Aberlecture 011211


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  • Write all the technologies that people mention onto the board – add any missing: Moodle PRS Lecture Capture Powerpoint Discussion forums Email Audio feedback Video Social networking Web 2.0 tools – blogs, twitter, etc. Wikis Online assessment Skype Video conferencing / Wimba classroom
  • The 2011 Demos report argues that helping young people navigate hugely variable Internet sources should be achieved not by tighter controls but by ensuring they can make informed judgements (4). The digital world is not alien – offline critical thinking skills remain relevant in the online setting (9). The move towards independent learning is again key not just to our practices but in our thinking – we should think less about the internet causing harm (passive learning model) and instead focus on what young people bring to the technologies – helping them equip and empower themselves with an understanding of how to apply critical judgement. The Demos report also touches on a general human issue around information – its emotional impact and its close links with our identities. We tend to search for evidence that supports our beliefs, not refutes them; we notice more flaws in studies that conflict with our beliefs (23). This is the rationale behind our strand 10, which reaches beyond the higher education arena into the social dimension of information literacy.
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  • Emma holistic: supporting the whole process of researching and writing rather than just teaching traditional library skills modular: ongoing classes to meet the developing needs of students during their whole academic career, not just one-shot sessions embedded and flexible: can be implemented and taught not only by librarians but by study skills advisors, learning developers, supervisors and lecturers (depending on the needs and structure of the institution) active and assessed: containing a significant element of active and reflective learning, including peer assessment elements, in order to help students develop into informed and autonomous learners Transitional Transferable Transformational Transition occurs in learners, who enter university from a wide variety of backgrounds, but often need to make the transition from school to higher education. They also have to make the transition from dependent to autonomous learning. The curriculum content needs to be transferable, forming a part of education, not simply ‘library training.’ Information literacy fosters and develops appropriatebehaviour, approaches, cognitive functions and skills surrounding the use of information. In essence information literacy equips students with the capacity to generate their own strategies for dealing with new information contexts, for example when they leave higher education and enter the workplace. Finally, information literacy should be transformational for the learner, changing their attitude, behaviour, outlook and even their world-view. Therefore this curriculum has the potential to change lives and make a real difference to society.
  • Emma The strands reflect the areas identified by our expert panelists and that arose in our own discussions and research. These are the themes that we believe constitute information literacy in its proper sense, as the foundation of lifelong learning as well as the ability to discern and evaluate in specific contexts such as academic scholarship.
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  • Aberlecture 011211

    1. 1. Researching information literacy: theory and practice Dr Jane Secker LSE Centre for Learning Technology Department of Information Studies, Aberystwyth University 1st December 2011
    2. 2. Overview <ul><li>Introduction and my background </li></ul><ul><li>Definitions of information and digital literacy and useful models </li></ul><ul><ul><li>Discussion in pairs </li></ul></ul><ul><li>Information & digital literacy in practice at LSE </li></ul><ul><li>Researching information literacy: the DELILA project </li></ul><ul><li>Researching information literacy: Arcadia Fellowship May - July 2011 </li></ul>
    3. 3. Introduction to me <ul><li>My background: librarian and e-learning specialist, PhD in information science </li></ul><ul><li>Publications and significant web presence </li></ul><ul><li>Twitter </li></ul><ul><li>Blog? </li></ul><ul><li>LSE website? </li></ul><ul><li>What else </li></ul>
