.chandler@swansea.ac.uk Introducing the Research Readiness Self-Assessment Tool (RRSA) at Swansea University At Swansea University research students are asked to assess their own level of information literacy skills and training needs. How realistic can these assessments be when they are not set against a particular standard? The Research Information Network (RIN) report 'Mind the Skills gap: Information-handling Training for Researchers' recommends that libraries or other training professionals should "adopt more systematic and innovative approaches to identifying and assessing the needs of researchers to enhance their information-related skills and competencies." Swansea University librarians have been collaborating with their institution's skills development officer for postgraduate research to develop a tool for assessing the existing information literacy skills of new researchers at Swansea. The chosen audit tool is based on one developed at Central Michigan University by an occupational psychologist to measure "Information Age" competencies. The Research Readiness Self-Assessment tool (RRSA) is an online questionnaire which students can work through to help them assess their level of information skills and identify gaps in their knowledge. The assessment includes multiple-choice questions and problem­ based exercises on finding information, evaluating information and understanding plagiarism. On completion of the RRSA questionnaire participants receive a numerical result and feedback from Librarians. The tool was chosen for its affordability, flexibility, and ability to be customized and has been tailored to suit UK and in particular Swansea researchers. This project is a 'works in progress' and the paper will report on how the tool was customized and the first set of results from the.October 2008 postgraduate cohort. The intended outcome is that participants will change their perception of their own research skills and recognize the need for further library support. Library and Postgraduate Training Office staffs are monitoring attendance on their annual Post Graduate Research Programme to see if attendance increases particularly by those with low-score ratings in the assessment tool. 68
  15. 15. -I • - • •- ..--•-- • • -• --• ,._, .. - t - ..- • ' " - l, - - I - I - -· I -., --•· ..• ..• References Research Information Network (2008) Mind the skills gap: information-handling training for researchers. London: Research Information Network. http://www.rin.ac.uk/training-research­ info (Retrieved 10 November 2008). Kate Bradbury Cardiff University BradburyK1@cardiff.ac.uk "Maximising your publications impact" - a new workshop for researchers The proposals for the Research Excellence Framework to replace the Research Assessment Exercise indicate that, to a greater or lesser deg_ree according to discipline, bibliometric indicators such as citation analysis will probably be required in the assessment of research quality. The institutions involved in the pilot exercise have reported back and the results and new proposals from HEFCE are due in 2009. One of the aims of the University's Information Services Research Support Group is to enhance and extend the opportunities for information literacy training available to academic staff. In response to the increasing interest from researchers in tracking citation data and journal impact engendered by HEFCE's proposals, the Research Support Group have proposed a new workshop on maximising publications impact to the Human Resources' Training and Development Section. The poster will outline the content of the workshop, which covers: background drivers behind the increasing interest in bibliometric measurement of research impact; how citation impact is measured; techniques and resources to maximise and track the citation impact of an author's journal articles and open access publishing. Reflecting on the feedback from attendees, the paper will look at the key issues that are concerning academic staff arising from the changes in research assessment that are about to be implemented by HEFCE. Tiina Heino University of Helsinki tiina.m.heino@helsinki.fi ICT Driving Licence at the University of Helsinki: Meeting the Needs of Diverse Study Fields Since the fall 2005, the Information and Communication Technology Driving Licence (ICT Driving Licence) has beeri a compulsory course for all new students in all faculties at the University of Helsinki. The ICT Driving Licence is a curriculum integrated program which introduces the first-year-student the IT facilities, including electronic library, and teaches IT skills, including information retrieval. The aim is to guarantee all first-year-students equal basic skills in information and communication technology (ICT), because the ICT skills are regarded very important in the successful studying process. The poster will introduce the subject areas and success factors of the driving licence, concentrating on the subject areas for which the libraries are responsible. The cooperation between the various participants of this project is a key success factor: a) cooperation between different universities: the University of Helsinki and Open University. Later other universities have purchased the material. b) a university level cooperation in the project team: IT department, pedagogical units, libraries, IT teachers, IT pedagogical specialist from all faculties, student member c) faculty level cooperation with IT teachers and librarians d) cooperation between different libraries e) course level cooperation with the subject teachers and librarians Practical examples are presented how the information literacy teachers of the National Library of Health Sciences and Viikki Science Library and the faculty teachers collaborate in the Faculty of Medicine and Faculty of Agriculture and Forestry. Especially the hands-on sessions 69
