Jane Modified Delphi approach (used in forecasting the future) - consultation with experts in the education and information fields via e-mail questionnaire and interviews Including trainee teachers, school librarians, academic librarians, educational technologists and others Literature review Developing a curriculum plus various supporting resources Examples of best practice Evidence toolkit Mapping of curriculum to SCONUL 7 pillars Preliminary findings presented at workshop
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.
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.
It’s a curriculum, not a model or a framework – the focus is on the process of learning to become information literate rather than outlining the attributes of the ideal student.
The curriculum has expanded the definition of IL beyond the core of librarianship – to be implemented effectively, it has to be interprofessional.
How MIGHT it work – in a fictional HEI?
And how might it work at Sheffield or your institution?
ANCIL Workshop - Sheffield 10 nov2011
A New Curriculum for Information Literacy Dr Jane Secker & Dr Emma Coonan Dr Helen Webster & Katy Wrathall University of Sheffield, 10 th November 2011 12-3pm
The Arcadia Programme <ul><li>Based at Cambridge University Library </li></ul><ul><li>Academic advisor: Prof. John Naughton </li></ul><ul><li>Exploring the role of academic libraries in a digital age </li></ul><ul><li>20 Arcadia Fellows in 3 years </li></ul><ul><li>Many from outside Cambridge, not all librarians </li></ul>
Our research remit: Develop a new, revolutionary curriculum for information literacy in a digital age
Aims: in 10 weeks <ul><li>Understand the needs of undergraduates entering HE over the coming 5 years </li></ul><ul><li>Map the current landscape of information literacy </li></ul><ul><li>Develop practical curriculum and supporting resources </li></ul>
Method <ul><li>Modified Delphi study </li></ul><ul><ul><li>means of obtaining expert future forecasting </li></ul></ul><ul><ul><li>consulted widely in the fields of information and education </li></ul></ul><ul><li>Literature review </li></ul><ul><ul><li>theoretical overview of the field </li></ul></ul><ul><ul><li>revealed conflicts in terminology, pedagogic approach, values </li></ul></ul><ul><li>Expert workshop </li></ul><ul><ul><li>method, findings and preliminary curriculum presented </li></ul></ul><ul><ul><li>curriculum refined in light of feedback </li></ul></ul>
What do we mean by information literacy? “ Digital fluency”
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>
“ 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
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>
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?
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
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>
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>
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>
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
What’s New about the New Curriculum? It’s a curriculum
What’s New about the New Curriculum? It doesn’t belong to any one profession.
Where to start?! Institutional Audit tool Teaching toolkit
What format will it take? Staff-led Student-led Subject expertise Professional expertise
Careers Unit Alumni Office Student Services Research Support Unit Faculty Learning Development Learning Development Student ambassadors International Office Disability Unit Student Services Careers Unit Faculty Library Library Library Student ambassadors Library Faculty Learning Development Faculty Faculty Research Support Unit
How could Sheffield implement the New Curriculum for Information Literacy?
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>
Thank you Image: ‘Tulip staircase at the Queens House, Greenwich’ by mcginnly, flickr.com