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Brief overview of New Curriculum for IL

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Brief overview of New Curriculum for IL

  1. 1. Jane Secker & Emma Coonan Wolfson College, Cambridge A New Curriculum for Information Literacy Front cover image: ‘Tulip staircase at the Queens House, Greenwich’ by mcginnly (licensed under Creative Commons)
  2. 2. What was I doing in Cambridge? <ul><li>Arcadia Fellow based at Wolfson College </li></ul><ul><li>Arcadia was money given to Cambridge University Library by an anonymous donor to explore the future of academic libraries </li></ul><ul><li>20 Arcadia Fellows over last 3 years – most are based in Cambridge by some from outside </li></ul><ul><li>Most fellows work on research projects on their own for 10 weeks </li></ul><ul><li>I was lucky enough to be paired up with Emma Coonan </li></ul>
  3. 3. The research <ul><li>Developing a new curriculum for information literacy </li></ul><ul><li>To understand and meet the needs of undergraduates entering HE over the coming 5 years </li></ul><ul><li>Academic advisor: Professor John Naughton </li></ul><ul><li>Office in Centre for Applied Research in Educational Technologies (CARET) </li></ul>
  4. 4. Our research method <ul><li>Modified Delphi approach (used in forecasting the future) </li></ul><ul><li>Literature review </li></ul><ul><li>Developing a curriculum plus various supporting resources </li></ul><ul><li>Preliminary findings presented at workshop and revisions made in light of feedback </li></ul>
  5. 5. Key curriculum attributes <ul><li>Grounded in a view of IL as fundamental to the ongoing development of the individual – social as well as academic </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
  6. 6. The Information Literacy landscape
  7. 7. Theoretical Background <ul><li>Information literacy (IL) needed to be rehabilitated as a term </li></ul><ul><li>IL has become invisible – why? </li></ul><ul><li>IL is so much more than skills – it underpins learning but librarians spend too much time focusing on functional / technological skills </li></ul><ul><li>IL is about becoming a discerning scholar so must be taught within the subject discipline </li></ul><ul><li>IL is not the preserve or saviour of the library </li></ul>
  8. 8. Our key curriculum attributes <ul><li>Holistic: supporting the whole research process </li></ul><ul><li>Modular: ongoing ‘building blocks’ </li></ul><ul><li>Embedded: subject-contextual </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>
  9. 9. 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?
  10. 10. 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
  11. 11. Technology in the curriculum <ul><li>No need to teach specific tools and software as curriculum needs to evolve but … </li></ul><ul><li>Assumptions around technology </li></ul><ul><ul><ul><li>Ownership or access to computers </li></ul></ul></ul><ul><ul><ul><li>Ownership or access to mobile technology </li></ul></ul></ul><ul><ul><ul><li>Google generation assumption </li></ul></ul></ul><ul><ul><ul><li>Greater use of cloud computing </li></ul></ul></ul><ul><ul><ul><li>Great use of social media - combating the filter bubble </li></ul></ul></ul>
  12. 12. 10 Curriculum themes <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>
  13. 13. Using the curriculum <ul><li>Each theme has multiple levels </li></ul><ul><li>Translated themes > learning outcomes > example activities > example assessment </li></ul><ul><li>Classes can be designed to incorporate multiple themes at the same level </li></ul><ul><li>Classes and activities should be active, reflective, relevant to student need </li></ul><ul><li>You could use it to audit your own training provision </li></ul>
  14. 14. Find out more ... <ul><li>Visit our wiki ( ) and the project website </li></ul><ul><li>Download the Executive summary </li></ul><ul><li>If you’re interested in why its designed the way it is – read the Expert Report and Theoretical background </li></ul><ul><li>If you’re interested in implementation, download the Curriculum and supporting documents </li></ul>
  15. 15. But seriously what was I doing?
  16. 16. Cheers!