  16. 16. •- I - •- I - I - • -• - •- •- ,, '1 - Ill I - - I ... I _, -I .., 'I of the information retrieval module are tailored to meet the specific learning goals in the different fields of study. The ICT Driving Licence is continuingly developed, and the future tasks and development are going to be described. The ICT Driving License learning material is available in Finnish, Swedish, and English. Because the material is openly accessible on the web it is available for life-long-learning and updating of skills. Lorna Hibbert & Jan Storey Northumbria University lorna.hibbert@northumbria.ac.uk ian.storev@northumbria.ac.uk Mapping and embedding information literacy learning objects within a VLE Northumbria University's Learning and Teaching Strategy was revised in 2007 to include the objective "Developing students enabling them to become effective lifelong learners, ensuring they acquire the skills and qualities required for their current programmes, to enhance their employability and to prepare them for the future" To support this aim, Library and Learning Services has embarked on year one of a three year learning and teaching strategy to embed information ·literacy skills within specific core modules on programmes at Undergraduate and Postgraduate level in all Schools using the VLE. An information literacy framework was devised and is initially being implemented in the Business School, embedding information literacy using the VLE. Working closely with key academic staff, the information literacy framework skills were mapped to three core modules that all level four students study (approximately 900 students). Contextualised learning objects relating to the competencies in the framework were added to the VLE which linked to specific weeks where activities or assessment were taking place. The aim is to teach Information literacy at the point of need in an incremental and iterative way. Students are directed towards these activities via announcements, emails and from their tutors. Examples of the learning objects include annotated mini PowerPoint's showing how to use specific databases, searching the library catalogue and searching for a journal article from a reference. The learning objects are linked to specific activities taking place within modules such as researching information for a presentation or a seminar discussion. Informs guides were written for databases that were needed in specific modules in all levels of study. Guides to approaching the assignments are being written in conjunction with academics. Links to existing help and support on IT and study skills was also added where relevant on a module. The poster will focus on the evaluation of the impact of the learning objects and the resulting student experience. References Northumbria University (2007) Learning and Teaching Strategy 2007-2010. Available at http://southhvlton.unn.ac.uk/vcDocuments/secure.html (Accessed 11th November 2008) Liz Lanf�ar & Alison Park Leeds Metropolitan University l.lanfear@leedsmet.ac.uk a.park@leedsmet.ac.uk Information Literacy at Leeds Met: collaboration for best practise Information literacy is an important skill for students, and at Leeds Met it has been identified as a priority within the Assessment Learning and Teaching Strategy for 2009 - 11. The library's Information Literacy Group has been successful in achieving funding to enhance a 70
  17. 17. • •- • • ,, ./ ,' ,. • ..,.,, research project being undertaken to embed information literacy into the curriculum. The poster will outline the results of this venture. The research will enable the library to: • Use existing good practice identified within the University, at other institutions and in current research, in developing information skills teaching activities. • Identify how information skills can be increasingly and effectively embedded in to the curriculum through collaboration with other universities who are considered innovators in the field. • Encourage collaboration with other institutions. • Benefit students from across the university with the potential to enhance the learning of our partnership students, for example through working with librarians across the Regional University Network. The main project of embedding Information Literacy into the curriculum is already being undertaken by librarians at the institution. The purpose of this research is to give further impetus to this project by bringing in outside expertise and knowledge from acknowledged innovators in the field, from institutions that are successfully embedding information literacy and