Information for Learning


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For academic staff. Embedding information literacy into the curriculum

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  • So we have some specific outcomes for these 2 days – talk through the slides
  • Feedback and discussUse the smartboard to add their ideas into mine?
  • These workshops are entitled IfL. This is because I believe in the statement I’ve put up here. What do you think?Group discussion. Note comments on flipchart.(It would be good if other staff facilitators had something to say here – maybe challenge the statement – is it too idealistic, is it what students want, should we just be giving them what they want or what we think they need?)
  • So following on from this idea of information being central to learning, we could say that
  • Which of the following statements do you agree with? Use TP clickers
  • Mention broader literacy landscape – new literacies . Media literacies. Digital literacy. Information literacy an overarching term
  • Just shout out ideas
  • General discussion – what kinds of things do we say to students when encouraging them to reference information?
  • I thought we’d use the clickers again to get some idea of the range of experiences and opinions on plagiarism, so I’m going to go through these questions one at a time and see what kinds of answers you give….
  • Group work followed by feedback and discussion – not planning to do in session
  • Work through solutions using prompts in book p24
  • Information for Learning

    1. 1. Enhancing Learning and Teaching in HE: Information for Learning Moira Bent Faculty Liaison Librarian University Library
    2. 2. Programme for today  Practical: Library resources  Subject specific materials  Academic Practice materials  Theory: Information for Learning  Students and Information Literacy – how does this relate to our teaching?  Ethics of information use  Useful resources for teaching Information for Learning University Library
    3. 3. The Robinson Library Level 4 Level 3 Level 2 Level 1 • 600-999 • 000-599 • Entrance / Exit • Student Texts Collection, Café, Group Study area • Group Study area • Special Collections and Archives • Print Services University Library
    4. 4. LibrarySearch is a good place to start Books, articles and much, much more Full and mo Full & mobile views University Library
    5. 5. Our subject guides are packed with resources, news and guidance
    6. 6. Useful resources for academic practice  Academic Practice Collection of books  Newcastle’s Education Databases  Free Education databases University Library
    7. 7. Academic Practice Collection  Located on 3rd Floor  Around 500 books  Includes publications from organisations such as: HERDSA (Higher Education Research and Development Society of Australasia  SEDA (Staff and Educational Development Association) University Library
    8. 8. Education databases  Education Databases: British Education Index  ERIC  Australian Education Index  SCOPUS  Web of Knowledge Free resources  EDUCATION ONLINE  ERIC  Intute – Education and Research methods  University of Oxford Centre for Excellence in Preparing for Academic Practice University Library
    9. 9. Finding freely available academic information Open Access • Free - the end user does not have to pay any subscriptions or fees to read the full text • Unrestricted - the reuse permissions allow the author and the end user to make full and free use of the material: they can view, download, print, copy, share and create derivative works from the material, as long as they credit the original author University Library
    10. 10. Open Access resources Google Scholar • Directory of Open Access Journals (DOAJ) • OpenDOAR (Directory of Open Access Repositories) • Plus many more… • University Library
    11. 11. Have a go Pages 3 and 4 in the handout University Library
    12. 12. Information for Learning & Good Academic Conduct I’m doing an essay on bamboo You’ll need some good quality information then University Library
    13. 13. What’s in it for me?  Have thought about the relevance of Information for Learning in the development of good academic conduct  Discussed the importance of students developing the full range of information literacy skills to support learning beyond lectures  Have considered how information literacy development can be embedded into the curriculum  Know about some resources you can use to integrate Information for Learning into your teaching University Library
    14. 14. Good academic conduct? Good academic behaviour – for you/ for your students University Library
    15. 15. What does good academic conduct mean? University Library
    16. 16. “Information for Learning” “Using information appropriately and effectively is at the heart of good academic conduct” University Library
    17. 17. Information for Learning To learn effectively I / my students need to:  Recognise we have something to learn  Identify an information need  Determine the extent of the need and ways of addressing it  Scope the information gap  Have a strategy for finding information  Plan to fill the gap  Locate and access the information  Gather information  Critically evaluate the information and the sources  Evaluate information quality  Organise and use information ethically & legally  Manage information  Synthesise and create new information  Present information University Library
    18. 18. But what do you think? Does it really matter?  It’s ok in abstract but doesn’t apply in the real world  It’s about being a professional  It’s important for my reputation as a teacher  It’s important for my reputation as a professional  It’s about quality  It’s too difficult to tackle  I don’t ever think about it  It’s an integral part of student learning University Library
    19. 19. Does it matter? 27% 0% di Id ffi ... on ’t ev er It’ t.. sa . n in te gr .. . to o ua . .. It’ s ab o ut q nt ... 0% It’ s po rta im ab o ut b ei ... 0% It’ s ab s.. . 0% in 4. 5. 6. 7. 33% It’ s 3. 40% OK 2. It’s OK in abstract but it doesn’t apply in my world It’s about being a professional It’s important for my reputation as a teacher It’s about quality It’s too difficult to tackle I don’t ever think about it It’s an integral part of student learning It’ s 1.
