Cambridge Curriulum for Information Literacy workshop presentation


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  • Jane
  • Emma
  • Jane
  • Emma
  • Emma – issues around terminology and mapping of the concept in different fields
  • Jane
  • Jane
  • Jane
  • 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
  • Emma – visual representation of the various elements within the curriculum
  • Emma – visual representation of the various elements within the curriculum
  • Emma – visual representation of the various elements within the curriculum
  • Emma UNESCO 2005 Alexandria Proclamation
  • Jane – visual representation of elements needed within each class.
  • Jane – themes generated qualitatively out of the Delphi consultation (grounded theory approach)
  • Jane – translating the 10 strands into a workable and practical curriculum
  • Emma – your feedback (constructive criticism) on our approach, methods, research background etc.; we’re also going to ask you to look at the curriculum from a practical point of view in a moment. But for now, eat lunch!
  • Cambridge Curriulum for Information Literacy workshop presentation

    1. 1. Jane Secker & Emma Coonan Wolfson College, Cambridge 21st June 2011 Cambridge Curriculum for Information Literacy Expert consultation workshop
    2. 2. Aims of the day <ul><li>To elicit reaction to the draft curriculum </li></ul><ul><li>To gather feedback on the content/structure/ overall approach </li></ul><ul><li>To collect best practice examples </li></ul><ul><li>To garner practical suggestions for shaping the curriculum </li></ul>
    3. 3. Timetable <ul><li>11.00-11.15 Welcome and introductions; a word about Arcadia </li></ul><ul><li>11.15-11.45 Theoretical background and summary of findings from experts </li></ul><ul><li>11.45-12.00 Initial reaction from panel </li></ul><ul><li>12.00-12.30 Draft curriculum </li></ul><ul><li>12.30-13.00 Responses to the curriculum </li></ul><ul><li>13.00-13.45 Lunch </li></ul><ul><li>13.45-14.45 Discussion and feedback </li></ul><ul><li>14.45-15.00 Wrap up and what’s next </li></ul>
    4. 4. Our research method <ul><li>Modified Delphi approach (used in forecasting the future) </li></ul><ul><li>Consultation with experts in the education and information fields via e-mail questionnaire and interviews </li></ul><ul><ul><li>Including trainee teachers, school librarians, academic librarians, educational technologists and others </li></ul></ul><ul><li>Developing a curriculum plus various supporting resources </li></ul><ul><ul><li>Collecting examples of best practice </li></ul></ul><ul><ul><li>Evidence toolkit </li></ul></ul>
    5. 5. Theoretical Background <ul><li>Context: need vs. invisibility </li></ul><ul><li>Scattered provision and contested terminology </li></ul><ul><li>‘ Academic’ and ‘library’ elements </li></ul><ul><li>Instructional training vs. transformative teaching </li></ul><ul><li>Barriers to implementation </li></ul>
    6. 6. The Information Literacy landscape
    7. 7. What the 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?
    8. 8. 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
    9. 9. 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>
    10. 10. What experts in schools say There are some great libraries in primary schools that excite kids about learning but they often focus on literacy & reading only The International Baccalaureate encourages independent learning At secondary level many schools teach to the test for GCSE and A level Children are not taught metacognition: which is vital to independent learning. But can you teach it at primary level?
    11. 11. The broken scaffold Image licensed under Creative Commons by Jamison Young Good foundation about using libraries in many primary schools but focus on literacy and reading Using libraries and research skills not rewarded at secondary level in traditional examinations Transition issues at the HE level as independent learning becomes critical - students need support
    12. 12. 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>
    13. 16. 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.”
    14. 18. 10 Curriculum themes <ul><li>Transition from school to HE </li></ul><ul><li>Becoming an independent learner </li></ul><ul><li>Developing academic literacies </li></ul><ul><li>Evaluating the information landscape </li></ul><ul><li>Resource discovery in your discipline </li></ul><ul><li>Managing information </li></ul><ul><li>Ethical use of information </li></ul><ul><li>Presenting and communicating knowledge </li></ul><ul><li>Synthesising information & creating new knowledge </li></ul><ul><li>The social dimension of IL / transferability </li></ul>
    15. 19. Using the curriculum <ul><li>Each theme has multiple levels </li></ul><ul><li>Translated themes > learning outcomes > example activities </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>
    16. 20. <ul><li>Have we missed anything? </li></ul><ul><li>What would make this curriculum better / more useful? </li></ul><ul><li>Can you give us any reflections from your own practice? </li></ul>What do YOU think?
    17. 21. 1: Translating our curriculum into practical sessions – what goes with what? 2: Intervention points: aligning the curriculum to developing information needs across the student career – when? Discussion
    18. 22. <ul><li>Group 1 (Emma) </li></ul><ul><li>Steve Ryan </li></ul><ul><li>Lyn Parker </li></ul><ul><li>Libby Tilley </li></ul><ul><li>Anna Jones </li></ul>Group 2 (Jane) Matt Lingard Christine Irving Andy Priestner Pamela Stirling Group 3 (John) Debbi Boden Angela Cutts Michelle Schneider
    19. 23. Resources to support the curriculum <ul><li>Best practice examples </li></ul><ul><li>Evidence toolkit </li></ul><ul><li>Theoretical background </li></ul><ul><li>Expert feedback </li></ul><ul><li>Six tips for transforming your teaching </li></ul><ul><li>.... ? </li></ul>
    20. 24. What’s next ... <ul><li>Wiki ( ) </li></ul><ul><li>Final curriculum </li></ul><ul><li>Accompanying report and other outputs </li></ul><ul><li>Dissemination and promotion of the curriculum and research </li></ul><ul><li>... all by 8 July! </li></ul>