Information literacy for the social services workforce


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CILIPS IL Event January 2011
Ian Watson and Michelle Drumm

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  • Welcome to this workshop organised jointly by NES and IRISS And thank you for giving up your time to help plan the future development of SSKS. SSKS is not much more than a year old and it has a vital role to play. In developing SSKS we have been fortunate in being able to make use of the extensive and existing resources of NES. The objective for today is to gather feedback on your experiences in using not just SSKS but other web tools on order to influence the next stage in the development of SKKS. Later Ann Wales will illustrate what is planned and in group sessions we will gather opinion to help shape priorities. First I would like to review the historical context and the policy background. That is, quickly remind ourselves why we are where we are and what we are charged with achieving.
  • Changing Live, The report of the 21 st Century Social Work Review. No-one here need reminding of the importance of this document. Underpins just about everything we do. I’d like to highlight two extracts: Key terms: Learning Culture Lifelong Learning Confident Competent Committed
  • Information literacy for the social services workforce

    1. 1. Information literacy for the social services workforce Ian Watson Michelle Drumm IRISS – Institute for Research and Innovation in Social Services © Institute for Research and Innovation in Social Services. This work is licensed under the Creative Commons Attribution-Non-Commercial 2.5 UK: Scotland License. To view a copy of this licence, visit
    2. 2. IRISS Mission To promote positive outcomes for the people who use Scotland’s social services by enhancing the capacity and capability of the social services workforce to access and make use of knowledge & research for service innovation & improvement A charitable company set up in 2003
    3. 3. A competent, confident workforce, capable of delivering services in a changing environment and committed to developing a culture of learning . Social work services must develop a learning culture that commits all individuals and organisations to lifelong learning and development. Policy Background Changing Lives: Report of the 21st Century Social Work Review (2006)
    4. 4.
    5. 5. - by making information and learning available - when and where needed, - in the format required, and - by developing skills and confidence in using information “ A culture of asking questions , finding , evaluating and sharing information , and putting it into practice should become an integral part of day to day work” Vision How ?
    6. 6. Information Literacy NHS Education Scotland model of Information literacy The Information Literacy Cycle
    7. 7. Information Literacy Workshops Practical instruction on some of the stages in the cycle. At the end of the workshop participants should: • Know how to search the web more effectively • Know how to construct search strategies • Know where to look • Know how to evaluate information and information sources • Be able to use a simple, six-stage model of information literacy • Understand copyright fundamentals • Be able to use Social Services Knowledge Scotland (SSKS) • Recognise the benefits of being information literate
    8. 8. Six simple steps to information literacy A model for practice.
    9. 9. Six simple steps of information literacy: Question – recognise information need Source – know where to look for information Find – search for the information Evaluate – judge the value of the information Combine – organise and manage information Share and apply – communicate knowledge
    10. 10. Recognising your information need Building the search question
    11. 11. Example of building the search question <ul><li>Scenario </li></ul><ul><li>You are working with a 5-year old boy with behavioural problems. His aggressive behaviour is upsetting the other siblings in the family and his parents are struggling to cope. </li></ul><ul><li>Possible search questions </li></ul><ul><li>What coping strategies are available for parents of children with aggressive behaviour? </li></ul><ul><li>What support services are available for children with behavioural problems? </li></ul>
    12. 12. Copyright crucials: 1. Terms and conditions Always check and abide by the &quot;terms and conditions&quot; section that appears on most websites and publications. 2. Cite sources Always cite the source of materials you make use of, for example in reports or training packs. If you don't you could be accused of plagiarism: passing off someone else's work as your own. 3. A good rule of thumb Think about whether your action is likely to harm the business of the copyright holder. Reproducing a journal article, for example, is likely to harm the publisher who derives revenue from selling subscriptions. However, there will be circumstances where a copyright holder is likely to be 'pleased or indifferent' about you using their materials.
    13. 13. Copyright risk assessment <ul><li>Risk factor = A x B x C x D </li></ul><ul><li>where </li></ul><ul><li>A is the probability that you are infringing copyright; </li></ul><ul><li>B is likelihood the the copyright owner finds out; </li></ul><ul><li>C is the likelihood that they will care enough to take any action and </li></ul><ul><li>D is the compensation they are likely to seek. </li></ul><ul><li>Example </li></ul><ul><li>I copy the findings of a research report produced by a campaigning group, Action for More Cycle Lanes, and include them, with acknowledgement, my website (100% certain this is infringement). I think they could easily find out (90% likely). But I also think they will be happy that I have used the finding to promote their cause(1% likely to take action) and will not seek compensation (0): </li></ul><ul><li>Risk factor = 100 × 90 x 1 x £0 = 0 </li></ul><ul><li>Apply the same to a Warner Brothers film clip: </li></ul><ul><li>Risk factor = 100 ×100 x 100 × £1,000,000 = serious trouble! </li></ul>Copyright should always be respected but sometimes it can be troublesome to seek formal permission to copy. This formula offers a rough and ready risk assessment
    14. 14. Information Literacy IRISS web-based tutorial
    15. 15. Information Literacy Workshops Lessons learned Participants generally have low level of IT literacy Practical approach, emphasising benefits in terms of time and efficiency, is preferable The concept of information literacy is alien and rather abstract More effective to set information literacy training in context Some doubts as to whether it in practice IL is a cyclical, or linear, process