    4. 4. The practitioners perspective <ul><li>Copyright and Digital Literacy Advisor at LSE </li></ul><ul><ul><li>Primarily supporting staff in their use of technologies for teaching </li></ul></ul><ul><ul><li>Also teach on PG Cert (HE teaching qualification + research skills for PhD students) </li></ul></ul><ul><li>How can librarians and other academic support staff best help students, research students, academic staff and other staff in higher education? </li></ul><ul><li>Why research in information literacy is important? </li></ul>
    5. 5. Definition of information literacy <ul><li>… Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. </li></ul><ul><li>CILIP (2004) Information literacy definition </li></ul><ul><li>Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion in all nations. </li></ul><ul><li>UNESCO (2005) Alexandria Proclamation </li></ul>
    6. 6. Definition of digital literacy <ul><li>“… the skills, knowledge and understanding that enables critical, creative, discerning and safe practices when engaging with digital technologies in all areas of life” </li></ul><ul><li>FutureLab, (2010) </li></ul>
    7. 8. New SCONUL model
    8. 9. FutureLab (2010) model of digital literacy
    9. 10. What are the issues? <ul><li>Jones et al (2010) highlights the generational debate. </li></ul><ul><li>If you were born after 1982 = Generation Y </li></ul><ul><li>In pairs - reflect on: </li></ul><ul><ul><li>What is digital and information literacy to you? </li></ul></ul><ul><ul><li>How did you become information literate as an undergraduate? </li></ul></ul><ul><ul><li>What training / skills should those in higher education be focusing on to support learning? </li></ul></ul><ul><ul><li>Do you feel this is an important role for librarians? </li></ul></ul>
    10. 11. IL in practice at LSE <ul><li>Information skills classes run by Library </li></ul><ul><ul><li>Open to all students – focus on PGTs and UGs </li></ul></ul><ul><ul><li>Optional – run each term </li></ul></ul><ul><ul><li>Covers using library resources, literature searching, internet searching, citing and referencing, Endnote, keeping up to date </li></ul></ul><ul><ul><li>Taught by Library staff </li></ul></ul><ul><ul><li>Full programme listed on LSE Library website </li></ul></ul>
    11. 12. Embedding IL in undergraduate study <ul><li>LSE100 is a core course for all undergraduate students (pilot in 2009/10 now compulsory) </li></ul><ul><li>Understanding the cause of things: thinking like a social scientist </li></ul><ul><li>Tackles the big questions in the social sciences and taught by leading academics </li></ul><ul><li>Has information, methodological and communication skills embedded </li></ul><ul><li>An online tutorial is available to students in Moodle to support the essay writing process </li></ul><ul><li>Evidence suggests students who use the tutorial perform better in final exam - need further research </li></ul>
    12. 13. DL in practice at LSE <ul><li>Digital literacy classes run by CLT and Library </li></ul><ul><ul><li>Open to all staff and PhD students </li></ul></ul><ul><ul><li>Optional – run each term </li></ul></ul><ul><ul><li>Cover using web 2.0 tools (social networking, social bookmarking, Twitter, blogging), internet searching, keeping up to date, managing your web presence </li></ul></ul><ul><ul><li>Taught by CLT and Library staff </li></ul></ul><ul><ul><li>Further information on CLT website </li></ul></ul>
    13. 14. Supporting PhD Students: the MY592 programme <ul><li>Information and digital literacy course comprising of six 2 hour workshops </li></ul><ul><li>Aimed primarily at new PhD students </li></ul><ul><li>Builds up skills over programme </li></ul><ul><li>Specialist advice and support from liaison librarians </li></ul><ul><li>Taught by CLT / Library staff </li></ul><ul><li>Supported online in Moodle </li></ul>
    14. 15. Course contents <ul><li>Week 1: Starting a literature search </li></ul><ul><li>Week 2: Going beyond Google </li></ul><ul><li>Week 3: Locating research publications </li></ul><ul><li>Week 4: Specialist materials: primary sources </li></ul><ul><li>Week 5: Managing information: Endnote, Zotero, Mendeley </li></ul><ul><li>Week 6: Publication, ethical issues and keeping up to date </li></ul><ul><li>Overview on LSE Library website </li></ul>
    15. 16. Course structure <ul><li>Pre-course assessment </li></ul><ul><li>Activity based workshops all in computer classrooms </li></ul><ul><li>Support in Moodle but primarily F2F </li></ul><ul><li>Based around SCONUL 7 pillars and designed (and redesigned) to support student learning </li></ul><ul><li>Post course evaluation </li></ul><ul><li>Tailored feedback given to each student </li></ul>
