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LILAC Programme 2008


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Full programme for LILAC 2008

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LILAC Programme 2008

  1. 1. LILAC 2008 @ John Moores University LILAC is the annual conference of the CILIP CSG Information Literacy Group LILAC 2007 Committee Members: Debbi Boden University of Worcester Jason Briddon University of the West of England Helen Harrington Imperial College London Adrienne Harris Department of Trade and Industry Rosie Jones Manchester Metropolitan University Angela Newton University of Leeds Lyn Parker University of Sheffield Will Reid John Moores University Jane Secker London School of Economics and Political Science Marcus Woolley University of Bedfordshire Contents Programme 2 Parallel sessions 3 Keynote abstracts 7 Parallel speaker abstracts 9 Poster abstracts 45 Index 54 Contact phone number: 07846431305
  2. 2. Monday 17th March 10.30 am - 1.00 pm Pre-conference workshops 11.00 am - 1.00 pm Registration 12.00 pm - 1.20 pm Lunch available 1.20 pm - 1.40 pm Welcome and introduction from the conference committee 1.40 pm – 1.55 pm Welcome and introduction Liverpool John Moores 2.00 pm – 3.00 pm Keynote speaker – Anja Timm 3.00 pm – 3.30 pm Refreshment break 3.30 pm – 5.40 pm Parallel sessions 6.45 pm Coaches to the Palm House at Sefton Park 9.45 pm Coaches return to Liverpool John Moores Tuesday 18th March 8.45 am - 9.00 am Registration – Danish and Coffee available 9.00 am - 9.15 am Welcome and introduction for day delegates 9.15 am - 10.15 am Keynote Speaker – Patricia Senn Breivik 10.15 am – 11.00 am Refreshment break & poster exhibition 11.00 am - 1.15 am Parallel sessions 1.15 pm - 2.00 pm Lunch 2.00 pm - 3.00 pm Keynote speaker – Frances Norton 3.00 pm - 3.10 pm Sponsor – EBSCO 3.10 pm - 3.40 pm Refreshment break 3.40 pm - 5.15 pm Parallel sessions 7.00 pm - Midnight Conference dinner – Liverpool Town Hall Wednesday 19th March 8.45 am - 9.00am Registration – Danish and Coffee available 9.00 am - 10.00 am Keynote Speaker – Christine Irving & John Crawford 10.05 am - 11.10 am Parallel session 11.10 am -11.00 am Refreshment break 11.05 am - 11.35 am Parallel session 11.40 am - 11.50 am SirLearnaLot 11.50 am - 12.50 pm Keynote Speaker – Tara Brabazon 12.50 pm - 1.00 .pm Conference close 2
  3. 3. Monday 17th March – Parallel sessions Lecture theatre G. 01 Seminar Room 1.03 Seminar Room 1.06 Seminar Room 2.07 PC Room C 3.30 pm 4.14 pm Terry O’ Brian & Philip Russell A cross-sectoral approach to information literacy - experiences of an Irish national working group, 2006-2008 Chair: Adrienne Harris Alexis Smith Macklin & F. Bartow Innovative Design: Using Problem-based Learning to Teach Information Literacy Chair: Maria Kilroy Julie Adams, Alison Pope & Geoff Walton ASK: the CILIP UC&R innovation award 2007 winner: a practical approach to information literacy Chair: Angela Newton Sheila Corrall & Laura Cox Librarians as Teachers: the Pedagogical Knowledge and Development Needs of Subject Librarians Chair: Hannah Hough Sheila Webber, Vicki Cormie & Lyn Parker Out-genning the net generation: Second Life as a learning environment Repeated on Wednesday Chair: Rebecca Mogg 4.20 pm 4.50 pm Andrew Walsh & Sarah Munks Crosswords, Library Bingo and Quizzes: Getting more active learning into our teaching. Chair: Adrienne Harris Maria-Carme Torras i Calvo The academic librarian as a supervisor: Intervening in the student's research process Chair: Maria Kilroy Andrew Whitworth Information literacy and professional development: a critical view Chair: Angela Newton Jonathan Smart We’re in this together – getting involved through information literacy strategies that encourage reflection through collaboration between faculty, student and information professional Chair: Hannah Hough 4.55 pm 5.40 pm Nancy O'Hanlon Teaching Every Student: Strategies for Reaching a Diverse Audience Online Chair: Adrienne Harris John Crawford Information literacy in the workplace: a qualitative interview based study Chair: Maria Kilroy Helen Howard Set for success… developing researchers’ information literacy skills Chair: Angela Newton Juanita Foster-Jones & Katharine Reedy Extending the reach and learning new skills: IL the web conferencing way Chair: Hannah Hough Gill Rowell Using TurnitinUK to promote ethical use of electronic sources Chair: Lyn Parker 3
  4. 4. Tuesday 18th March - Parallel session 1 Lecture theatre G. 01 Seminar Room 1.03 Seminar Room 1.06 Seminar Room 2.07 PC Room C 11.00 am 11.30 am Jane Secker & Jeni Brown The LSE Training Portal: a really simple solution? Chair: Rosie Jones Christopher Walker Information Literacy in the Home: A study of the use and understanding of information by parents of young children Chair: Debbi Boden Alison Gordon Rules of Engagement” – or preparing for an information literacy review with a view to raising the profile within the organisation Chair: Lyn Parker Linda Colding What IF? The University of Central Florida’s Strategy for Success Chair: Will Reid 11.35 am 12.05 pm Mohd Sharif Mohd Saad Search and Use of Information among Final Year Computer Science and Information Technology Undergraduates Chair: Rosie Jones Ruth Stubbings, Sarah Arkle & Marcus Woolley LolliPop Chair: Debbi Boden Alice Crawford Academic Liaison Saves the World? Chair: Jane Somervell Ursula Byrne & Lorna Dodd Integrating information literacy instruction (ILI) into degree programmes at University College Dublin (UCD) – challenges that success brings Chair: Will Reid 12.10 pm 12.40 pm Diana Massam & Lisa Charnock Power to the People: Exploring the development of the Informs software tool through community engagement. Chair: Rosie Jones Peter Godwin & Alan Bullimore Helping the Podders at Bedfordshire Chair: Debbi Boden Anne Hewling Playing catch-up – new initiatives for improving tech-knowledge and information literacy amongst library and teaching staff at the Open University Chair: Jason Briddon Sonja Haerkoenen From 0 to 100% in a year - embedding Information Literacy in a complex setting Chair: Will Reid 12.45 pm 1.15 pm Rebecca Mogg Podcasts: IL delivery on demand Chair: Rosie Jones Debbi Boden & Ruth Stubbings Snapshots of the future: SirlearnaLot and SMILE! Chair: Debbi Boden Leo Appleton & Anthony Beal Lollipops for Learning Resources Chair: Jason Briddon Rowena Macrae-Gibson & Maria Bell Moodle at LSE Library: Bringing Information Literacy to the students' desktop Chair: Will Reid 4
  5. 5. Tuesday 18th March - Parallel session 2 Lecture theatre G. 01 Seminar Room 1.03 Seminar Room 1.06 Seminar Room 2.07 PC Room C 3.40 pm 4.25 pm Mary Antonesa & Claire McAvinia Development and delivery of a Science and Engineering Information Literacy programme at NUI Maynooth Chair: Jason Briddon Lydia Bauer & Sonja Hierl The role of libraries in supporting the development of information literacy and collaborative skills. Aspects, concepts and case study Chair: Hannah Hough Alan Seatwo & Dawn McLoughlin How information helps to promote diversities and social justice – an overview of an information literacy project involving voluntary and community groups in Liverpool Chair: Ann Craig Bob Glass Online Information Literacy Audits Chair: Ronan O’Beirne Jacqui Weetman DaCosta How practical can you get? A simple way to create an information literacy tutorial Chair: Will Reid 4.30 pm 5.15 pm Marian Smith & Mark Hepworth Perceptions of information: The Net Generation Chair: Jason Briddon Judith Keene & John Colvin Role delineation in an iterative, cognitive skills based model of Information Literacy Chair: Ronan O’Beirne Helen Conroy i-Skills in the Workplace: assessing and meeting staff development needs Chair: Marcus Woolley Pamela McKinney Information literacy through inquiry Chair: Hannah Hough Lindsey Martin & Lorna Clarke Infozone: A blended approach to developing Information literacy from the start! Chair: Will Reid 5
  6. 6. Wednesday 19th March – Parallel session 1& 2 Lecture theatre G. 01 Seminar Room 1.03 Seminar Room 1.06 Seminar Room 2.07 PC Room C 9.45 am 10.15 am Lorna Dodd & Ursula Byrne Supporting information literacy needs in different educational approaches – Problem-based learning (PBL) at University College Dublin (UCD). Chair: Ronan O’Beirne 10.20 am 10. 50 am Moria Bent & Jo Webb Researchers' learning lives Chair: John Colvin Sarah Burnett & Lin Downes Get 'em young! Active information literacy as part of the widening participation agenda Chair: Ann Craig Hannah Hauxwell Information literacy at the Issue Desk: the role of circulations staff in promoting information literacy Chair: Jane Secker Debbie Booth Using Bibliographic Software as a Tool for Promoting Academic Integrity amongst Undergraduate Students: A Case Study Chair: Ronan O’Beirne Sheila Webber, Vicki Cormie & Lyn Parker Out-genning the net generation: Second Life as a learning environment Chair: Lyn Parker 11.10 am 11.40 am Will Reid & Rosie Diver Interactive Information Skills tutorials; The LJMU project Chair: Maria Kilroy Deborah Harrop Inspiration versus Information: Mind the Gap Chair: Adrienne Harris Ann Craig Ringing the changes: reflections on delivering an information literacy module Chair: Jane Secker Jacqueline Belanger Assessing the effectiveness of information literacy teaching at the University of Bedfordshire Chair: Ronan O’Beirne 6
  7. 7. Abstracts – Keynotes Anja Timm Senior Research Fellow in Education Division of Medical Education / School of Medicine University of Southampton Tel. 023 8059 9659 “The library? Why would I go there?” – Library use by undergraduate students in China, India and Greece This address focuses on the information literacy needs of newly arriving international students on taught graduate programmes in British universities. Based on first hand research in the largest sending countries the presentation highlights the diverse approaches and attitudes to library use that international students might exhibit. It also includes a short video clip outlining educational practices in India, which seeks to draw attention to the connection between information literacy and academic writing. Overall, the intention is not to judge students but to explain how the logic of different higher education systems and the prevalent educational practices within them foster particular expectations about potential uses of libraries on the part of the students. This presentation is based on research conducted by a team from Lancaster University Management School and the London School of Economics for the HEFCE-funded Student Diversity and Academic Writing (SDAW) Project: ( Frances Norton Head of the Wellcome Library The Wellcome Trust 183 Euston Road London NW1 2BE Tel. +44 (0)20 7611 7244 Using library and museum materials in the pursuit of scientific literacy and public engagement Bill Gates is still most widely quoted for his notable statement - 'the Internet changes everything. However, it is probably equally true to say that 'the mapping of the human genome changes everything'. The ever-expanding possibilities and consequences of digital technology combined with discoveries in molecular medicine are creating a completely new context for understanding and responding to issues of health and disease. In order to navigate these issues successfully, we all need a level of scientific literacy. That may function to encourage more people to enter the STM workforce, to take a keener interest in developments in biomedical science, or to make informed choices during periods of illness or treatment. The presentation will discuss the nature of scientific literacy, demonstrate the current situation among young people, challenge the commonly held 'deficit' model, and will explore a number of interesting strategic interventions currently taking place in the UK to enhance scientific literacy - including the use of museum and library primary source materials in culturally congruent ways, in order to encourage wider public engagement. 7
