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Raewyn Riach and John Quinn
The Info Lit Journey: Improving Information Literacy
Engagement Through Student-led Immersive ...
Project Aspirations
We will have a tangible resource in the video for promotion
purposes which will have been made by stud...
Information Literacy Definition
CILIP defines information literacy as:
Knowing when and why you need information, where to...
Project Impact
•The visibility of the Library within the academic
and student community will have been
enhanced.
•It will ...
Contact us with questions:
Raewyn Riach Raewyn.riach@uws.ac.uk
Liaison Librarian, Media, Culture & Society
Dr John Quinn J...
References…
Alexander, R. (2006) Towards Dialogic Teaching: Rethinking classroom talk. 3rd Cambridge: University
of Cambri...
References cont…
Dawes, L. (2017) Faculty perceptions of teaching information literacy to first-year students: A
phenomeno...
References cont…
Koltay, T. (2011) The media and the literacies: media literacy, information
literacy, digital literacy. M...
The Info Lit Journey: Improving information literacy engagement through student-led immersive collaborative non-hierarchic...
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The Info Lit Journey: Improving information literacy engagement through student-led immersive collaborative non-hierarchical learning activities - Riach

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The Info Lit Journey: Improving information literacy engagement through student-led immersive collaborative non-hierarchical learning activities - Riach

  1. 1. Raewyn Riach and John Quinn The Info Lit Journey: Improving Information Literacy Engagement Through Student-led Immersive and Collaborative Non-hierarchical Learning Activities. Link to the Info-Lit Journeys here- scroll down and select from A Student’s Perspective https://www.uws.ac.uk/library/using-the-library/support-from- uws-library/
  2. 2. Project Aspirations We will have a tangible resource in the video for promotion purposes which will have been made by students for students through a process of student led learning. It will provide an opportunity for students to develop and showcase their professional skills at the same time that they are communicating information literacy skills to new students.
  3. 3. Information Literacy Definition CILIP defines information literacy as: Knowing when and why you need information, where to find it and how to evaluate, use and communicate it in an ethical manner. Information literacy has relevance for democracy and active citizenship and is something which happens or needs to happen outside of formal education and throughout an individual’s lifetime as well as within educational institutions. Chartered Institute of Library and Information Professionals (2004) Information Literacy – Definition [Online] Available: http://www.cilip.org.uk/cilip/advocacy-campaigns-awards/advocacy- campaigns/information-literacy/information-literacy [Accessed 12 March 2018].
  4. 4. Project Impact •The visibility of the Library within the academic and student community will have been enhanced. •It will give the students a sense of ownership of the Library. We want them to think of it as 'their Library' as opposed to 'the Library'. •Increase in information literacy amongst the project participants •Contribution towards raising attainment levels amongst project participants •Contribution towards student retention by creating the view of the Library as a valuable and comfortable place to go •Increase the use of Library resources and Library spaces by profiling the benefits of using the Library in the film •Films disseminated via social media and present on big screens throughout UWS •Students involved in the process of ownership of the Library and redefined it to fit their understanding – this is now being shared with the wider UWS community •Participants familiarised themselves with the processes of the Library, mediating their interpretation for the rest of the student body •Participants gained in confidence, technical skills, teamworking, project and conflict management •To be measured through student feedback •The film made clear the benefits of integrating the Library directly into the activities of teaching and learning by drawing on triumphalist student voices Goals Evidence
  5. 5. Contact us with questions: Raewyn Riach Raewyn.riach@uws.ac.uk Liaison Librarian, Media, Culture & Society Dr John Quinn John.quinn@uws.ac.uk Lecturer, Performance Programmes
  6. 6. References… Alexander, R. (2006) Towards Dialogic Teaching: Rethinking classroom talk. 3rd Cambridge: University of Cambridge Dialogos. Ashford-Rowe, K., Herrington, J., and Brown, C. (2014) Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. Vol.39(2), pp.205- 222. Bialka, C. S., and Havlik, S. A. (2016) Partners in Learning: Exploring Two Transformative University and High School Service-Learning Partnerships. Journal of Experiential Education. Vol.39(3), pp.220-237. Bourdeau, D., Roberts, D., Wood, B., and Korioth, J. (2017) A Study of Video-Mediated Opportunities for Self-Directed Learning in Required Core Curriculum. International Journal of Educational Methodology. Vol.3(2). Chartered Institute of Library and Information Professionals (2004) Information Literacy. [Online] Available: http://www.cilip.org.uk/cilip/advocacy-campaigns-awards/advocacy- campaigns/information-literacy/information-literacy [Accessed 12 March 2018].
  7. 7. References cont… Dawes, L. (2017) Faculty perceptions of teaching information literacy to first-year students: A phenomenographic study. Journal of Librarianship and Information Science. Vol.0(0), pp.1-16. Haber-Curran, P., and Tillapaugh, D. W. (2014) Student-Centered Transformative Learning in Leadership Education: An Examination of the Teaching and Learning Process. Journal of Transformative Education. Vol.13(1), pp.65-84. Hains, B. J., and Smith, B. (2012) Student-Centered Course Design: Empowering Students to Become Self-Directed Learners. Journal of Experiential Education. Vol.35(2), pp.357-374. Herman, G. L. (2012) Designing contributing student pedagogies to promote students' intrinsic motivation to learn. Computer Science Education. Vol.22(4), pp.369-388. Kimbark, K., Peters, M. L., and Richardson, T. (2017) Effectiveness of the Student Success Course on Persistence, Retention, Academic Achievement, and Student Engagement. Community College Journal of Research and Practice. Vol.41(2), pp.124-138.
  8. 8. References cont… Koltay, T. (2011) The media and the literacies: media literacy, information literacy, digital literacy. Media, Culture & Society. Vol.33(2), pp.211-221. Lock, J., and Duggleby, S. (2017) Authentic Learning in the Social Studies Classroom: Connecting Globally. One World in Dialogue. Vol.4(1), pp.20-27. McKinney, P. (2014) Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development. Journal of Librarianship and Information Science. Vol.46(2), pp.148-166. Salisbury, F., and Sheridan, L. (2011) Mapping the journey: Developing an information literacy strategy as part of curriculum reform. Journal of Librarianship and Information Science. Vol.43(3), pp.185-193.

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