have effective information literacy strategies. To provide a theoretical and pedagogical basis for the basis for suitable activities and exercises that could be used in practical sessions, colleagues have explored the literature on teaching and learning theory (Bloom, 1956; Coffield et al, 2004; Fleming, 2005; Kolb, 1984). The group has collated these activities into a resource bank, which has been developed into a teaching and learning support wiki (httos://teachinaandlearninasuooort.obwiki.com) so that colleagues can easily access the resources, share good practice and develop new ideas and activities to support their own teaching. References Bloom, B. (ed.) (1956) Taxonomy of educational objectives: the classification of educational goals. London: Longmans. Coffield, F. et al (2004) Learning styles and pedagogy in post-16 learning: a systematic and critical review. London: Learning and Skills Research Centre. Available at: htto://www.lsda.ora.uk/files/PDF/1543.pdf (Retrieved 18 June 2008) Fleming, N. (2005) Teaching and learning styles: Vark strategies. Christchurch: Vark-Learn. Kolb, D. (1984) Experiential learning: experience as the source of learning and development. Englewood Cliffs: Prentice-Hall. Annamarie McKie, Linda Griffiths, Rachel Kitchen & Anne Caron Delion. University for the Creative Arts amckie@ucreative.ac.uk rkitchen@ucreative.ac.uk Mapping the Territory: overview of project Traditionally library and learning services have offered information literacy workshops that teach students how to " source, navigate, select , retrieve, manipulate and manage information from a variety of sources" (HEA 2006). Inevitably because of timetable constraints these sessions often focus on equipping students with a core set of library "tools" at critical points in their course ; these tools, which include key electronic resources, guides on referencing, plagiarism and lists of resources by subject area, are usually explored by the students during the session and are all located within a library web site. Attendance at these sessions varies by subject, but generally many young scholars perceive themselves as expert searchers already, so may see little need for extra help when Google always seems to provide the answers. At the same time, there is an appreciation that there are a specific set of information behaviours needed by the researcher of the future todays students think and process information fundamentally differently from their predecessors. (Ciber briefing paper 2007) A 71
  18. 18. • • • • - .. " - �) •) ,-,, I, i - I ·-• • • ·• . , . . • . ·• Pamela McKinney University of Sheffield o.mckinney@sheffield.ac.uk Information Literacy week at the University of Sheffield This poster will capture key aspects of the first 'Information Literacy Week' organised by the University of Sheffield's Information Literacy Network (ILN), which took place in October 2008. The ILN is a cross-functional multi-professional special interest group that brings together colleagues from the University Library, the Department of Information Studies and CILASS: Centre for Inquiry-based Learning in the Arts and Social Sciences, a Centre for Excellence in Teaching and Learning based at the University. The ILN aims to support Sheffield University's strategic commitment to Information Literacy (IL) through a programme of awareness-raising activities and development events that highlight the strength of in-house expertise in IL teaching, research and educational development. Our poster will: i) identify the stakeholders involved and the types of activity undertaken; ii) show examples of what was presented, discussed and published; and iii) highlight enhancements that we will make next time. The week featured an inquiry-based event on the theme of IL for employability, where students, staff, a colleague from the Careers Service and Faculty Liaison Librarians contributed to discussion about how being information literate prepares students for the world of work. This theme was also taken up in an international discussion that took place in the virtual world, Second Life. The Centre for Information Literacy Research hosted two research seminars: on IL in Schools in Syria and on IL in Second Life. The week's activities were complemented by a series of postings on Sheffield University's learning and teaching 'Good Practice' Blog. The week provided a means of showcasing the work of staff and students and bringing more people into conversations about IL and its importance. The poster will be of interest to IL practitioners considering similar events in their own institutions. References The LILAC-references (Harvard) style is used to format the references, e.g. Chan, L. et al (2002) Budapest Open Access Initiative. New York: Open Society Institute. http://www.soros.org/openaccess/read.shtml (Retrieved 22 January 2007). Ann Reidling University of South Florida aried!in@cas.usf.edu Learn to Learn: Essentials of Information Literacy and Research The quantity and complexity of information with which one has to deal is growing exponentially. Look at it this way. The capacity of a "typical" brain holds no more information than it did for someone a century or two...or five... ago; however, the