![Deakin University Library (2014) Developing an understanding of digital literacy [online], available:
http://air.deakin.edu.au/public/media/Digital+Literacy+/0_bfyyl126 [accessed 08 March 2016].
Image used with the permission of Deakin University Library](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Engaging students in research through literacy resources
- 1. Elegant consumers and active creators Engaging students in research-led learning through a co-developed portfolio of information and digital literacy resources A SALT/Library Skills Advisors participatory action research project Elka Hubenova – Kate Grigsby – Cat Bazela – Rosa Sadler – Vicky Grant Eleventh Annual Learning and Teaching Conference Engaging students in a research-intensive environment January 2017
- 2. Deakin University Library (2014) Developing an understanding of digital literacy [online], available: http://air.deakin.edu.au/public/media/Digital+Literacy+/0_bfyyl126 [accessed 08 March 2016]. Image used with the permission of Deakin University Library
- 3. Dear Library … “Can a student include images in their 3rd year dissertation? Is this ok if they acknowledge the source? Is the answer different if the dissertations are made available online?”
- 6. What is information and digital literacy? Hallett, R (2016) Creative ‘bricolage’ or surfing in the shallows? Designing digital literacy [online], available: https://prezi.com/yyxi0xvbqpgd/creative-bricolage-or-surfing-in-the-shallows/ [accessed 09 January 2017]. Image used with the author’s permission
- 7. Belshaw, D. (2012) The essential elements of digital literacies: Doug Belshaw at TEDxWarwick [online], available: https://www.youtube.com/watch?v=A8yQPoTcZ78 [accessed 08 March 2016]. Image used with the author’s permission
Editor's Notes
- Elegant consumers – engage critically with knowledge – they ask questions and they form their own opinions – because not only are they consuming knowledge – they also actively creating their own knowledge based not only on published information but also on lived experiences of the world Here in Sheffield we are seeing world leaders in this change towards more knowledge creation – SS LL AM for example We have a vision of our library services being populated not only by print/ e books or films, photography and art but also by human books Where the knowledge is in action – the process of knowing rather than static knowledge So our students are being positioned as active learners and they are, even at UG level, thinking like a researcher To support this active, research-led learning there is a certain skills set – the skills of information and digital literacy
- Library@sheffield.ac.uk
- To co-design our workshops and ISR - we decided on a PAR approach – informing our workshops from student queries and working with students to develop workshops and online resources And creating change in the moment. Not a survey that needs to be analysed, written into a report, published etc which causes delays So we adopted a participatory approach Action research, for those who don’t know, is research designed to create change PAR involves the participants in creating the change (the students)
- Here is the ISR – where our online info and digital literacy tutorials are hosted
- Rafe Hallett spoke in Sheffield before Christmas on the subject of Creative ‘bricolage’ or surfing in the shallows? Designing digital literacy I was particularly interested in the concept of ‘hyper-visualisation’
- DB is an educationalist who wrote his EdD thesis on digital literacies. Here he identifies what he believes to be eight essential elements of digital literacies You will see similarities with what librarians who support information literacy do, eg critique, create and communicate knowledge DBs emphasis is on the remixing of messages, the create and the communicate He uses memes as an example He’s talking too about civic responsibilities – what we might talk about as citizenship “To say that we develop digital literacies in a linear sequential order is … disingenuous … but … we do need a framework to hang our ideas on … some guiding principles” This work inspired our own model – We too put the emphasis on literacies rather than digital tools
- A bit like DBs work we identified our essential literacies This is going to be developed to form a Sheffield framework for information and digital literacy - through a working group When we were establishing our literacies we wanted to recognise: Digital tools are very fluid and we need to be able to be responsive to new tools as they start to be used by students – so we placed the emphasis on information literacies – recognising that digital tools support these - Progress with information and digital literacy is most effective when it is based on interests That’s why we have a PAR approach – what do the students want and need to develop, here now in this moment?
- Three workshops – these are shortened bitesize sessions – they are in development – at the end there will be the opportunity to chat and give your feedback Blogging Elka (Library SALT) Images Rosa and Cat (Library Skills Advisors) Referencing Consuming knowledge in an elegant way might involve critical thinking and understanding creative commons licenses and citing and referencing – Kate’s going to demo our referencing workshop