  8. 8. Christine Irving & John Crawford Research Assistant / Project Officer (part-time) The Scottish Information Literacy Project Learner Support Glasgow Caledonian University Room RS305, (3rd Floor) 6 Rose Street Glasgow G3 6RB Tel: 0141 273 1249 The development of a National Information Literacy Framework ( Scotland ): progress, barriers, constraints and opportunities Presentation on an Eduserv funded project to develop a national information literacy framework. Research undertaken by the Scottish Information Literacy Project (a research and development project based at Glasgow Caledonian University ), highlighted the need to develop a national overarching framework of information literacy skills and competencies which all sectors of education can recognise and develop or which can be applied to the world of work, equipping learners with skills needed for the 21st century. The framework is seen as a key tool for the embedding of information literacy in schools, FE, HE, lifelong learning and for life. The draft framework was made available for piloting, discussion and evaluation by project partners and other interested parties in April 2007. The piloting period is drawing to an end and the project would like to share with you preliminary findings, highlighting some of the wonderful work our partners have been involved in and the impact which the Framework is having on practice and how it is affecting what is happening in education. To set this in context the presentation will include a brief overview of the Scottish Information Literacy Project, the wider work it is involved in including advocacy, the workplace and adult literacies agendas and where the project goes from here. Tara Brabazon University of Brighton Room 610 Watts Building Lewes Road Brighton BN2 4SG United Kingdom From Spin to Social Justice: Librarians in the ‘Conceptual Age’ Daniel Pink, in his book A whole new mind , argued that we have now moved beyond the much celebrated information age. He suggests we are already moving to the next stage, ‘the conceptual age.' In such an epoch, not only creators but also empathizers are the citizens of value. Investing in hardware and software is a short term strategy. There will always be another engineer or designer to develop a faster processor, a larger hard drive or a more efficient database. Those who think and live differently will not only create future economic development, but a more complex and socially aware citizenship. A core question of my presentation is whether a post-information, conceptual age will be more intellectually generous in recognizing the expertise of librarians. I probe the costs of fetishizing information at the expense of information literacy, and valuing user-generated content rather than understanding a user's (generated) context. 8
  9. 9. Abstracts – Parallel Session 1 Monday 17th March 2008 Terry O' Brian & Philip Russell Waterford Institute of Technology “A cross-sectoral approach to information literacy - experiences of an Irish national working group, 2006-2008”. Theme: Practical approaches to information literacy At the Library Association of Ireland’s 2005 AGM, the executive board proposed the establishment of a working group to examine the role of information skills in the Irish library & information studies sector. This was in recognition of the increasing importance and topicality of information literacy across library sectors. The role of this group was inter alia to “ … adopt a standard for Information skills; lobby to ensure government is made aware of the need for and the value of Information skills; lobby government to recognise and affirm the role of Libraries in the delivery of maintenance of Information skills”. Following this, a call went out to Library Association of Ireland members and a group, consisting of practitioners from all library sectors, was duly formed. This paper outlines the work and activities of this group to date culminating in the completion of a report and series of recommendations in early 2008. The cornerstone of the group is a cross-sectoral approach, recognizing the diversity of the different sectors but also the common goals of information literacy. The paper outlines the organizational structure and workings of the group, highlighting the agreed role, terms of reference and body of work. This work has included reviewing definitions and standards, agreeing a framework and IL standard. The terms of reference of the group were defined at an early stage thus - To recommend appropriate guidelines for the practical development of information skills education, ..strategies for promoting and raising awareness, ..further development opportunities for research and action, ..actions for strategic positioning of information skills in context of lifelong learning on government agenda. The group has met quarterly and has presented to a number of influential groups during the past two years. The group was formally endorsed by the association during 2006 and have been firm advocates for information literacy / information skills through various channels such as listservs, newsletters and on the Library association website – An article has also been published on SCONUL Focus outlining the work and activities of the group (Winter 2008). The role of the group was initially defined as “recommending strategies for the development of information skills at both a theoretical and practical level in the library & information sector in Ireland”. On a practical level these involved - Generating recommendations Examining international best practice and standards Producing a sectoral- based report based on current IL activity Raising awareness, heighten profile Advocacy Potential hosting of a national information literacy Seminar / Conference Some of the difficulties and practicalities of the cross-sectoral approach will be discussed. The challenges faced by information literacy practitioners will be discussed and analysed. Much of the work of the group has involved dissemination of information and increasingly raising awareness and the role of advocates. The process of information gathering and how the report was put together along with the key final recommendations will be outlined as well as strategies and suggestions for further research and development. Alexis Smith Macklin & F. Bartow Theme: Practical approaches to information literacy 9
  10. 10. Innovative Design: Using Problem-based Learning to Teach Information Literacy This study explored the use of a community of practice, with a problem-based learning (PBL) approach, for teaching information and communication technology (ICT) skills to advanced learners. Two questions were posed: the first addressed the ICT skill needs of students enrolled in a required upper-level information literacy course; the second focused on the use of PBL to facilitate ICT skill acquisition. A mixed methods approach, using qualitative sources and pretest/posttest data from the iSkills TM assessment, helped to inform curricular decisions and measure the impact of ICT skills on student learning outcomes. Educators who accept the challenge of teaching ICT literacy skills must be prepared to: • Find a strategy to reach the user who believes s/he is already proficient • Make the learning relevant to the user’s needs, including using the technologies the student already knows, to anchor the learning in something familiar • Create active learning opportunities to keep the students on task in order to assess the impact of instruction on student-learning outcomes. As a theoretical framework for this research, a community of practice served as a means to study how shared knowledge about information retrieval and use progressed and how groups learned to collect, organize, and manage data for problem solving. This approach put students in situations where they were required to construct knowledge by testing and refining their thinking through activities that were meaningful to them. The librarian’s role in the community was to facilitate organizing and directing these activities so that students became responsible for their own learning and the learning of others. For ICT instruction, this meant encouraging students to think and talk about information problem solving. These dialogs functioned as a way of formulating, testing, and sharing ideas where students raised questions, proposed hypotheses, and extended their knowledge. The results report on the efficacy of a problem-based learning (PBL) approach involving three convergent principles of design: problem representation (identifying an information need), organization and dissemination of information, and creation and communication of information within the context of research projects and assignments. As such, it provides important insights into both the use of the ETS ICT literacy assessment tool and innovative instructional approaches for fostering ICT literacy. Both qualitative and quantitative data were collected and analyzed. Results indicate that ICT instruction was most useful when: 1) students defined/interpreted information needs by recalling prior knowledge and experiences; 2) those interpretations were tested, refined, rejected, or revised for a specific purpose; 3) access to resources and tools (artifacts, symbols, and language) were readily available; 4) formative feedback supported critical thinking about the information retrieval process. Three findings emerged from the analysis and interpretation of the data including how students used prior knowledge as a means of understanding or making sense of the given problems; how they developed a shared repertoire of everyday experiences and incorporated them into the learning process; and how they engaged in discourse and debate for task interpretation by testing, revealing, modifying, and refining problem-solving strategies. These findings focused on the ways in which the problem-based learning environment supported students’ ICT skill acquisition, and the ways in which the community of practice facilitated their learning. Preliminary data from the initial study were shared at the Konstanz Workshop on Information Literacy, November 8-9, 2007. Julie Adams, Alison Pope & Geoff Walton Staffordshire University Theme: Practical approaches to information literacy 10