amount of information one has access to has increased in size by thousands, millions...maybe even billions. At one point, people wrote on stone tablets; later the printing press was invented; much later the computer was invented that provides people with access to more information than one can even conceive of-or ever view in a lifetime. One's capacity to learn has not grown, but the amount of information people are exposed to has developed beyond imagination. As a result, no course of study is adequate unless it helps to increase peoples' abilities to deal with the vastness of information in their fields. Over time, numerous "literacies" have developed. For example, reading literacy, visual literacy, and computer literacy. What is information literacy? Simply stated, it is being literate about information (understanding the how, what, why, when, and where about the information with which one is presented). One of the most common definitions of information literacy is 73
  19. 19. • • • • ,. ,. - ,. •• '" " ,. - •• - .. ·- ..I .. 'I - I - I • - • - • • � • • • ... ... the ability to access, evaluate, organize and use information. This information comes in a wide variety of formats (books, videotapes, CD-ROMs, DVDs, etc.) and is accessible by numerous means. In order to conduct "proper and effective" research, one must learn information literacy skills. To become information literate requires change; change requires that people learn more and more about the world around them. It was not very long ago that one's research needs could be satisfied with the library catalog, and a few reference books and periodicals. People now have online access to a large number of library catalogs, many online periodical databases and indexes, full-text of numerous journals, a wide variety of nonprint resources and a multitude of Web sites. Because of this, one must now learn new skills and procedures to conduct research-and, once again, learn to learn, using these new formats, processes, strategies, and techniques. Barbara Sakarya Institute of Education b.sakarva@ioe.ac.uk One-half wisdom One-half of wisdom: that is the E-librarian auestion outlines the evolution of the TTRB E­ librarian service and focuses on the importance of planning a coherent question as a first step in information literacy. The TTRB, Teacher Training Resource Bank, and E-librarian were launched in 2006 to provide access to educational research informing teacher education. Based at the Institute of Education, the E-librarian was initially funded by Microsoft. After a successful first year, the TOA took over funding for 2007 to 2010. The E-librarian online service requires questioners to first register with the TTRB. Once registered, questioners submit questions online and E-librarian responses are received via email within two working days. These 'responses' are not comprehensive answers, but suggested search strategies with a sampling of references that can be searched further. Additional links to articles and glossary items written by the E-librarian are also added to E­ librarian responses to facilitate future searches. Asking an E-librarian question is one such glossary item. While a primary aim for this question and answer service is to promote search strategies for individual users, a secondary purpose is to provide questions and responses that can be used by others. Once a question is published online, it can be viewed by anyone interested in educational research. In addition, an in-built function of the E-librarian is to assist the TTRB by accumulating a bank of questions that TTRB editors can regularly 'harvest' for possible articles and educational trends. In sum, one question and one response can serve a number of purposes. After over two years and over 2000 questions, a range of E-librarian questions have shown that forming a good question is not only the first step in information literacy, but the best bet of receiving a good response. Clare Scott & Bob McKay University of Sheffield c.scott@sheffield.ac.uk r.mckav@sheffield.ac.uk An information literacy intervention in the School of English at The University of Sheffield using IBL workshops This poster will report on the findings of a project in the School of English. The information literacy skills of level one English students are not sufficient for their studies and the Library and the School of English in partnership have been trying to improve them. There is some evidence of the difficulties they face in the bibliographies of assessed essays and the 74
