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ANCIL at LSE: interim findings from a survey of skills support


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ANCIL at LSE: interim findings from a survey of skills support

  1. 1. Information and digital literacy skills support at LSE:reviewing provision for undergraduates using ANCIL Jane Secker & Maria Bell @jsecker @bellmari LSE Library Seminar
  2. 2.  Introducing the New Curriculum for Information Literacy (ANCIL) The ANCIL audit at LSE – reviewing current provision Findings ◦ Interviews and questionnaires with staff ◦ Questions for academic support librarians ◦ Focus groups for students What next?
  3. 3. Digital fluency
  4. 4.  What skills and behaviour does it include? How do you think you help students or staff become information literate as library staff?
  5. 5.  Developing the new curriculum ◦ Arcadia Fellowship with Emma Coonan at Cambridge ◦ Academic advisor: Prof. John Naughton Research remit: Develop a new, revolutionary curriculum for information literacy in a digital age ◦ Understand the needs of undergraduates entering higher education over the coming 5 years ◦ Map the current landscape of information literacy ◦ Develop a practical curriculum and supporting resources Multiple outputs from the research
  6. 6. "the ‘savvyness’ that allows young people toparticipate meaningfully and safely as digitaltechnology becomes ever more pervasive insociety."FutureLab 2010 DigitalLiteracy Across the Curriculum
  7. 7. Information literacy is a continuum ofskills, 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 thediscerning scholar, the informed and judicious citizen, and the autonomous learner. ANCIL definition of information literacy (2011)
  8. 8. Implementing ANCIL – Katy Wrathall’s work Lessons Learnt
  9. 9.  To inform Library / CLT teaching provision To highlight good practice and any gaps in provision Put information literacy on the agenda at LSE Planning various reports for different audiences: ◦ Report for Library and CLT ◦ Report for LSE100 Course team ◦ Short paper for Teaching, Learning and Assessment Committee?
  10. 10.  Interviews with key members of staff to explore provision in central support departments, Interviews with Deans of UG and PG Studies Interviews / online survey with academic staff Questionnaire for Academic Support Librarians Student focus groups ◦ How prepared are they for study at LSE ◦ What support students they need ◦ Their preference for delivery
  11. 11.  Unequal provision across ANCIL strands and support often not joined up Much provision informal, standalone, not assessed Services often not coordinated However ◦ Belief that IL is important, needs to be embedded and student learning should be scaffolded ◦ Evidence of willingness to change and opportunities to work together arising from work Talked to: TLC, IT Training, Language Centre, Careers, Students Services, CLT and Library
  12. 12.  Good understanding of IL but focus on online information: find, evaluate and manage They tend to cover transition to HE, independent learning, academic literacies, finding information Rarely cover ethical and social dimension of information Some depts (e.g. Economics, Accounting) state synthesis and knowledge creation not required at UG level Highlights some examples of embedded good practice Time a factor in UG curriculum and assessment methods make it difficult to justify (exam based) Assumptions that students ‘should’ have IL skills when they arrive or not their role to teach this Also talked to Deans of UG and PG studies and LSE100 team
  13. 13.  Clear engagement with strands transition to HE, finding and managing info while presenting, synthesis and social dimension less well covered Less evidence that IL is truly embedded in course although recognised as ideal Staff recognised need to work with other professionals (Careers, Teaching & Learning) Belief that embedding is difficult Inconsistent coverage across departments ANCIL take a broader view of information literacy and the role of the librarian
  14. 14.  Information use is largely driven by reading lists and resources in Moodle Very dependent on lecturers for direction Unaware of expertise of librarians and library staff More likely to seek support from Careers, IT Training, TLC rather than Library No systematic coordination between departments and services across the School Often seek out help at point of need (or crisis?) Often don’t know about key libraryresources and how library staff cansupport them
  15. 15. Teaching & Learning Centre Language Centre Careers LSE100 Language Centre Departments Library Teaching & Learning Centre Departments Departments Language Centre Library LSE100 Language CentreTeaching & Learning Centre Careers Teaching & Learning Centre Departments Departments LSE100 Language Centre Library Centre for Learning Library Technology Library Library
  16. 16.  Report almost ready for: CLT, Library but also others in School and involved in research Opened doors for further collaboration with TLC over skills support Interest in findings from LSE100 Fed into development of Library Companion for this coming year Key contacts in Economics and Sociology who are keen to pilot an initiative in first year courses CLT / Library need to think about integration of information literacy materials into Moodle Considerable interest from outside LSE
  17. 17. Phase 1 reports• Executive summary, expert consultation report, and theoretical background• Curriculum and supporting documents 2 resources and case studies• Case studies - University of Worcester, York St John University• Cambridge resources http://implementingancil.pbworks.comYouTube Video• Search for “ANCIL curriculum”
  18. 18. LSE Library: Centre for Learning Technology: Moon