DR JANE SECKER
L O N D O N S C H O O L O F E C O N O M I C S A N D
P O L I T I C A L S C I E N C E
Information literacy, e...
My role
 Copyright and Digital Literacy Advisor at LSE
 Based in Centre for Learning Technology (part of
Information Man...
How did I get here?
 My background: librarian and e-learning
specialist, PhD in information science / history
 Worked in...
What else?
 Professional involvement: CILIP Information
Literacy Group, Editor of Journal of Information
Literacy, co-fou...
Information literacy and the librarian
 What does information literacy mean to you?
 Do you think it’s important for all...
What do I mean by information
literacy?
“Digital fluency”
“Information literacy empowers people in all walks of
life to seek, evaluate, use and create information
effectively to ac...
A New Curriculum for Information Literacy
 Undertook research to develop a curriculum for
information for undergraduates ...
ANCIL definition of Information Literacy
Information literacy is a continuum of
skills, behaviours, approaches and values ...
ANCIL in practice
 The curriculum covers functional skills up to high-level
intellectual operations
 Information literac...
Information literacy at LSE
 A wide range of workshops provided by Academic
Support Librarians – standalone and embedded
...
Digital Literacy in practice at LSE
 Digital literacy classes run by CLT and Library
 Open to all staff and PhD students...
Supporting PhD Students: the MY592 programme
 Information and digital literacy course comprising of six
2 hour workshops
...
Digital and information literacy for
undergraduates
 LSE launched the SADL project in October 2013
funded by the Higher E...
Librarians as teachers
 There is a need to challenge traditional views about the
role of librarians – it’s all about book...
Librarians and other professionals
 Librarians can work in partnership with other
professionals to offer advice to staff ...
Librarians and Learning Technologists as
partners
 In most institutions e-learning staff and librarians
are rarely part o...
What are the issues
 Librarians may not have access to the VLE
 Librarians will need help and advice designing online
co...
Typical queries related to e-learning
 I want to include a video from YouTube in my online
course – can I do this legally...
IPR and e-learning
 Increasingly universities are formalising their IPR
policies - who owns teaching materials?
 Technol...
Open education
 Related to open access but different…
 Open educational resources are freely available teaching
and lear...
Future trends
 We need to continue to understand the needs and
expectations of student - this will impact on libraries,
t...
Ways to keep up to date
 Conferences, events (LILAC, ARLG conference)
 JISC Regional Support Centres organise events for...
Further readings
 Secker, Jane and Coonan, Emma. (2012) Rethinking Information
Literacy: a practical framework for suppor...
Any questions?
Dr Jane Secker
Copyright and Digital Literacy Advisor
Centre for Learning Technology, Information
Managemen...
Information literacy, e-learning and the changing role of the librarian
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Information literacy, e-learning and the changing role of the librarian

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Lecture given at the iSchool on 13th March as part of the academic libraries module. Focusing on information literacy, digital literacy, ANCIL, e-learning and collaboration between librarians and learning technologists

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  • About meInformation literacy and librariansLibrarians and e-learningFuture trends to watchWays to keep up to date
  • Mention gamification, data analytics etc
  • Information literacy, e-learning and the changing role of the librarian

    1. 1. DR JANE SECKER L O N D O N S C H O O L O F E C O N O M I C S A N D P O L I T I C A L S C I E N C E Information literacy, e-learning and the changing role of the librarian University of Sheffield, i School guest lecture 13th March 2014
    2. 2. My role  Copyright and Digital Literacy Advisor at LSE  Based in Centre for Learning Technology (part of Information Management and Technology)  Work closely with colleagues in LSE Library  Advise staff about copyright and e-learning  Run workshops for staff and PhD students: digital literacy  Involved in information literacy initiatives for students: courses, online support, Student Ambassador project
    3. 3. How did I get here?  My background: librarian and e-learning specialist, PhD in information science / history  Worked in academic, government, museum libraries for the past 13 years  Involved in research projects: JISC, HEA  Publications and conferences  Regularly use Twitter (@jsecker)  Maintain a few blogs!