    20. 20. Information and Digital Literacy  What do these terms mean to you? University Library
    21. 21. What does Information Literacy mean to you?  Page 6 of the handout.  Read all the statements – all are correct, just different points of view.  Choose top 3 statements for YOU  We’ll record your top choice to see if we have a consensus University Library
    22. 22. What does information literacy mean? 1. 2. 3. 4. 5. 6. 7. 8. 9. Lifelong learner Using Library Understanding reading Using info wisely Organised resources Developing ideas Using IT Knowing where to look Interpreting, summarising 27% 18% 18% 9% 9% 9% 9% 0% 1 2 3 4 0% 5 6 7 8 9
    23. 23. Digital Literacy and Information Literacy – some definitions Information literacy is a continuum of skills, behaviours, approaches and values that is so deeply entwined with the uses of information as to be a fundamental element of learning, scholarship and research. It is the defining characteristic of the discerning scholar, the informed and judicious citizen, and the autonomous learner. ANCIL definition of information literacy, Coonan and Secker, 2011 University Library
    24. 24. The Seven Pillars of Information Literacy Ooh, the 7 pillars? I think this is one of them!
    25. 25. SCONUL “Seven Pillars” definition Information literate people will demonstrate an awareness of how they gather, use, manage, synthesise and create information and data in an ethical manner and will have the information skills to do so effectively. Not only: Skills and competencies But also: Attitudes and behaviours
    26. 26. Seven Pillars of Information Literacy M a n a g e E v a l u a t e P r e s e n t G a t h e r I d e n t i f y P l a n S c o p e
    27. 27. Seven Pillars of Information Literacy Pillar 1: identify Pillar 2: Assess Understands: Understands: • That new information & data is • What types of information are available constantly being produced and that there is always more to learn • That being information literate involves developing a learning habit so new information is being actively sought all the time • That ideas and opportunities are created by investigating / seeking information • The characteristics of the different types of information source available to them and how the format can affect it Identify • The publication process in terms of why individuals publish and the currency of information Scope Present • Issues of accessibility • The scale of the world of published and unpublished information and data •What services are available to help and how to access them Are able to: • That new information & data is constantly being produced and that there is always more to learn Plan Manage • Identify the types of information required to meet the need Are able to: • Identify a lack of knowledge in a subject area • Identify a search topic / question and define it using simple terminology • Articulate current knowledge on a topic • Recognise a need for information and data to achieve a specific end and define limits to the information need • Use background information to underpin research Take personal responsibility for an information search • “Know what you don’t know” to identify any information gaps Evaluate Gather • Identify the available search tools, such as general and subject specific resources at different levels • Identify different formats in which information may be provided • Demonstrate the ability to use new tools as they become available
    28. 28. An information literate person.. A person who has developed a learning habit encompassing attitudes and behaviours as well as skills and competencies which help them to      Recognise an information need Determine the extent of the need and ways of addressing it Locate and access the information effectively Critically evaluate the information and the sources Organise, apply and communicate the information, using it ethically, legally and with an understanding of social and economic issues  Synthesise and create new information
    29. 29. Digital Literacy: "the ‘savvyness’ that allows people to participate meaningfully and safely as digital technology becomes ever more pervasive in society." FutureLab 2010 Digital Literacy Across the Curriculum
    30. 30. Underlying thoughts People see teaching and learning differently  The way people see information literacy affects how they learn  Teachers’ perceptions of student information literacy affect how they teach  Librarians think students and teachers are not very information literate  Student perceptions of IL affect how they interact with the Library [Bruce, 2006;Moore,2002;Merchant, 2002; Webber,2005]
    31. 31. Information for Learning  Learning involves the constant search for meaning by the acquisition of information, reflection, engagement and active application in multiple contexts (Learning Reconsidered)  Information literacy can be thought of as individuals building an awareness of how they “use, manage, synthesise and create information, in a wise and ethical manner, to the benefit of society”, as part of their learning life.  Information literacy is central to learning and essentially involves changing learning attitudes and habits so that people understand how information fits into their learning.