    16. 17. Gathering feedback <ul><li>Course evaluation forms used routinely in information and digital literacy classes. More detailed form used in MY592 programme </li></ul><ul><li>Analysed usage stats of information literacy resources in Moodle for undergraduate core course (LSE100) </li></ul><ul><li>Carry out staff survey every year and ask about training </li></ul><ul><li>Informal feedback from workshops and events such as LSE Teaching Day - Google Generation debate in 2010 and skills debate in 2011 </li></ul>
    17. 18. IL research: DELILA <ul><li>Research not core to role at LSE so often externally funded </li></ul><ul><li>Recently managed 12 month JISC / HEA project in open educational resources programme </li></ul><ul><li>DELILA: Developing Educator Learning and Information Literacies for Accreditation </li></ul><ul><li>Converted LSE and Birmingham’s IL resources into OERs </li></ul><ul><li>Specifically releasing content for those seeking accreditation for their teaching from the HEA </li></ul>
    18. 19. DELILA: research issues <ul><li>IL / DL not explicit in teaching courses but underpins it: thus mapping important </li></ul><ul><li>IL / DL needs to be embedded in PGCerts and other accredited teaching courses </li></ul><ul><li>IL / DL resources contain 3rd party content that is often inappropriate to copyright clear </li></ul><ul><li>IL / DL resources may be more context specific than other teaching resources </li></ul><ul><li>Creative commons licensing could be used more routinely to help librarians share resources and good practice </li></ul>
    19. 20. DELILA Blog
    20. 21. Arcadia Fellowship <ul><li>Short projects to explore future of academic libraries - led by Cambridge University Library </li></ul><ul><li>Academic advisor Prof John Naughton </li></ul><ul><li>Undertook research from May - July 2011 </li></ul><ul><li>3 month sabbatical from LSE </li></ul><ul><li>Worked with Dr Emma Coonan from CUL </li></ul><ul><li>Developed a new undergraduate curriculum for information literacy </li></ul><ul><li>Literature review and Delphi study - interviewed experts in the field </li></ul>
    21. 23. Rehabilitating information literacy <ul><li>IL is: </li></ul><ul><li>a continuum of skills, abilities, values and attitudes around analysing, evaluating, managing and assimilating information </li></ul><ul><li>fundamental to the ongoing development of the individual, social as well as academic </li></ul><ul><li>IL is not: </li></ul><ul><li>seen as part of the mainstream academic mission </li></ul><ul><li>merely functional/technological skills </li></ul><ul><li>the preserve or saviour of the library </li></ul>
    22. 24. “ Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. “ It is a basic human right in a digital world and promotes social inclusion in all nations.” UNESCO (2005) Alexandria Proclamation
    23. 25. The expert consultation <ul><li>Consulted librarians, researchers, educators, trainee teachers, school librarians </li></ul><ul><li>How you teach at least as important as what you teach </li></ul><ul><li>Must be embedded into the academic curriculum and disciplines will vary </li></ul><ul><li>Must be based on real needs: students are not homogeneous </li></ul><ul><li>Must be opportunities for reflection </li></ul>
    24. 26. What our experts said… Modular, flexible holistic, embedded, Relevant to students Format and structure of the curriculum Online / face to face Active learning: discussion and reflection Training > Teaching Teaching style and method of delivery Who teaches? When?
    25. 27. And don’t forget…. Use of audits Meaningful assessment Learning outcomes How to market IL to different audiences Assessment Marketing / hooks Aligning the curriculum content to discipline specific knowledge, skills and behaviour
    26. 28. Our key curriculum attributes <ul><li>Holistic – supporting the whole research process </li></ul><ul><li>Modular – ongoing ‘building blocks’ forming a learning spiral </li></ul><ul><li>Embedded within the context of the academic discipline </li></ul><ul><li>Flexible – not tied to a specific staff role </li></ul><ul><li>Active and assessed – including peer assessment </li></ul><ul><li>Transitional : Transferable : Transformational </li></ul>
    27. 29. Curriculum strands <ul><li>Transition from school to higher education </li></ul><ul><li>Becoming an independent learner </li></ul><ul><li>Developing academic literacies </li></ul><ul><li>Mapping and evaluating the information landscape </li></ul><ul><li>Resource discovery in your discipline </li></ul><ul><li>Managing information </li></ul><ul><li>Ethical dimension of information </li></ul><ul><li>Presenting and communicating knowledge </li></ul><ul><li>Synthesising information and creating new knowledge </li></ul><ul><li>Social dimension of information literacy </li></ul>
