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My experience of using research investigating conceptions of information literacy

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This presentation indicates ways in which Sheila Webber has used the findings of research with students, librarians and academics. The discoveries are from the research project investigating UK academics’ conceptions of information literacy and pedagogy for information literacy. This was a phenomenographic investigation looking at 4 disciplines: Marketing, Chemistry, Civil Engineering and English. One the articles about this research can be found here:
Webber, S., Boon, S. and Johnston, B. (2005) “A comparison of UK academics' conceptions of information literacy in two disciplines: English and Marketing.” Library and Information Research, 30 (93), 4-15. http://www.cilip.org.uk/specialinterestgroups/bysubject/research/publications/journal/archive/lir93/article93b.htm

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My experience of using research investigating conceptions of information literacy

  1. 1. My experience of using the research Sheila Webber University of Sheffield Department of Information Studies June 2007 Text and photos copyright Sheila Webber, 2007
  2. 2. Context for these slides <ul><li>These slides outline the way in which I have used the discoveries from the research project investigating UK academics’ conceptions of information literacy and pedagogy for information literacy . This was a phenomenographic investigation looking at 4 disciplines: Marketing, Chemistry, Civil Engineering and English. One the articles about this research can be found here: </li></ul><ul><li>Webber, S., Boon, S. and Johnston, B. (2005) “A comparison of UK academics' conceptions of information literacy in two disciplines: English and Marketing .” Library and Information Research, 30 (93), 4-15. http://www.cilip.org.uk/specialinterestgroups/bysubject/research/publications/journal/archive/lir93/article93b.htm </li></ul>
  3. 3. Outline <ul><li>With students </li></ul><ul><li>With staff in my Department </li></ul><ul><li>With other staff in Sheffield </li></ul><ul><li>With librarians outside the institution </li></ul><ul><li>With academics outside the institution </li></ul>
  4. 4. With students <ul><li>Masters students </li></ul><ul><ul><li>Introducing categories of ped. for IL to Masters students </li></ul></ul><ul><ul><li>Asking students (in groups) to see whether they can identify which category their subject lecturers fell into + identify what could have been done better </li></ul></ul><ul><ul><li>Mini presentations from students </li></ul></ul><ul><ul><li>Helps them explore their own conceptions & abilities & take critical approach </li></ul></ul><ul><li>Introduce to UG in IL class. </li></ul><ul><li>Thinking of using IL categories more broadly across (multidisciplinary) programmes as basis for IL education </li></ul>
  5. 5. With staff in Department <ul><li>Colleagues introduced to categories, discussed which one they identified with or would aspire to </li></ul>
  6. 6. With staff outside the Department <ul><li>IL now officially one of the attributes of a Sheffield Graduate </li></ul><ul><li>Every Department had to produce a Departmental Learning Teaching & Assessment Strategy </li></ul><ul><li>IL Network (library + IS Dept) held 3 workshops to help Departments develop IL aspect </li></ul><ul><li>See handout (part of workshop) </li></ul><ul><li>Exercises in developing ideas of what IL meant, what wanted as outcomes </li></ul>
  7. 7. With librarians <ul><li>Identifying and discussing their own conceptions & approaches </li></ul><ul><li>Identifying conceptions & approaches of staff they work with </li></ul><ul><li>Identifying different strategies appropriate to particular categories (marketing & educational) </li></ul>
  8. 8. With academics outside the institution <ul><li>University of West of England </li></ul><ul><li>Day focused on information literacy development </li></ul><ul><li>28 participants – about 2/3 academics, rest librarians </li></ul><ul><li>Presentation followed by break out session – next slide </li></ul>
  9. 9. Break out exercise <ul><li>Identify & discuss your own conceptions of IL/ teaching information literacy </li></ul><ul><li>Identify the conceptions of staff you work with </li></ul><ul><li>Identify ways forward/ strategies appropriate to these conceptions </li></ul>Each group fed back <ul><li>Issue which emerges as most difficult or contentious </li></ul><ul><li>Issue on which there is most agreement </li></ul><ul><li>An unanswered question </li></ul>
  10. 10. <ul><li>Sheila Webber </li></ul><ul><li>s.webber@shef.ac.uk </li></ul><ul><li>http://information-literacy.blogspot.com/ </li></ul>http://adventuresofyoshikawa.blogspot.com / Sheila Yoshikawa

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