  11. 11. ASK: the CILIP UC&R innovation award 2007 winner: a practical approach to information literacy Assignment Survival Kit (ASK),, is a web-based tool to support students tackling their first assignment. Students enter a deadline date and ASK creates a 10 step schedule suggesting a completion timescale. Launched in Autumn 2006, ASK was developed by the adaptation of Open Source software from the University of Minnesota’s Assignment Calculator. The ASK stages are a distillation of several IL models such as, ACRL, ANZIIL and Big Blue. The 10 stage scaffold offers a set of thinking skills heuristics to enable the student to problem-solve and hence complete an assignment. The most important pedagogical addition to this is the stage of reflection to facilitate the iterative learning cycle. Aimed at first year undergraduates, ASK underpins the University’s Widening Participation strategy and strategic focus upon IL. ASK helps students adapt to study at university. It has been used enthusiastically by staff and students, interestingly figures suggest extensive external usage from other UK universities as well as institutions overseas. Anecdotal evidence indicates it has made a significant impact in supporting students’ skills acquisition. A Creative Commons Licence has been applied for and the software may contribute to the JORUM repository. Since going live in mid-October 2006 the software has been positively received by students and academics. Faculty use ASK to prepare students to hand in their first piece of written work. The Faculty Director said that surgery sessions used to be offered where students were taken through the entire planning process but ASK now provides an improved service, since the software can be accessed at any time and as often as needed A student commented, “It is much more than a time management tool; it explains how to do research as well. I think it is really useful." The Sitemeter hit counter was added in February 2007. In total 1724 separate hits with 2176 page views were recorded between February and September 2007. Detailed analysis of data indicates that ASK usage peaked in late February, and again in mid-late March- when students began to tackle assignments. These figures were echoed in the August re-sit period, suggesting ASK provides a service which is useful at the point of need. Statistics show ASK has been used early morning and late evening, when support staff are unavailable. The team of information professionals working on ASK won the prestigious CILIP UC&RGroup Innovation Award 2007. The prize money will be used to develop the support tool further. To make ASK more personalized, it will support a variety of developmental activities including the purchase of equipment to enable testing on a range of different formats e.g. mobile technology, PDA and SMS. Field testing opportunities and feedback gathering methods will also be funded. Prize funds will be used to enrich the software with additional resources such as video and podcasts. We believe many HE environments could make use of ASK and seek the opportunity to highlight its benefits. Sheila Corrall & Laura Cox University of Sheffield Theme: Staff development and information literacy Librarians as Teachers: the Pedagogical Knowledge and Development Needs of Subject Librarians Changes in higher education over the past two decades have expanded and developed the role of libraries in supporting learners and particularly in teaching information literacy. The impact on librarians with subject and liaison responsibilities has been extensively discussed, especially in relation to their effective development as teachers, with the literature featuring case studies, reflective accounts and opinion pieces. The present study investigated the teaching activities, pedagogical knowledge and development strategies of librarians in UK higher education. It found that the formal development undertaken in relation to their teaching 11
  12. 12. role, the consequent knowledge gained and its application in practice is more extensive than assumed in much of the literature. It also confirmed the need to incorporate pedagogical knowledge into library and information science curricula for both initial professional education and continuing professional development. The investigation adopted a primarily quantitative approach, using a questionnaire survey, administered online to a sample selected systematically from all 191 institutions. A review of related literature and two electronically-mediated interviews with expert practitioners were used to inform the questionnaire design and contextualise the survey findings. The survey used a web-based tool and contained 35 mainly closed questions of varied types, but also sought open-ended comments throughout. It was distributed to one librarian at each of the 137 institutions where a list of suitable postholders was found on their websites and obtained 82 returns, a response rate of 60%. Quantitative data were analysed using statistical software and tests carried out to identify whether differences between respondent groups were significant. The interview data were analysed using open coding to facilitate comparison with the literature and open-ended questionnaire responses similarly analysed using thematic categorisation. The sample included a spread of institutional types, professional experience and subject fields, with slightly higher representation of ‘old’ (pre-1992) universities, experienced (8 years+) staff and humanities subjects. Respondents recorded a variety of job titles, with the descriptors ‘academic’, ‘faculty’, ‘information’, ‘liaison’ and (less frequently) ‘learning’ added to ‘librarian’, as well as the traditional ‘subject’ designation. Estimated hours spent on teaching-related activities varied from 0 to 25 per week for full-time staff (12 for part- time), with the average around 20% of their time. About four-fifths reported involvement in teaching small and large groups, writing learning materials and providing individual instruction, but only a third involvement in assessment. More than half the sample had attended short training courses and a third had undertaken extended education of various types, usually leading to a qualification. Two-thirds identified valuable lessons learned from development experiences, with half giving specific examples of using pedagogical theory to develop teaching practices. Almost all thought pedagogical knowledge was important for their role and three-quarters felt their knowledge was sufficient, though few had extensive knowledge of teaching and learning theories or activity design. Formal education was the preferred method of developing pedagogical competence, followed by on-the-job development and short courses. Respondents strongly supported provision within library and information science programmes, via a core module, designated pathway or entire programme devoted to educating librarians as teachers. Sheila Webber, Vicki Cormie & Lyn Parker University of Sheffield Theme: The net generation Out-genning the net generation: Second Life as a learning environment Second Life (SL) is a 3D virtual world in which most of the environment and content is created by residents of SL. Anyone can sign up for a free account (and avatar). There are substantial librarian-led initiatives in SL, and educators from many countries and disciplines are teaching in SL. Nevertheless, there are still many questions to be answered about the role of library and information professionals, and the nature of information literacy, in this new world. The aims of this workshop are: 1. To present briefly the perspectives of collaborators on an intervention in a level 1 undergraduate information literacy class which uses SL as an environment for learning and assessment. 2. To provide participants with an opportunity to explore SL and discuss the opportunities for library and information workers. 12
  13. 13. By the end of the workshop participants will: 1. Have extended their knowledge about the possibilities for collaboration in activities in SL, through the example given by the workshops leaders; 2. Have improved their knowledge about, and skills for, SL, and reflected on its possible application in their own job. In the first (shorter) part of the workshop the three authors will introduce SL and reflect on: the use of SL by the 1st year “net generation” class at Sheffield University; the value of collaboration; librarian/educator roles. Webber (Module coordinator, Sheffield University), Parker (Librarian, Sheffield University) and Cormie (Librarian, St Andrews University)worked together successfully in SL over several weeks to deliver the SL element of the class, but this event may be the first time the three all meet in “Real Life”! A handout will cover more detail about the class, the approach to teaching and some SL resources and readings. Participants will be asked to register a SL avatar before the workshop, and to go into SL a little beforehand if they can. Participants will be asked to identify themselves as one of the following: 1. Wanting help in basic functions of being in SL 2. Being experienced SL avatars e.g. already participating in professional activities in SL and/or recreational activities 3. Being at an intermediate stage where they feel comfortable moving around and communicating, but they have not explored or participated extensively. In the second (longer) part of the workshop an activity will be designed for each of these groups within SL, with the University of Sheffield (Department of Information Studies) SL island (Infolit iSchool) used as the base venue. The activities will be appropriate to the needs/interests of the group: e.g. - focusing on improving basic skill levels and awareness of options, for the “basic” group; - facilitating & capturing debate (and teleporting to sites of interest if wanted), for the expert group. The activities will be led within SL by the three authors and by additional librarian/educator avatars. These additional avatars have not yet been recruited but no problem is anticipated in attracting volunteers, who may be from within or outside the UK. There will be a limit of 20 participants. Andrew Walsh & Sarah Munks University of Huddersfield Theme: Practical approaches to information literacy Crosswords, Library Bingo and Quizzes: Getting more active learning into our teaching At the University of Huddersfield we have been split into subject teams for many years and teaching practice has varied between the teams with little in the way of shared best practice. We recently set up an information skills teaching group comprising the Senior Assistant Librarians across all of the subject teams plus the Senior Assistant librarians at our satellite University Centres at Oldham and Barnsley. The group has been tasked with sharing best practice in the delivery of information skills training; improving the delivery of inductions and information skills teaching to library users; and to increase the amount of cross team working. Two of our specific objectives are the sharing of re-usable information literacy materials between subject teams and the trying out and evaluating of different methods and styles of delivery. Trying to meet these two objectives have enabled and emboldened many of us to introduce more active learning techniques into our teaching. This session covers in a practical, hands on way, a range of active learning techniques that we’ve recently used in inductions and information skills sessions and shows how we have shared these amongst our group. The techniques range from high tech Audience Response Systems (interactive handsets by Quizdom) to library bingo (low tech bits of card) and how we’ve shared experiences of these amongst ourselves. We will use an assortment of 13
  14. 14. techniques in the session to give a flavour of how they may be used in practice to give an interactive and (hopefully!) enjoyable session. Maria-Carme Torras i Calvo University of Bergen Library, Norway Theme: Practical approaches to information literacy The academic librarian as a supervisor: Intervening in the student's research process The aim of this paper is to reflect on and define the information professional’s extended pedagogical role as a supervisor at the academic library. The discussion concentrates on academic librarians / subject specialists who are responsible for user education at postgraduate level. The central question that this paper addresses is what kind of intervention in library supervision can best support the student’s research process. Academic libraries around the world are going through a paradigm shift, from merely serving an archival function to also becoming an active teaching partner in higher education. Considering the academic library as a teaching institution entails new pedagogical challenges for the library staff and new needs for staff development. The staff’s reflection on new pedagogical roles and challenges is important to avoid unclear roles, uncertainty and frustration. It is also important in order to enable the staff to reach a consensus on what optimal supervision at the library should be like. This paper is organised as follows. The information needs and challenges of the postgraduate student are identified in the context of her research process. Subsequently, a number of research supervision models are discussed with the aim of exploring how the information professional can best support the postgraduate student’s research process. The paper puts forward a process-oriented model of supervision (Handal and Lauvås 2006) which builds upon research apprenticeship (Kvale 1997, Lave and Wenger 1991). In this model, the academic librarian is an active partner in the supervision constellation as a whole (Torras et al. forthcoming). Further, differences and similarities between the academic librarian’s and the academic supervisor’s supervisory tasks are outlined. A number of practice examples are discussed to illustrate librarian supervisory roles which support the student’s writing and research process. The conclusion brings up some challenges that librarians and their institutions may experience in extending their role as supervisors and active teaching partners in higher education. References: Handal, G. and Lauvås P. (2006) Forskningsveilederen. Oslo, Cappelen. Kvale, S. (1997) Research apprenticeship. Nordisk pedagogik, 17 (3), pp. 186-194. Lave, J. and Wenger, E. (1991) Situated learning. Legitimate peripheral participation. Cambridge, Cambridge University Press. Torras, M.C., Sætre, T.P. and Rafste, E.T. (forthcoming). A student-centred and subject-centred approach to information literacy education. Oxford, Chandos Publishing. Andrew Whitworth University of Manchester Theme: Staff development and information literacy Information literacy and professional development: a critical view This short paper addresses the conference theme of diversity and social justice in addition to that of staff development. In order to analyse information literacy (IL) and professional development the paper first introduces some concepts developed using critical theory: 14