    4. 4. What else?  Professional involvement: CILIP Information Literacy Group, Editor of Journal of Information Literacy, co-founder of LILAC Conference  Member of UUK Copyright Working Group, Libraries and Archives Copyright Alliance  Member of the Research Information and Digital Literacy Coalition  Completed LSE’s PGCert in Teaching in Higher Education – HEA Fellow  Arcadia Fellow at Wolfson College Cambridge, 2011
    5. 5. Information literacy and the librarian  What does information literacy mean to you?  Do you think it’s important for all libraries or just academic libraries?  What is information literacy in practice?  Are librarians teachers / trainers?  Is information literacy new or something librarians have always done?
    6. 6. What do I mean by information literacy? “Digital fluency”
    7. 7. “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
    8. 8. A New Curriculum for Information Literacy  Undertook research to develop a curriculum for information for undergraduates of the future  Methodology - expert consultation / literature review  Different to SCONUL 7 pillars and ACRL Standards – it’s a curriculum but also an approach to IL  Designed to be flexible, adaptable, modular, embedded into programmes of study  Not aimed just a librarians but at all educators  Find out more from http://newcurriculum.wordpress.com
    9. 9. ANCIL definition of Information Literacy Information literacy is a continuum of skills, 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 the discerning scholar, the informed and judicious citizen, and the autonomous learner.  ANCIL definition of information literacy (2011)
    10. 10. ANCIL in practice  The curriculum covers functional skills up to high-level intellectual operations  Information literacy sessions can incorporate multiple strands but should be active, reflective, relevant to student needs  Many resources on ANCIL website  At LSE we used the curriculum to audit provision for information literacy across the institution  Undergraduate support at LSE: the ANCIL report  Paper presented at LSE Teaching, Learning and Assessment committee that was endorsed in Feb 2013  Pilots underway and interest from several LSE departments in embedding IL in their programmes
    11. 11. Information literacy at LSE  A wide range of workshops provided by Academic Support Librarians – standalone and embedded  Also use the VLE to provide online support in Library Companions  Following the review LSE developed a digital and information literacy framework to provide guidance for librarians and academics and greater consistency across departments  Work also to develop librarians as teachers: e.g. PGCert or short educational development sessions
    12. 12. Digital Literacy in practice at LSE  Digital literacy classes run by CLT and Library  Open to all staff and PhD students  Opt-in programme but available each term  Cover using new technologies to support teaching and research  social media (social networking, social bookmarking, Twitter, blogging), advanced internet searching, keeping up to date, developing your web presence  Taught by CLT and Library staff but now regularly reviewed and supplemented with Researcher Development Programme  Further information on CLT website
    13. 13. Supporting PhD Students: the MY592 programme  Information and digital literacy course comprising of six 2 hour workshops  Week 1: Starting a literature search  Week 2: Going beyond Google  Week 3: Managing information: Endnote, Zotero, Mendeley  Week 4: Locating research publications  Week 5: Specialist materials: primary sources  Week 6: Publication, ethical issues and keeping up to date  Aimed primarily at new PhD students and builds up their skills over 6 weeks  Specialist advice and support from academic support librarians but also taught by CLT  Supported online in Moodle and overview on LSE Library website
    14. 14. Digital and information literacy for undergraduates  LSE launched the SADL project in October 2013 funded by the Higher Education Academy  Recruited 20 undergraduate students to act as digital literacy ambassadors:  Students from Statistics and Social Policy department  Attend special workshops where they develop their skills  Provide valuable feedback about what students really need in terms of digital and information literacy support  Act as peer mentors for fellow students  Students encouraged to blog  Find out more from our website
    15. 15. Librarians as teachers  There is a need to challenge traditional views about the role of librarians – it’s all about books right?  Librarians can be highly innovative as teachers using social media and other technologies  Some of the subjects we have to teach are challenging: plagiarism, referencing, copyright etc.  Team teaching can be a great way to embed information literacy in a discipline  Librarians increasingly can share their activities and lesson plans – good practice  Getting a teaching qualification can really help