  20. 20. • 'I ' / ' / ) ) ) ) ) '. students' confusion about why one particular reference system may be used in preference to another. Bob McKay, from the School of English, has worked in partnership with Clare Scott, the Faculty of Arts and Humanities Librarian, to run a series workshops in peer groups for level one students. The groups were made up of Language & Linguistics, Language & Literature and Literature students. The workshops focused on their referencing skills, using the MHRA referencing system. There are two styles of referencing in use and the students have to learn the appropriate style for English Language & Linguistics and/or English Literature. We were also keen to see if the collaboration of a professional Arts librarian along with that of the subject specialist lecturer was valuable. Part of the activity involved cross searching English subject databases, such as MLA Bibliography, in order to create a bibliography. We decided to use an Inquiry Based Learning Model to teach the workshops by getting the students to find references and then present them in both referencing styles. We then wanted them to reflect on the task and the difficulties they encountered in their groups. The aim is to improve their understanding of this particular IL skill and provide them with some tools for self­ orientated learning rather than for them to come out of the session as accomplished citers in whichever or both styles of referencing. Previously information literacy teaching has been delivered in a lecture style and we felt that creating an inquiry based task for the students would be more engaging and would improve their learning outcomes. This is an action research project and, as such, we are in a second iteration of the cycle. We realise that we may need to adjust and change our practice for the next academic year once we have evaluated and reflected upon this iteration of our teaching. There should be some student comments on the experience as we plan to conduct a focus group with volunteers from this cohort of students. Our information literacy intervention in the School of English is a work in progress and so this paper outlines the practice of teaching information literacy using IBL during Semester One 2008 and our reflections on this experience as teachers. Elizabeth Tilley University of Cambridge eat21@cam.ac.uk Measuring the impact of skills training A longitudinal impact study began in October 2008 to discover whether skills sessions provided for freshers have an impact on subsequent study behaviour. The research was considered useful for two reasons: firstly as a means of evaluating a newly-established skills programme offered to freshers, and secondly as a means of discovering the kind of impact, training, such as this, has on student study behaviour. This research is ongoing and some results will not be available until later in the academic year. Overall it seemed useful to ascertain if there was any long-term impact of skills training. Other factors will influence student study behaviour in the tactics that they employ for researching essay topics. It was hoped that these could also be identified. Ultimately, the impact evidence would be measured against Brophy's (2002) impact measure model. The research itself involved establishing clear impact indicators with appropriate success criteria and relevant indicators. Groups were pre-determined simply by the fact that they were College groups whose Director of Studies had booked skills sessions with the Library. Groups were give"n a pre-session test, followed by a post-session test. Analysis of the results of this will be compared to Brophy's impact measure model. The second part of the post-session test will be re-issued to the students after 3 months, with a follow-up interview with each one. Brophy's impact levels will be applied again. Further follow up with all students in the form of a focus group will take place at the end of the academic year. 75
  21. 21. ) ) ' I ) ) ; ) ) Paul Verlander & Catherine Scutt Liverpool Hope University verlano@hooe.ac.uk scuttc@hooe.ac.uk Teaching information skills to large groups with limited time and resources: a practical toolkit "My students need to know how to use the library. There are 80 in the group; you can have an hour with them." The above encapsulates a familiar scenario for academic librarians involved in the teaching of information skills. Evidence would suggest that teaching information skills effectively should be undertaken in small groups in an environment where students get hands-on practice using resources. However, the combined limitations of few available .staff and limited time in an already packed teaching curriculum means that often the only opportunity for librarians to engage with students will be to large groups in lecture theatres. Increasingly the traditional academic lecture is acknowledged as flawed as a means of effective teaching. "Most people tire of lectures in ten minutes; clever people can do it in five. Sensible people never go to lectures at all" (Stephen Leacock in Sherin (1995), 104) The limitations of the lecture are even more pertinent when the material we are teaching requires students to search for information using online resources. Based on the practical experience of trialling a range of methods with students at Liverpool Hope University during the current academic year, this poster will explore various teaching techniques to assist in the delivery of information literacy skills when large group teaching is the only available option. This will include an outline of a variety of aides to interactive teaching within the lecture. We will also discuss the use of post-session follow up actions to ensure that students receive hands-on practice using resources, student comprehension is evaluated and areas of misunderstanding are addressed. Ruth Wilson & Andy Tomkins Edge Hill