  15. 15. • the colonisation of the lifeworld (Habermas 1984/7) • information literacy as communicative competence (Whitworth 2007) • the ceding of cognition to organisations and technologies (Blaug 2007) These are used to describe how the channelling of information through organisations and technologies is used to maintain organisational and societal structures. It thereby creates the conditions to which IL tries to respond. However, without a critical element, IL cannot expand beyond being merely a technical subject. Developing a cultural awareness of information, as something which affects our everyday working contexts, requires practitioners to lift up into awareness the usually subconscious (informational) processes which organisational and state hierarchies use to validate their position. This requires an awareness of how both information and information technology are used within organisations and societies. It must take place not just as a pedagogical strategy and taught subject, but as part of the professional development of educators, which relates their working selves to their identities as parents, citizens and members of social networks. The paper concludes by presenting suggested agenda for both research and practical action which address the political dimension of IL and professional development, recognising their potential challenge to the ways information is used to validate organisational hierarchies and the social order. References: Blaug, R. (2007): “Cognition in a Hierarchy”, Contemporary Political Theory 6/1. Habermas, J. (1984/7): The Theory of Communicative Action, Polity Press. Whitworth, A. (2007): “Communicative Competence in the Information Age: Towards a critical theory of information literacy” in Andretta, S. (ed.): Change and challenge: information literacy for the 21st Century, Auslib. Jonathan Smart University of Plymouth Theme: Practical approaches to information literacy We’re in this together – getting involved through information literacy strategies that encourage reflection through collaboration between faculty, student and information professional. This paper examines issues surrounding the embedding and delivery of information literacy within Post-Compulsory Education students’ curriculum. It examines the way that information literacy coursework can mirror such curriculum issues as the reflective practitioner, making use of reflective and reflexive approaches to engage students who can often come from a diverse variety of backgrounds and demonstrate varying competencies and prior experience. In this manner, a constructivist approach can be used, combining hands-on ‘facilitated discovery’ with a short reflective / reflexive piece of writing. Using an open-source Wiki set up by the Education faculty, students establish their own communities of practice, sharing information concerning solutions they have found to issues, among others, of information literacy. The advantages of a collaborative approach between information professional and tutor are discussed and the importance of mutual comfort within each others’ teaching ‘territories’ explored, as well as the positive dynamics that can be derived from a shared professional platform. The information professional must be prepared to have an open minded and a la carte approach when negotiating what is delivered in the way of information literacy to student cohorts. Perhaps, often, too many assumptions are made about what should constitute the content of sessions delivered to students by librarians and closer professional collaborations would be enhanced through greater mutual understanding of roles and drivers on both sides. Opportunities for linking information literacy with academic curriculum topics and with such 15
  16. 16. functions as study skills should be seized by information professionals despite doubts voiced by some concerning the appropriateness of involvement in these areas. Nancy O'Hanlon Ohio State University Theme: Diversity and social justice Teaching Every Student: Strategies for Reaching a Diverse Audience Online In both the online instructional environment and the university classroom, the audience includes traditional and non-traditional students, high achievers, those who lack foundational or language skills, as well as students with various types of disabilities, both apparent and hidden. Additionally, students bring a diversity of learning styles, preferences, and habits, which must be accommodated so that they can meet our instructional goals. Teaching effectively in this diverse environment is a tremendous challenge, especially for librarians who may themselves have quite different personal approaches to learning. This presentation will discuss: I. Types of cognitive disabilities and habits that may interfere with learning for various types of students. Learning disabilities are specific neurological disorders that affect the brain's ability to store, process or communicate information. A person with learning disabilities may have problems such as: • Difficulty decoding and comprehending text. • Lack of organizational skills. • Weak problem-solving skills. • Difficulty with abstract concepts. • Short and long term memory problems. Many traditional, or Net Generation, students are multi-taskers. Recently published research in psychology asserts that distraction while multitasking adversely affects learning, noting that information that is acquired during this process is also not as easily retrieved. Further, Net Gen students tend to favor visual and kinesthetic approaches to learning over text. At the same time, groups that librarians teach also include older adults, with different habits and preferences. Students with limited English proficiency (international students and recent immigrants) also require additional supports. Theories of second language learning and teaching can improve our practice for these and all students. II. Universal Design for Learning (UDL) as general framework for meeting these challenges. Universal Design for Learning is a broad-based instructional strategy that provides a model for creating Web-based learning tools to meet the needs of a diverse group of students. The premise of UDL is that learning environments should be designed with such flexibility that students of widely varying abilities have a range of options available to them and can all benefit from the same program. The UDL approach to instruction accommodates different learning styles, provides cognitive supports for learners, and offers alternative forms of assessment. A related paradigm aimed at the postsecondary level, Universal Design for Instruction (UDI), identifies nine principles. Those most applicable to online learning include: • Flexibility in use • Simple and intuitive instruction • Perceptible information • Tolerance for error • Community of learners 16
  17. 17. III. Strategies for designing online learning materials, including multimedia, which meet the needs of students with and without limitations and can be implemented as cognitive supports in Web-based instruction. Topics to be discussed, along with relevant examples, include: • Explicit strategy instruction • Scaffolding • Accessible design principles By utilizing a Universal Design approach to designing Web-based instruction and incorporating various cognitive supports for students, librarians can create learning environments appropriate for the entire range of student abilities. John Crawford Glasgow Caledonian University. Theme: Supporting researchers Information literacy in the workplace: a qualitative interview based study Reports on an interview based project to research the status of information literacy in the workplace in central Scotland and also the adult literacies agenda and attempts more generally to extend the limited research in this area. As a preparation for the study the literature of information literacy and pedagogic theory was investigated to form a repertoire of issues for research. The information literacy literature is limited and emphasises the unstructured nature of learning in the workplace and is written mainly from the point of view of the special librarian. The pedagogic literature reflects the views of educational theorists and is fixated on the large organisation. Exponents emphasise that learning in the workplace is dependent on social relationships. There is disagreement about whether learning in the workplace is radically different from learning in the classroom. Al writers including those who have collected statistical data emphasises social learning at the expense of information. The pedagogic theorists, however, never discuss the consequences on knowledge generated in the workplace and seem to a view it as ‘free good’ rather than the employer owned intellectual property it actually is which can facilitate competition rather than co-operation. The review of the literature identified some fifteen research issues and questions. Because of the lack of pre-existing research on which to base a list of tightly structured research questions an open exploratory based qualitative, interview approach was used, using grounded theory, which allowed research questions to arise naturally out of the data gathered itself. The interviews were arranged though contacts with Glasgow South West Regeneration Agency, the Tribunals Service, a large hospital and the Scottish Government. Some findings are: • The traditional view of information as deriving from electronic and printed sources only is invalid in the workplace and must include people as a source of information • The public enterprise with its emphasis on skills and qualifications is a fertile area for further investigation and developmental work • The SME seems less interested in information. As 90% of businesses in Scotland employ 50 people or less this is a problem area • The Adult Literacies agenda and the workplace learning agendas are much closer together than the pedagogic literature would suggest • Adult Literacies training is a powerful driver to encourage workplace information literacy • A skill and qualifications based agenda is an important pre-condition • It is essential to recognise the key role of human relationships in the development of information literacy in the workplace • Interviewees viewed public libraries as irrelevant 17