    16. 16. Librarians and other professionals  Librarians can work in partnership with other professionals to offer advice to staff and students  Learning technologists  Educational developers  Learning developers  Librarians can make use of new technologies and new pedagogies for their own teaching  Technology enhanced learning offers some unique challenges in terms of copyright and licensing issues that librarians are often best placed to deal with  Librarians can work with other professionals on developing digital literacies
    17. 17. Librarians and Learning Technologists as partners  In most institutions e-learning staff and librarians are rarely part of the same team  Different cultures and different ways of working  Learning Technology an emerging profession – no standard route into working in the field  Professional body – ALT who have special interest groups, organise events and conferences and more recently accredit courses  Academic support role means they can be ideal partners to help join up strategically and practically
    18. 18. What are the issues  Librarians may not have access to the VLE  Librarians will need help and advice designing online courses  E-learning staff may not understand copyright and licensing issues  Students may not need to visit the Library if they have all their resources provided through a VLE  Information literacy needs to be embedded in online courses as well as face to face
    19. 19. Typical queries related to e-learning  I want to include a video from YouTube in my online course – can I do this legally?  I have lots of images taken from the website – is it ok to upload them to Moodle / Blackboard?  Can I scan a chapter from a book and upload it to Moodle for my students?  I downloaded a PDF from a journal – is it ok to share it with students using the VLE?  Who owns the materials I create when I use the university VLE?  Can I use copyright material if my lecture is being recorded?
    20. 20. IPR and e-learning  Increasingly universities are formalising their IPR policies - who owns teaching materials?  Technology can cause more complex IPR issues – e.g. recording lectures  Some academics will work in partnership with e- learning colleagues to produce a resource, so institutional ownership is far easier  Some institutions are encouraging staff to share teaching materials as open educational resources
    21. 21. Open education  Related to open access but different…  Open educational resources are freely available teaching and learning resources often licensed under Creative Commons  Also a great way of librarians sharing and reusing their information literacy teaching materials – find out more about the CoPILOT initiative  Massive Online Open Courses (MOOCs) are not just resources but free courses  MOOCs launched by several UK / US universities often through platforms such as Coursera, Udacity and Future Learn
    22. 22. Future trends  We need to continue to understand the needs and expectations of student - this will impact on libraries, teaching and support  Read the CLT Trends in Educational Technologies report published last week  How might VLEs and new technologies evolve over the coming few years?  What impact will MOOCs and open education have?  How might learning support services be structured in the future?
    23. 23. Ways to keep up to date  Conferences, events (LILAC, ARLG conference)  JISC Regional Support Centres organise events for Further Education librarians  LibCamp and TeachMeets  Professional social networking: on LinkedIn, Twitter and by reading blogs  Joining groups New Professionals Network (e.g. Manchester NLPN), but also CILIP groups, other library groups  Use a tool to follow blogs - consider writing your own to reflect on your work
    24. 24. Further readings  Secker, Jane and Coonan, Emma. (2012) Rethinking Information Literacy: a practical framework for supporting learning. Facet Publishing: London  Bell, M., Moon, D. and Secker J. (2012) Undergraduate support at LSE: the ANCIL report. The London School of Economics and Political Science, London, UK. Available at: http://eprints.lse.ac.uk/48058/  Secker, Jane. (2010) Copyright and E-learning: a guide for practitioners. Facet Publishing: London  New Curriculum Blog: http://newcurriculum.wordpress.com  My blog: http://janesecker.wordpress.com  LILAC Conference: http://www.lilacconference.com  Follow me on Twitter @jsecker  Join the CILIP CSG-Information Literacy Group – its free for students!
    25. 25. Any questions? Dr Jane Secker Copyright and Digital Literacy Advisor Centre for Learning Technology, Information Management and Technology, LSE Email j.secker@lse.ac.uk  Find me on LinkedIn, Twitter etc.

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