    32. 32. How information literate are you? Page 8 in the handout  Give yourself a score  Be honest! University Library
    33. 33. What influences Information Literacy? University Library
    34. 34. Influences on information literacy              Personal background and experience Attitude - learning attitude or learning habit School education Learning, teaching and assessment changes Peer pressure Environment - access Academic expectation Information explosion The Millennial generation – generation Y – digital natives “screenagers” Technology Internet, e-learning etc Government policies Law University Library
    35. 35. An Information Literacy Landscape
    36. 36. IL encompasses Digital literacy, Media literacy Information skills Academic literacy Data curation Data management Not only Skills and competencies But also Attitudes and behaviours Isn’t information literacy just for librarians?
    37. 37. Information for Learning in the curriculum  In most subjects students are expected to become independent learners and critical thinkers, but the way this is to be achieved is expressed only in very general terms (McGuinness, 2003)  Most academics “assume that students are somehow, albeit haphazardly developing information skills” (McGuinness, 2003)  Students tend to search in unsophisticated ways, often not really understanding what to look for, nor how to go about a search (Peters et al 2003). “Information Literacy is achieved by a process of osmosis – not fostered, supported & encouraged” University Library
    38. 38. Teachers said “ I think we see the information they gain and use at a very pragmatic level, not as knowledge which is worth having for its own sake … and it’s learned for the sake of passing exams” “the more you know, the more you realise you don’t know, whereas if you don’t know you don’t know, you can be quite confident that you know” University Library
    39. 39. Aspects of Information Literacy in academic practice  Developing specific Information Literacy skills eg finding info, using EndNote  Reflective practice  Critical reading & critical thinking  Ethical information use –copyright and plagiarism  Assessment and impact University Library
    40. 40. Habits of learning in Environmental Science Page 11 in handout Academic staff felt students didn’t understand the scientific information world A 3 year plan to develop information literate students Starts with very practical skills Develops into more reflective practice University Library
    41. 41. Referencing and citation: Why do we want students to reference correctly? What do you say to your students? University Library
    42. 42. Referencing and citation: reasons to reference To distinguish a writer’s original ideas and thoughts from others To support an argument or point of view To demonstrate breadth of reading To acknowledge the contribution of others To increase citation rates of peers To keep track of information To avoid accusations of plagiarism
    43. 43. Instances of plagiarism are affected by The importance placed on it by • The University • The School/Department • Individual staff Clarity of understanding from students (and staff?) • Definitions • Support Consensus of what constitutes plagiarism which varies with • Discipline • Context (essay, exam, seminar..) • University regulations • Student level
    44. 44. Something to think about: Are you, your colleagues and students clear about the distinction between  Cheating and plagiarism  Plagiarism and poor academic practice  Collaboration and collusion University Library
    45. 45. Plagiarism and Collusion Plagiarism : “Passing off someone else’s work, whether intentionally or unintentionally, as your own for your own benefit.” (Jude Carroll) Collusion: "To work together for mutual benefit, but with the intention to deceive a third party” (Netskills) To try: An example of an exercise used with students University Library
    46. 46. Experiences of plagiarism        What is your experience with student plagiarism? How seriously do you view it? Have you ever plagiarised?  As a student  As a teacher  As a researcher How easy is it for you to recognise? Why do they do it? How frequent is it? Do you think there will be differences between UK and Kazakh students? University Library
    47. 47. What is your experience with student plagiarism? 6% ar e .. . t.. . aw no t I’m of m ys t.. . A fe w of m ys t.. . fe w A to fm ys t.. . lo A 5. ys 4. to fm 3. lo 2. A lot of my students plagiarise all the time 41% A lot of my students plagiarise but only occasionally A few of my students plagiarise all the time 24% A few of my students plagiarise now 18% and then 12% I’m not aware that my students plagiarise A 1.