  18. 18. • The idea of the daily round of tasks as a substitute curriculum was not found to be helpful. It is better to focus on skill levels, training needs and qualifications needed for particular posts • The changing nature of work can create information literacy training opportunities On the basis of the above further research is planned if funding becomes available which will expand the research agenda into health literacy and the role of information literacy in CPD. The possibility of developing information literacy training programmes will also be explored. Helen Howard University of Leeds Theme: Supporting researchers Set for success… developing researchers’ information literacy skills Since 2005 Leeds University Library has received “Roberts” funding to research and develop information literacy (IL) skills training for PhD students. Gareth Roberts’ Set for Success Review in 2002 recommended that all PhD students receive “at least 2 weeks dedicated training a year, principally in transferable skills”. This paper will discuss the developments made at Leeds over the last 3 years and will look at our future plans in the area. It will be split into three parts: our strategy, our journey and our staff development. The paper will address the importance of developing a clear strategy for supporting researchers’ skills, which prior to 2005 was not well articulated in the Library. There was little IL support tailored to the needs of researchers, despite our clear IL strategy for undergraduates and taught postgraduates. We established that the need to work with others in the University was key, in particular tying-into any Faculty developments, although differences across Faculties meant that this was not always straightforward. How can we invest “Roberts” money to best effect? Our journey from understanding little about our researchers’ IL skills and needs, to providing tailored training and support for them will be highlighted. We believed our research training and support should be based on current research and evidence, so conducted a literature review and examination of best practice nationally and internationally. In addition, we gathered information from researchers themselves on their concerns, needs and skills levels. The paper will therefore highlight our greater understanding of researchers based on our experiences with them and will outline the support we have developed for them as a result. Face-to-face training courses across all Faculties at Leeds University have provided a large amount of feedback from students, resulting in improved understanding on the part of library staff. What are the concerns of students starting out on their PhDs in relation to IL and how can we help them? Does formal training help or should we attend to individual needs? We will look at the challenges for library staff in delivering training and support at a higher level and in different ways. We will discuss the nature and structure of the training sessions which often looked very different from the training provided by library staff to undergraduates. Do our training methods have to change? How can we develop our staff to address these issues and get them on board? Finally, the paper will examine the success of the training, along with the challenges we face in taking this forward in the future. Should we support students later in their PhD journey as well as at the beginning? Can we provide a high quality online alternative? How can we share good practice in supporting researchers amongst librarians? Whilst we aim to answer the questions raised here in the presentation, the audience will also be encouraged to give their views on specific issues during the paper. References: Roberts, S.G. (2002). SET for Success. London, HM Treasury: 218. 18
  19. 19. Juanita Foster-Jones & Katharine Reedy The Open University Theme: Practical approaches to information literacy Extending the reach and learning new skills: IL the web conferencing way The Open University (OU) is a world leader in distance education. Students are supported by a network of Associate Lecturers (ALs) who are located throughout the UK and Europe. As more OU courses incorporate online resources, there is a growing demand for ALs to engage in staff development to ensure that they have the necessary skills to support their students. Library Services has a role in providing support to ALs in using these online resources, yet meeting the demand of training nearly 8000 dispersed ALs is becoming increasingly complex. This paper examines how the Library was able to extend its reach through a web conferencing pilot, an online programme of staff development using Centra e-meeting software. We will show how the functionality of web conferencing supports the delivery of IL training, and the different levels of interactivity we were able to achieve with this medium, with highlights from recorded sessions. We will also illustrate the impact of learning design on user impressions of interactivity. Evidence from the evaluation of this project will be presented, to show how this provided a very practical solution to the remote training of OU tutors, and their reaction to this innovation. Data from the evaluation is compared to Kirkpatrick’s (1994, p.21) 4 levels of learning, and we will show how we were able to use this to provide a benchmark for future activity. The pilot resulted in additional benefits as a means of staff development for the practitioners. We will present how this web conferencing project supported reflective practice, peer observation and action learning as a means for continuing professional development, and how this improved our practice. We will conclude with a summary of where we are going next, and how we are extending this project into its second phase. References: Kirkpatrick, D.L.(1994) Evaluating training programmes: the four levels, San Francisco, CA, Berrett –Koehler. Gill Rowell JISC Themes: Practical approaches to information literacy Using TurnitinUK to promote ethical use of electronic sources This workshop will explore the formative use of the JISC-endorsed TurnitinUK plagiarism detection software, used by over 90% of UK Universities. Whilst undoubtedly the tool is used throughout the community as a means of proving academic misconduct after the fact, and as such is increasingly being embedded into institutional policy and procedure, a more positive and proactive approach to using the tool, and to addressing student plagiarism is to employ it in a wider teaching and learning context. This approach views the software as an aid to developing an understanding of ethical and appropriate use of electronic information, and also as an effective means for providing timely and appropriate feedback in which crucially the learner is central. The session, facilitated by the Internet Plagiarism Advisory Service, will demonstrate various options for submission of draft student work and formative use of the software in this way, and attendees will be given the opportunity to consider practical implementation, and the implications for development of information handling skills within learners. Central to use of 19
  20. 20. the software in this way is the Originality Report which highlights instances of matching text which have been located by TurnitinUK, although does not make a judgement as to the ethical intention of the learner in producing it. Key aspects of the session will include: • Use of the Originality Report as a tool for demonstrating the need for attribution of electronic sources. • Use of the report as a catalyst to encourage considered and analytical use of electronic resources. • Use of the software to demonstrate ubiquitous information on the web. • Using the software as a tool for developing an appreciation of the balance between using electronic sources and adding personal viewpoints and moving towards an analytical appreciation of such sources of information (especially sources located via the internet). Throughout the session discussion of how such formative use of the software can serve to both supplement an existing approach to information literacy, or may be used as the basis for developing a strategy in encouraging an ethical approach to using electronic sources of information will be considered. Parallel Session 1 - Tuesday 18th March Jane Secker, Jeni Brown & Chris Fryer London School of Economics and Political Science Themes: Marketing information literacy The LSE Training Portal: a really simple solution? This paper describes how RSS technology has been used at LSE to enhance access to information about training events, including information literacy classes, for staff and students. RSS underpins most Web 2.0 technologies and Bradley (2007) argues that in order to fully exploit social software in libraries, it is essential to understand this technology. A basic understanding of RSS allows all librarians, not just those running training events, to make their information more accessible. We will provide an overview of an internal project involving several training providers across LSE to develop and launch a training portal, which serves as a one stop shop for training events. The project team developed a solution that allows each training provider to retain their own booking system and database, with the content being fed into a central portal for display to staff and students. The RSS feed that was developed could be re-used in a number of ways, to provide audience specific information at the point of need. For example, student training information was made available in Moodle, the School’s virtual learning environment and training courses for staff were made available via the institutional portal. We also reflect on our experiences that suggest RSS and other social software has information literacy implications: users must re-think how they access information on the web. While students can visit the portal to locate information about training, they are also afforded a mechanism for picking up new information automatically. The tools required, while simple to use, arguably do require a greater level of skills on the part of users. Therefore, paradoxically, while RSS has provided LSE with an opportunity to make training information more widely available, staff and students need greater information literacy skills to fully exploit the technology. References: Bradley, Phil. (2007) How to User Web 2.0 in your Library. Facet Publishing: London 20