University wilsonr@edaehill.ac.uk andrew.tomkins@edaehill.ac.uk Researchers and reading groups: a new partnership in research support Context Researchers and information literacy would seem to be so closely interwoven as to need far less promotion than many undergraduate programmes. Sadly, experience has shown this not always the case and any approaches which yield positive results in terms of the recognition of information services expertise and assistance available at advanced level have to be welcomed. One such opportunity presented itself at Edge Hill University in 2008 and will be outlined here in a study of a collaborative partnership to form an academic reading group and at the same time, raise the profile of the advisory team to one key group of researchers, namely academic staff. Case study Edge Hill was awarded research degree awarding powers in 2008 and all staff are encouraged to be research active and indeed many are working towards doctorates and higher degrees and recent appointments reflect an emphasis in this area. The Faculty of Education has in the past 6 months appointed both a Head of Research and Reader in Education- part of· both roles is to encourage and support their teaching colleagues in scholarly activity. This study is concerned with an initiative originating from these appointments. Development of the Project The Reader in Education approached us to explore ways in which we could support an academic reading group which he was proposing to set up. We saw this as an exciting way of developing our collaborative work with the Faculty of Education and at the same time 76 i I I
  22. 22. supporting the development of the research culture within the University. It was decided that the group would meet on a fortnightly basis and the Reader selected five chapters for the group to read prior to each meeting. These were a mixture of academic texts and works of fiction and were chosen either because they concern education or because they have influenced educational research. Our involvement included: • Provision of suitable, informal space appropriate for discussion • Facilitation of texts needed through digitization • Participation in group to increase information literacy awareness The longer term aim is for members of the group to recommend texts for discussion, once the group has become more established. The Reader has started a blog for the group and this will facilitate the development of further discussions around each text. Initial interest has been encouraging and an evaluation will be conducted over the next 3 months. The poster will attempt to illustrate aspects of the project, ascertaining the thoughts of the participants and examining the successes and challenges to the collaborative team. References Reilly, MA. (2008) Occasioning possibilities, not certainties: professional learning and peer­ led book clubs,Teacher Development, 12, 3, 211-221. 'http://O­ www.swetswise.com.librarv.edaehill.ac.uk/ (Retrieved 20 November 2008). Wenger, E R. McDermott, and W.M. Snyder. (2002). Cultivating Communities ofPractice. Boston: Harvard Business School Press Katy Wrathall University of Worcester k.wrathall@worc.ac.uk The SMILE project - a blended learning approach to information literacy The SMILE (Study Methods and Information Literacy Exemplars) project is run by a Consortium representing Imperial College London, Loughborough University and University of Worcester. University of Worcester is lead institution. Employers are concerned that graduates leaving university do not have adequate employability skills (Braid 2007). University lecturers are also concerned that students are coming to university with poor learning skills (Shepherd 2006). Discussions in Higher Education (HE) are focusing on who should be developing student learning and employability skills, with the consensus being that it should be the responsibility of both employers and universities (Kosviner 2007). The aim of the SMILE project is to support HE learners from the beginning of their assessment process to the end.Accessing information and evaluation of material is essential in today's digital society. The programme will give learners the understanding of the different types of information available, how to search effectively and evaluate the quality of the information they retrieve and an understanding of plagiarism and the issues surrounding the ethical use of information. The programme will also help them to understand the principles of academic study and writing thus enabling them not only to find information and evaluate it effectively but also to communicate their findings. This process should empower students to become independent learners who are confident in their abilities and who will be able to transfer these skills into the work place. A study skills module (JACS code X220 Study skills) that can be delivered in a blending learning environment has been designed. The SMILE materials have been created and are being used to support the teaching of UMSC1500 at University of Worcester. It is intended to adapt the materials for use in the workplace as part of a self-directed learning package (SMILE@Work). 77

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