    48. 48. Do you think it’s an issue? 1. Yes, it’s a big issue 2. Yes, but it’s not a priority for me 3. No, I don’t think it’s important 4. I have never really thought about it 65% 12% ev er r. . . 6% en Id No , Ih av on ’t th ... t’s ut i Ye s, b Ye s, i t’s ab i.. . .. . 18%
    49. 49. Have you ever plagiarised? Yes, as a student Yes, as a teacher Yes, as a researcher Not intentionally Never 44% 22% 17% 11% er Ne v .. tio te n in No t Ye s, a sa re s te a sa Ye s, a na . c.. . ... stu d sa e. .. 6% Ye s, a 1. 2. 3. 4. 5.
    50. 50. Why do you think students plagiarise? 25% 25% 13% 6% rr ea so n. .. g. .. th e An o Th ey m ak e in k pr a pa r. . . ... th Th ey el ib er at el .. . Th ey d on ’t b n. .. 0% Th ey d 6. 31% do n’ tu 5. ey 4. They don’t understand how not to They don’t believe it’s wrong They deliberately break the rules to get a better mark They think paraphrasing the words of an expert is disrespectful They make pragmatic decisions to juggle multiple demands Another reason? Th 1. 2. 3.
    51. 51. Designing out plagiarism  Can we give positive rather than punitive messages?  How can being more information literate help? University Library
    52. 52. Designing out plagiarism Read the fictitious assignments on p 14 of the handout.  Make a list of all the opportunities for plagiarism that the assignments present.  For each plagiarism opportunity, make recommendations as to how you could remove or reduce it by re-designing the assignment. University Library
    53. 53. Plagiarism help and advice  Right-Cite  Newcastle University website  High standards for academic conduct  Links to further help  Plagiarism Advice  Generic advice for institutions, academic staff and students  Educational tools for students in the area of plagiarism  A portal to external online resources on the issue of plagiarism  Guidance on copyright and data protection issues relating to plagiarism University Library
    54. 54. Embedding Information for learning into the curriculum  It’s not just a skills lesson  It should be built in rather than bolt on  Attitudes and behaviours as well as skills must apply to every piece of submitted work  Good academic conduct in terms of IfL needs to be reinforced by all staff – it’s not a “library” thing University Library
    55. 55. Developing IL students- some ideas  Diagnostic testing – asking specific questions to test knowledge  Self awareness activity  Measuring work against a set of criteria  Reflective journals  Paperchase  Plan an essay – intro, mind map, conclusions, bibliography  Create an annotated bibliography  Compare and evaluate sources (websites, different journal types)  Peer/self assessment against criteria University Library
    56. 56. Planning for IL in the curriculum First year student in history…. Beginner Intermediate Expert IDENTIFY ASSESS PLAN GATHER EVALUATE MANAGE PRESENT University Library
    57. 57. I haven’t got time to change all my teaching!  Get good ideas from ANCIL  Cardiff’s Information Literacy Resource Bank   Jorum database of good teaching practice   The Information Literacy Website University Library