  21. 21. Christopher Walker Leeds Metropolitan University Theme: Diversity and social justice Information Literacy in the Home: A study of the use and understanding of information by parents of young children Information literacy has been described as the Zeitgeist of our times, and is seen by many people as a fundamental skill for life in an information society; it is the functional literacy of the 21st century. Despite these claims, the predominant spheres of information literacy research and writing have concentrated on the pedagogical aspect of the concept. This preoccupation with the pedagogical has meant that there is a comparative lack of evidence ascertaining how information literacy fits into a real world social setting. When examining information literacy from this paradigm, it is important to assess how existing definitions and models fit the social non-pedagogical context. In an attempt to provide a fresh perspective, my research will focus on the real world social context of the home, in particular parents of children aged 5 to 11. The scope of my research will cover the following areas: what are the information needs of parents; how do parents construct and make meaning from the information they access; how do parents determine and identify an information need; how do parents search for, evaluate and use the information they obtain and what channels do parents access when searching for information? The research will primarily comprise of in-depth semi-structured interviews with parents in Leeds. The interviews will be phenomenological in nature and will try to gain an understanding of parents’ perceptions and thoughts when approaching information problems. A central tenet of the research will be to discover how parents view their information requirements and to see how their social, economic and educational backgrounds colour and inform their approach to seeking and using information. The ultimate question will be -- does information literacy work in the real world social setting? Anne Hewling The Open University Theme: Staff development and information literacy Playing catch-up – new initiatives for improving tech-knowledge and information literacy amongst library and teaching staff at the Open University The move online in higher education has been accompanied by an increasing focus on information literacy – as a collection of skills which may enable students to complete their electronic studies successfully. Equally, the skills involved, once understood as being chiefly the technical ones of making the machine work and making the machine work for me (a literacy that encompasses both ‘making a mark’ and ‘making one’s mark’(Kaplan, 1995)), have moved on too. Information literacy must now assist students to evaluate and manage quantities of variably relevant information from variously reliable sources. And whilst ‘making it work and work for me’ is now less likely to be an issue for new students who are often competent users of a range of technologies (mobile phones, games consoles, laptops, PDAs etc.) this is increasingly a dilemma for those delivering education or, indeed, the services that support online learning – faculty and librarians - as the tech-knowledge required becomes more sophisticated. This paper will consider initiatives within the Open University Library to encourage staff to develop their own information literacy, to use online resources effectively and to integrate a range of technologies into their daily practice, be they teaching, information or support staff. In particular it will look at the role of the Digilab, a ‘safe’ try out space where staff and doctoral students can experiment with a wide range of new technologies before having to use them in 21
  22. 22. the workplace, or as tools for teaching or research. It will also detail the Digiquest structured staff development sessions where Digilab staff, in the guise of colleague-mentors, assist participants with context-specific confidence building tasks using new technologies. Reference: Kaplan, N. (1995). "E-Literacies: Politexts, Hypertexts, and Other Cultural Formations in the Late Age of Print." Retrieved 5 November 2004, from Linda Colding University of Central Florida Themes: Practical approaches to information literacy What IF? The University of Central Florida’s Strategy for Success This paper discusses the first year of Information Fluency (IF) at the University of Central Florida (UCF). As part of the accreditation process, proposals were solicited from the university community. The Library’s proposal on IF was selected. One of the four pilot projects involved the freshman experience class, known as SLS 1501, Strategies for Student Success. This course provides an overview of all aspects of campus life as well as critical thinking and problem solving skills and was deemed a great opportunity to introduce IF concepts. The librarian worked with SLS faculty to develop the curriculum and assessment tools. Because of their previous working relationship, it was easy to develop an assignment such as writing a paper and/or giving a presentation that included the three IF components. The first library session focused on the gathering component of IF and included an orientation to library services, the online catalog, a database for finding articles, and hands-on time. The second library session focused on the evaluation component of IF. Because there were typically several weeks between sessions, a review was provided, followed by a discussion of Internet evaluation criteria, and the differences between scholarly journals and magazines. Implementation began with four sections in Spring 2007 and by Fall 2007, all SLS 1501 sections included IF in their curriculum. While the overall assessment of IF was the paper and/or presentation, the library portion was assessed through pre- and post-tests. The tests evaluated students’ basic library and research skills. As a result of the first semester, changes were made to more accurately reflect what was covered during the sessions. To date, the IF implementation into the SLS course has achieved great success and will continue throughout the upcoming years. Mohd Sharif Mohd Saad Universiti Teknologi MARA Theme: Practical approaches to information literacy Search and Use of Information among Final Year Computer Science and Information Technology Undergraduates To assume that undergraduates are skilled in finding and evaluating resources needed for their various learning needs is a fallacy. Academic librarians and information professionals need to find out strategies and courses of action undertaken by undergraduate students in order to perhaps improve information literacy skills or user education programmes and for academics to find out how information literacy could be embedded in current project based courses taught at the faculties. The objectives of this study are to find out the followings; (a) the decision on deciding research topics by final year students (b) the sources of information they use and prefer (c) the channels of information they use to obtain the information 22
  23. 23. (d) the utility of libraries and librarians (e) the use of the Internet (f) the search strategies adopted (g) the closure of the search (h) the presentation skills (i) their thoughts on ethical issues and lifelong learning. The study uses the diary-interview and in depth interview approach involving 14 final year Computer Science and Information Technology undergraduates whom shared their information search and use process. Among the main information sources used were the Internet, books and previous final year project reports. They also seem to rely a lot on their friends and lecturers as their source of information. Very few used journal articles, seminar papers or other sources. They also face problems in searching, evaluating, synthesizing and communicating the information gathered for their final year project proposal. The paper will discuss the various types of information sources used, the use of the internet, search strategies, problems faced and solutions. An understanding of their information seeking behaviour patterns is the focus of this paper. Informants’ thoughts and feeling on the library services and the ethical use of information will also be shared. Ruth Stubbings, Sarah Arkle & Marcus Woolley Loughborough University & University of Bedfordshire Theme: Staff development and information literacy Lollipop Having struggled for years with terms such as: User Education, Information Skills, Study Skills, Lifelong Learning and Learning to Learn, subject / academic librarians now use the concept of Information Literacy (IL) as a focus for their sessions with students. These sessions may be face-to-face teaching, worksheets or online tutorials. Do other library staff have the same focus on information literacy when interacting with students and do they all believe they have a role to play in this area? The LILAC (Libraries Information Literacy Annual Conference) conference gave a work group the inspiration to further develop another project, POP-I. POP-I was an online tutorial designed to enhance the IL skills of public library enquiry desk staff in Bradford. Lollipop used this public library model to develop an online tutorial designed to assist enquiry desk staff help students become independent information seekers. The Lollipop Pilot was launched at last year’s LILAC Conference in Manchester, this paper is about what happened What is LolliPop? LolliPop is an on-line information literacy (IL) course aimed at enquiry desk staff. The course develops the IL skills of the staff, but then enables enquiry desk staff to transfer these skills into the work place and assist students in becoming independent information seekers by providing them with typical enquiry scenarios. In addition LolliPop aims to be ‘sector neutral’ so that it could be adapted for use by other sectors. Currently development work is in the pipeline for a Schools and Health versions. Project partners were: University of Bedfordshire, Bradford public Library, Imperial College London and Loughborough University. Why we choose do it: Enquiry service and Counter staff at both institutions Library’s had expressed concerns that they do not always feel adept in: • Teaching students about the literature search process and using all the databases available • Knowing where to go for all the answers • Recognising when to refer enquiries. 23
  24. 24. LolliPop provided the opportunity for providing a structured approach to further developing experienced library assistants (Loughborough) and Information Assistants (Bedfordshire) approach to answering enquiries. It was hoped that staff would also ‘own’ the project and therefore the final product as they would have lots of opportunities to develop the tutorial. A by product would be that staff would also have empathy with customers using the virtual learning environment, as they would have experience of a similar nature. Using two culturally different institutions was deliberate it was hoped that this would enhance the learning experience. Two “styles” of University with common enquiries. It was envisaged that the Lollipop Pilot would establish a community of learners built up in a 15 week relationship The reality: The paper will focus on how the project took its first steps and took on a life on its own, including the hiccups and tribulations. It will cover the importance of mentors in encouraging staff to communicate across two campuses, how reflection can be hard to practice and the likes and dislikes of library staff on learning online. It will also illustrate how feedback was actively sought and then incorporated into the second pilot and how that impacted on a new version of LolliPop that other institutions can use. Alice Crawford University of St Andrews Theme: Marketing information literacy Academic Liaison Saves the World? Recovering from a period of financial and staffing exigencies in the late 1990s, St Andrews University Library in 2007 appointed my colleague Vicki Cormie and me as it’s first Academic Liaison Librarians. Our brief is to transform the St Andrews academic library world! This paper highlights the challenges we have faced in “pioneering” a Liaison service. We have foregrounded our teaching role, developing a portfolio of teaching materials (both print and electronic) and working with the Teaching Learning and Assessment Committee to progress the introduction of a coherent, University-wide Information Literacy Policy. We have done a lot of talking – to Schools Councils, Library User Groups, lunchtime seminars, to Heads of Schools, Directors of Teaching, Library Reps. We have marketed our skills and raised the Library’s profile at every opportunity. But some problems remain. There are only two of us – the subject knowledge we are expected to have is impossibly wide and diverse. I am responsible for 19 Arts and Divinity departments and Vicki covers all the Sciences. I must know as much about Business Information databases as about resources for Art Historians. Where do we fit into the library structure? We have no staff who are directly responsible to us. We are required to advise on the management of collections, without being part of the Collections team. Existing staff groups are doing parts of our jobs, and it is uphill work trying (sensitively!) to reclaim these areas. Other major projects (Vicki’s UKRR work, and my RAE activities) have impacted significantly on our workloads, as has the management of the Reference Enquiry service, for which we are also responsible. Can we make a difference in this difficult context? Can we continue to approach with visionary zeal the challenge of improving the Library’s image without having the resources to translate that image into reality? We can save the world, but we’re sometimes not quite sure how! Ursula Byrne & Lorna Dodd University College Dublin Theme :Practical approaches to information literacy 24