    28. 30. Using the curriculum <ul><li>The strands cover 5 broad learning categories, from functional skills up to high-level intellectual operations </li></ul><ul><li>Classes can incorporate multiple strands at the same level </li></ul><ul><li>Classes should be active, reflective, relevant to student need </li></ul><ul><li>You could use the curriculum to audit your own (or your department’s) teaching provision </li></ul>
    29. 32. Next steps, October - December 2011 ‘ Strategies for implementing the Curriculum for Information Literacy’ Dr Helen Webster & Katy Wrathall Arcadia Fellows, Oct-Dec 2011 http://arcadiaproject.lib.cam.ac.uk/projects/strategies-for-implementation.html
    30. 33. ANCIL outputs, July 2011 <ul><li>Executive summary </li></ul><ul><li>The curriculum and supporting documents </li></ul><ul><li>‘ Teaching learning: perceptions of information literacy‘ (theoretical background) </li></ul><ul><li>Expert consultation report </li></ul><ul><li>Free to download at http://newcurriculum.wordpress.com / </li></ul>
    31. 34. Challenges of researching IL <ul><li>In pairs: </li></ul><ul><ul><li>What do you think the challenges of carrying out research in this area might be? </li></ul></ul><ul><ul><li>Is it important to be a researcher practitioner? </li></ul></ul><ul><ul><li>What sort of activities are important to researcher practitioners? </li></ul></ul>
    32. 35. Challenges of being a researcher / practitioner <ul><li>Finding time - the day job gets in the way of research and writing! </li></ul><ul><li>Credibility as a researcher when working in an institution that doesn’t have an education or information science department </li></ul><ul><li>Where to publish - the librarian’s echo chamber </li></ul>
    33. 36. Tips for success <ul><li>Apply for external or internal project funds to facilitate research </li></ul><ul><ul><li>Can give you time and project staff </li></ul></ul><ul><li>Build reflection and feedback into your regular processes - e.g. annual surveys </li></ul><ul><li>Get published - even if just internally </li></ul><ul><li>Network, network, network </li></ul><ul><li>Find a like-minded friend / colleague </li></ul>
    34. 37. What next for me? <ul><li>Mapping our provision to the new curriculum - who does what? Are there any gaps? </li></ul><ul><li>More closely align training programmes to the Researcher Development Framework </li></ul><ul><li>Continue to work collaboratively with other training providers across LSE to avoid duplication / better target training </li></ul><ul><li>Continuing to develop MY592 </li></ul><ul><li>More research on impact of LSE100 </li></ul><ul><li>New seminar series: NetworkED: technology in education </li></ul>
    35. 38. Contact details <ul><li>Email [email_address] </li></ul><ul><li>Twitter @jsecker </li></ul><ul><li>Personal Blog http://elearning.lse.ac.uk/blogs/socialsoftware/ </li></ul>
    36. 39. Useful references <ul><li>Jones, C, Ramanau, R, Cross, S and Healing, G (2010) ‘Net generation or Digital Natives: Is there a distinct new generation entering university?’, Computers & Education , 54, (3) , 722-732. </li></ul><ul><li>Margaryan, A and Littlejohn, A. (2009). Are digital natives a myth or reality? Students use of technologies for learning. Available at: http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf (Accessed 2nd June 2010) </li></ul><ul><li>Rowlands, I. et al ‘The Google generation: the information behaviour of the researcher of the future’, Aslib Proceedings New Information Perspectives , 60, (4) 290-310. </li></ul><ul><li>SCONUL (2011) The SCONUL 7 Pillars Core model. Available at: http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html </li></ul><ul><li>Secker, Jane and Macrae-Gibson, Rowena. (2011) Evaluating MI512: an information literacy course for PhD students. Library Review , 60 (2). pp. 96-107. ISSN 0024-2535. Available at: http://eprints.lse.ac.uk/32975/ </li></ul><ul><li>Secker, Jane and Chatzigavriil, Athina and Leape, Jonathan (2010) The impact of technologies in a first year undergraduate course for social scientists. In: European Conference on E-learning (ECEL 2010), 4 - 5th November 2010, Porto, Portugal. Available at: http://eprints.lse.ac.uk/32968/ </li></ul><ul><li>Secker, Jane and Coonan, Emma (2011). A New Curriculum for Information Literacy. Available at: http://newcurriculum.wordpress.com </li></ul>