  25. 25. Integrating information literacy instruction (ILI) into degree programmes at University College Dublin (UCD) – challenges that success brings Background: Taking a blended approach to the delivery of ILI, and inline with the shift in emphasis from working within the library walls to teaching information skills in a wide range of physical spaces, we integrated information literacy instruction into modules at UCD, the largest university in Ireland This new targeted approach resulted in developing closer relationships with the academic community, invitations to join College Teaching & Learning Committees, Programme Boards, and subcommittees at University level, and raised the Library profile within the University Marketing: Explaining to academics why the library should be involved in delivering ILI in programmes is challenging. We devised a template for the delivery of ILI, that, depending on the time allocated to the Library, can be adjusted to meet the identified ILI needs, at the level required, for any discipline. Using programme overviews, learning outcomes/competencies, lesson plans, worksheets, etc tailored to each programme, academics could quickly see how this approach supported their own work. Our approach: An Information Skills Steering Group was set up to coordinate the ILI function in the Library; set targets; identify resource needs; advise Senior Library Management. This Steering group had 4 subgroups. One subgroup delivers ILI to Undergraduates. To minimise workload each librarian involved developed an area of competency(e.g. plagiarism) in which they would deliver, at the level required, a lecture/workshop. We also developed a suite of Information Skills pages to support this teaching. Challenges: While the delivery of ILI within programmes offered opportunities for librarians to take a more integrated role in the academic community, it also presented challenges: building relationships with the academics; bringing Library colleagues on board, and ultimately as we raised the profile of the Library, sustaining success (Examples of ILI to 3rd Year Economics will be given in full paper) Diana Massam & Lisa Charnock University of Manchester Theme: Practical approaches to information literacy Power to the People: Exploring the development of the Informs software tool through community engagement. Informs has firmly established itself as a key resource for Information Literacy practitioners who recognise its unique potential to facilitate self paced learning through the integration of instructional materials with live resources. This paper will describe how Intute is working with the Informs community to promote an ethos of collaborative ownership, and to engage in development work which will bring the software into the Web 2.0 environment and enhance the use of the vast pool of shared content available to users. Following the integration of Informs into Intute in 2006, the user community has doubled and it is now used by over 140 Higher and Further Education institutions, with over 2,300 tutorials that have been embedded in Virtual Learning Environments and webpages etc. During the integration project it became clear that users were committed to the concepts of shared content and cooperation. Consequently, a vision of a community of practice was established with the principle that Informs users themselves would provide advice, guidance and judgement on quality. As the project came to an end, users were eager to see Informs further developed, and Intute were keen to harness the enthusiasm, knowledge and expertise of Informs contributors to drive future enhancements according to their views and needs. Mechanisms for user engagement, for example the Informs Advisory forum, are already established and are complimented by user driven initiatives such exchange of experience events. Building on Intute’s existing community focus, the new phase of Informs developments will continue this approach, with the introduction of Web 2.0 tools and functionality. Specifically, 25
  26. 26. we are committed to developing Informs in the following ways: the introduction of tagging and rating systems to enhance organisation and quality assurance of tutorials, customisation to allow greater user control of the look, feel and design of the units, RSS feeds to keep users up to date with new additions to the database, and social tools to develop a community network of users. In this session, we will share our plans for the future, and we are keen to seek the views and opinions of the participants in order to share ideas and best practice, and also to facilitate a discussion about the future direction of Informs. Peter Godwin & Alan Bullimore University of Bedfordshire Theme: Practical approaches to information literacy Helping the Podders at Bedfordshire The installation of new learning spaces in the Business School at our Luton campus has given us opportunities to create new ways of providing IL support. Each business “pod” resembles an office suite rather than a traditional classroom environment. In addition to work and chill-out spaces there are brainstorming areas and a more formal boardroom. The large social space for group learning includes round tables for up to 5 students who share a PC, break-out room with interactive white board, and IT lab, and a lounge. The first year of UG Business courses has been redesigned, and is project-based with students working in groups on particular topics. The University of Bedfordshire Business School will be the first in the UK to have such facilities and is pioneering this new approach to business education. Librarians have been involved in these sessions, being introduced as information consultants. As part of the first piece of work students are tasked with looking at ways in which the local Vauxhall Recreation Club can attract new members. Students are provided with raw data, which they analyse. Librarians then suggest looking at the wider picture, directing the groups to consider materials on the Leisure and Recreation market, stressing the value of subscription services such as those included on the Keynote database. Work of the type outlined above has already begun to work with business students in later years in their Applied Management projects. With prior knowledge of each group topic we provide surgery style assistance, defining concepts, keywords and recommending the most appropriate sources. The recently opened Social Learning Space in our LRC will also give us the space to work with small groups, with discussion around taking place around a table utilising technology such as an interactive whiteboard. Our presentation will concentrate on ways in which delivery has moved away from the traditional lecture, and now forms an integrated part of the curriculum. We will consider the ways in which the new learning spaces have influenced the type of learning which goes on within them, and what benefits might accrue for both students and librarians. Debbi Boden & Ruth Stubbings University of Worcester & Loughborough University Theme: Practical approaches to information literacy Snapshots of the future: SirLearnaLot and SMILE! The aim of this paper is to provide snapshots of two online programmes which will be available free of charge in the next twelve months. 26
  27. 27. SirLearnaLot A survey on how librarians gain teaching skills was recently run by Netskills and the CILIP CSG Information Literacy (IL) Group. The survey demonstrated that 72% of librarians gained their teaching skills by trial and error. Conray, Helen. & Boden, Debbi. (2007) Conray, Helen. & Boden, Debbi. (2007) Where librarians got the skills: Trial and error 72% On-the-job 59% Accredited course 30% Non-accredited course 31% Neither 31% Other: Observation Reading Discussion / sharing best practice With support from the HEA and CSG IL group a project was initiated and led by Ruth Stubbings to create an online programme which would help librarians develop their teaching skills and pedagogic knowledge. The programme was christened SirlearnaLot. SMILE In 2002 Imperial College London developed an online information literacy programme OLIVIA. Feedback on the OLIVIA programme from the students was that they found it extremely useful but would also like to see information on writing skills included in the programme. Loughborough University Library is responsible for the students skills support and has resources to support student writing. SMILE is a JISC funded project with the University of Worcester, Loughborough University and Imperial College London. SMILE will reuse content created by Loughborough and Imperial and add to it to create a skills package to support students throughout their degree programme. This paper will provide more information about these programmes and how they will be freely available for everyone to use. References Conray, Helen. & Boden, Debbi. (2007) Teachers, Trainers, Educators, Enablers: What skills do we need and where do we get them? Presentation. Umbrella Conference, University of Hertfordshire. Sonja Haerkoenen Cardiff University Theme: Practical approaches to information literacy From 0 to 100% in a year - embedding Information Literacy in a complex setting Cardiff University has seen enormous growth in embedded information literacy in recent years. The latest figures show that almost 48% of taught course students are now provided 27
  28. 28. with opportunities for IL development within their curriculum. Schools and course leaders most receptive to the concept have adopted IL – the “quick wins” have been won. How can we reach those Schools where IL is greeted cautiously, or where the structure of the School encourages the status-quo and hinders consistency? This talk aims to provide an overview of the steps involved in embedding information literacy in a complex environment. The presenter is the Subject Librarian for the School of European Studies which is a very diverse organisation. It consists of five sections (French, Italian, German, Hispanic Studies and Politics) all of which have separate library representatives. The sections vary in pedagogical approach and organisational structure. Pockets of enthusiasm for information literacy were not reflected by the entirety and so, until last year, no integrated information literacy teaching was offered and library input was limited to a brief induction during registration week. The focus of this presentation will be the transformation process which resulted in the School now embedding IL training in every undergraduate programme in all five sections of the School. The importance of enabling local solutions has to be recognised by allowing enough flexibility for different, individual section requirements. However, the need for persistence in order to maintain cohesion and consistency across the School will also be discussed, as well as the skills that need to be employed by subject librarians to succeed. Rebecca Mogg Cardiff University Theme: The net generation Podcasts: IL delivery on demand Following the overwhelming success of the iPod and similar devices, podcasts are growing in popularity as a medium for the delivery of information and education anytime, anywhere. As documented in the literature, some libraries have already been quick to take advantage of the technology for information literacy learning and teaching resources or to market their services. With the aim of trialling podcasting as a means of delivering information literacy training ‘on demand’, the Library Service at Cardiff University has recently completed a pilot project to develop a series of six short podcasts which will be released regularly during the spring semester. It is anticipated that these audio podcasts will complement our face-to-face training and enhance the collection of visual and interactive learning objects we have already developed in the Information Literacy Resource Bank. The “Essay Survival Guide” features tips and advice from academic staff, students and librarians on a range of information literacy topics. With the aim of appealing to the student body, we are working in partnership with the Student Union’s radio station Xpress and the series has been created and presented by a former student. The podcasts will be promoted via the Xpress Radio and Information Services web sites. Drawing from the relevant literature, this short paper will outline current practice in the use of podcasts for information literacy and discuss the perceived pedagogical benefits and issues. An overview of the rationale and methodology for the development of the “Essay Survival Guide” will be briefly presented and there will be an opportunity to listen to an extract of one of the podcasts. Early indications of usage or feedback on the podcasts will be reviewed. The paper will conclude with a checklist of considerations, drawn from the literature and our own experiences, for those thinking of developing their own podcasts. Leo Appleton & Anthony Beal West Cheshire College Theme: Staff development and information literacy 28
  29. 29. Lollipops for Learning Resources NWIS (North West Information Skills) is a collaborative group of Further Education colleges, which provides a platform for sharing best practice in information literacy provision and teaching. One such activity of the group was to host a presentation about the Lollipop initiative developed jointly by Imperial College, London and Bradford Public Libraries, as a full online information skills and online literacy course. The members of NWIS agreed to use the Lollipop materials within their own institutions and exchange experiences and advice throughout the implementation of their respective Lollipop programmes. At West Cheshire College, the Lollipop materials have been successfully integrated into the college’s VLE in order that the Learning Resources department may offer an online information literacy learning experience. A strategic objective of the college during 2006 had been a modernisation process, in which staff from library, IT, media and e-learning services were converged into one Learning Resources support department, and their roles dramatically altered as a result. For many staff both information literacy and e-learning were new concepts, and were not services they had previously been asked to support. For these reasons the Lollipop embedded materials within the VLE provided an excellent staff development opportunity for staff. The customised Lollipop programme invites learners to set up Reflective Blogs and take part in online discussion, thereby ensuring that they not only learn and reflect on their newly acquired information literacy skills, but also gain an effective familiarisation of how the college’s VLE is used by students, therefore addressing multiple skills gaps for the staff. This short paper will provide: - An evaluation of the Learning Resources staff experience in using Lollipop - An overview of the exchange of experience between NWIS colleges - A general overview of the success and versatility of Lollipop within West Cheshire College. Alison Gordon University of Abertay Theme: Marketing information literacy “Rules of Engagement” – or preparing for an information literacy review with a view to raising the profile within the organisation University of Abertay Dundee has a long history of user education. In 2004 this was formalised, and library and ICT skills training were embedded into subject programmes using a framework based on the SCONUL 7 pillars model. At that time we planned to hold an external review of the programme at some point to satisfy ourselves that what we were delivering an excellent service, thereby enhancing the reputation of the university and bearing favourable comparison with IL delivery nationally. In November 2007 the information literacy programme was examined by a panel of internal and external reviewers using the same rigorous format as a Quality Assurance Agency subject review as far as possible. The Review Panel’s preliminary conclusions were that it had confidence in the programme, and that the teaching & learning and the learning resources elements are both commendable. Some features were singled out as being of exemplary standard. This paper will show how the review has helped to dramatically raise the profile of information literacy in the University. Information literacy as a quality enhancement issue has been stressed. The involvement of the internal members of the review panel has been invaluable. Their advice, influence and support has enabled members of the IL team to become more involved at strategic levels, for example in planning new subject programmes, and teaching & learning. Abertay is moving towards enquiry based learning and it is anticipated that this will enable the information literacy team to embed these skills even further into the curriculum. 29
  30. 30. The review gives us the confidence to work with academic staff to develop activities which will enable our students to achieve the necessary skills and move into the workplace with the graduate attributes identified in the University’s corporate plan. The paper will also offer practical advice for any organisation planning a similar review. Rowena Macrae-Gibson & Maria Bell London School of Economics and Political Science Theme: Practical approaches to information literacy Moodle at LSE Library: Bringing Information Literacy to the students' desktop Session aims To share London School of Economics Library’s experience of moving from WebCT to Moodle as a virtual learning environment to expand information literacy provision. Background 2007 LSE decided to move from WebCT to Moodle as its VLE. Currently Masters courses have already made the transition to Moodle with undergraduate courses scheduled to migrate in Summer 2008. The Library had developed an Information Literacy course – Information literacy online within WebCT in 2004/5 which had been available to all LSE students. With the migration to Moodle, the Library was keen move the Information literacy/skills materials to Moodle. A small group of liaison librarians got to together and were trained on using Moodle and examined the material that had been on WebCT. The new course was launched in October 2007 under the name MILO. The session will include • Naming. The importance of finding a strong name that could be branded and marketed easily. Why LSE Library decided to use a non-Library specific name for the course. • Visibility-how MILO fits in better with institutional VLE, including how we have achieved a Library presence in every Moodle course via a Library presence (the ‘sticky block’) in the institutional template used by all courses. We will look at the process of design and testing of this sticky block. • How preparing a course for Moodle differs from WebCT, and how content needs to be arranged differently. Course content, arrangement and branding of materials will also be considered. • Details of staff training and how this helped staff understand how courses in Moodle need to be approached differently than using WebCT • Group working-how staff can contribute to their strengths-with some staff contributing content and others working on designing the course and loading content. • Marketing-how MILO was launched through a ‘soft campaign’, and how Liaison Librarians use it as a tool to promote Library resources to students. How we use statistics to track usage. • Review and future plans. How we are reviewing content to ensure currency. Details of future plans including further courses for PhD students, for different subjects and for use as an online staff manual. • The session will conclude with a demonstration of MILO, and details of guest access. Parallel Session 12 - Tuesday 18th March Mary Antonesa & Claire McAvinia National University of Ireland Theme: Supporting researchers 30
  31. 31. Development and delivery of a Science and Engineering Information Literacy programme at NUI Maynooth There is currently a move in Ireland towards developing further fourth-level eduation initiatives, and as a result there is a heightened awareness of the importance of generic skills, particularly information literacy, for postgraduate researchers (NUIM, 2007). This is set against the backdrop of an increasing awareness of the potential need for multiple literacies in the online environment both in Higher Education and in the workplace (Unsworth, 2001). As a result of this initiative, the Faculty of Science and Engineering at the National University of Ireland, Maynooth, in conjunction with the authors, developed an Information Literacy module for postgraduate researchers in this Faculty and this module ran in Semester One of the academic year 2007-2008. Findings from this module will be central to this paper. This module was delivered in a blended learning environment using face-to-face sessions and the Moodle virtual learning environment (VLE) ( Face-to-face sessions were delivered by the authors and this paper will outline how generic content was tailored to the specific needs of the Science and Engineering Faculty. The paper will showcase the content and format of this module, and explain accreditation procedures. It will also describe how the different stakeholders within the university collaborated in the design and delivery of the module and present a timeframe for the design and delivery of this module. Findings, including student and faculty evaluative data, will be shared. This data includes student feedback, engagement in Moodle and statistics from the VLE, evaluation by members of the faculty, and the authors’ reflections on the module. The module was successful to the extent that other Faculties within the university now wish to develop accredited Faculty-specific Information Literacy modules for their postgraduates. References: NUI Maynooth (2007) Postgraduate Skills Development: Examples of current practice and emerging issues in National University of Ireland, Maynooth, Trinity College Dublin and Dublin City University – Summary Report. NUI Maynooth. Unsworth, L. (2001) Teaching Multiliteracies Across the Curriculum. Buckingham, Philadelphia: Open University Press Lydia Bauer, Sonja Hierl, Josef Herget & Nadja Boeller University of Applied Sciences HTW Theme: Practical approaches to information literacy The role of libraries in supporting the development of information literacy and collaborative skills. Aspects, concepts and case study Today’s information society is characterised by the steady development of information and communication technologies and new media. Information and media competence therefore belong to the most important key qualifications. Collaborative working patterns are becoming the norm and the collaborative generation and open exchange of knowledge have become success factors in the knowledge society. Traditional teaching methods alone, such as lectures and writing assignments can no longer meet the requirements of a successful vocational qualification. Universities and libraries have to meet these new challenges - key competencies need to be developed at an early stage in academic education in order to provide successful conditions for learning and to set the fundamentals for future careers. New concepts like Web2.0 and the goal oriented usage of digital libraries as well as library services, information and new media skills need to be embedded in this teaching process. Thus, university teaching has been rapidly faced with the challenge of transforming itself against this background. In the context of this situation a concept called knowledge- enhancing helix has been developed and incorporated into the curriculum of information science at the University of Applied Sciences HTW Chur during the last 4 years. It is based on 31