Assessment of Students' Information Literacy: A Case Study of a Secondary Sch...CITE
CHU, Connie (Student, Master of Science in Library and Information Management, Faculty of Education, The University of Hong Kong)
YEUNG, Alice
CHU, Samuel
http://citers2012.cite.hku.hk/en/paper_553.htm
Assessment of Students' Information Literacy: A Case Study of a Secondary Sch...CITE
CHU, Connie (Student, Master of Science in Library and Information Management, Faculty of Education, The University of Hong Kong)
YEUNG, Alice
CHU, Samuel
http://citers2012.cite.hku.hk/en/paper_553.htm
Journey toward Learning Society: Possibilities and challenges of Viet Nam Li...Zakir Hossain/ICS, Zurich
The government of Viet Nam has made a commitment to build a Learning Society by 2020 as a part of ASEAN countries’ lifelong learning ambition. A range of related initiatives have been launched by Viet Nam government to encourage reading and raising awareness of its importance for sustainable development of knowledge and skills. Viet Nam aims to implement and develop lifelong learning activities in out-of-school education institutions such as libraries, museums, Community Learning Centres (CLCs) and cultural center clubs to achieve this national and regional goal. The government of Viet Nam currently operates more than 23,000 state funded libraries and 11,900 CLCs throughout the country and is in the process of both renovating and innovating public libraries, CLCs and museums. In addition to the work undertaken by the Viet Nam government, a number of enterprises have also been initiated by non-government and non-profit organisations to promote literacy and lifelong learning using libraries. As the concern authority believes that libraries can be a potential catalyst for Learning Society project, it is also essential to measure the possibilities and challenges of Viet Nam libraries. This analytical study, therefore, investigates some government and non-governmental initiatives focused on libraries, their impact on reading promotion and lifelong learning, and challenges they face. Proposing a way forward, the paper confirms that Viet Nam’s libraries play an essential role in promoting reading and building a Learning Society in Viet Nam.
Presentation 'A National Information Literacy Framework for Scotland. How did we get here?' for Wales Higher Education Libraries Forum seminar on An Information Literacy Framework for Wales?
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Impact of digital technologies on education in serbiaMaja Maricic
Digital competencies in Serbia are increasingly becoming competences that are essential for all employees and citizens. Basic digital competencies, in the long run, are generated in the education system, and the level of possession of students' digital competences, among other things, depends on the level of digital competencies of teachers. Therefore, teachers are expected to have the appropriate level of information, digital and media literacy, and that in the areas where they teach they are familiar with modern concepts, methods and tools that presuppose the meaningful use of Information and Communication Technology (ICT).
Begin at the beginning - Information and Critical Literacy in Curriculum for...cirving
LILAC 2010 Presentation - Christine Irving, Scottish Information Literacy Project
Begin at the beginning - Information and Critical Literacy in Curriculum for Excellence Early & First Level (Nursery & Primary Schools)
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
This slides are from my keynote at the Inaugural symposium of the Global African Diaspora Development Network seminar at the University of Oklahoma. Oct 16, 2015
How to Make Friends and Influence Students #CARL14LBurgert
Lorelei Sterling, Lisa Burgert, and Alejandra Nann from the University of San Diego presentation at CARL 2014.
Abstract: Have you tweeted, posted, uploaded, and updated until you are overloaded? Are you having trouble keeping up with all the latest web trends? Are you perplexed by status likes, shares, friending, unfriending, hashtags, and checking in? In the age of web 2.0 and working with digital natives, have we jumped off a cliff and into unknown territory? Everywhere we look libraries are launching into social media: blogs, Facebook, Google+, MySpace, Flickr, FourSquare, Instagram, Pinterest, Twitter, YouTube, wikis, and more. In this interactive session, we will explore various social media tools with a focus on discovering best practices and creating a successful social media plan for your library. Learn about the numerous tools available, what is new, what is working, what isn’t, and how to implement it in your library.
Journey toward Learning Society: Possibilities and challenges of Viet Nam Li...Zakir Hossain/ICS, Zurich
The government of Viet Nam has made a commitment to build a Learning Society by 2020 as a part of ASEAN countries’ lifelong learning ambition. A range of related initiatives have been launched by Viet Nam government to encourage reading and raising awareness of its importance for sustainable development of knowledge and skills. Viet Nam aims to implement and develop lifelong learning activities in out-of-school education institutions such as libraries, museums, Community Learning Centres (CLCs) and cultural center clubs to achieve this national and regional goal. The government of Viet Nam currently operates more than 23,000 state funded libraries and 11,900 CLCs throughout the country and is in the process of both renovating and innovating public libraries, CLCs and museums. In addition to the work undertaken by the Viet Nam government, a number of enterprises have also been initiated by non-government and non-profit organisations to promote literacy and lifelong learning using libraries. As the concern authority believes that libraries can be a potential catalyst for Learning Society project, it is also essential to measure the possibilities and challenges of Viet Nam libraries. This analytical study, therefore, investigates some government and non-governmental initiatives focused on libraries, their impact on reading promotion and lifelong learning, and challenges they face. Proposing a way forward, the paper confirms that Viet Nam’s libraries play an essential role in promoting reading and building a Learning Society in Viet Nam.
Presentation 'A National Information Literacy Framework for Scotland. How did we get here?' for Wales Higher Education Libraries Forum seminar on An Information Literacy Framework for Wales?
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Impact of digital technologies on education in serbiaMaja Maricic
Digital competencies in Serbia are increasingly becoming competences that are essential for all employees and citizens. Basic digital competencies, in the long run, are generated in the education system, and the level of possession of students' digital competences, among other things, depends on the level of digital competencies of teachers. Therefore, teachers are expected to have the appropriate level of information, digital and media literacy, and that in the areas where they teach they are familiar with modern concepts, methods and tools that presuppose the meaningful use of Information and Communication Technology (ICT).
Begin at the beginning - Information and Critical Literacy in Curriculum for...cirving
LILAC 2010 Presentation - Christine Irving, Scottish Information Literacy Project
Begin at the beginning - Information and Critical Literacy in Curriculum for Excellence Early & First Level (Nursery & Primary Schools)
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
This slides are from my keynote at the Inaugural symposium of the Global African Diaspora Development Network seminar at the University of Oklahoma. Oct 16, 2015
How to Make Friends and Influence Students #CARL14LBurgert
Lorelei Sterling, Lisa Burgert, and Alejandra Nann from the University of San Diego presentation at CARL 2014.
Abstract: Have you tweeted, posted, uploaded, and updated until you are overloaded? Are you having trouble keeping up with all the latest web trends? Are you perplexed by status likes, shares, friending, unfriending, hashtags, and checking in? In the age of web 2.0 and working with digital natives, have we jumped off a cliff and into unknown territory? Everywhere we look libraries are launching into social media: blogs, Facebook, Google+, MySpace, Flickr, FourSquare, Instagram, Pinterest, Twitter, YouTube, wikis, and more. In this interactive session, we will explore various social media tools with a focus on discovering best practices and creating a successful social media plan for your library. Learn about the numerous tools available, what is new, what is working, what isn’t, and how to implement it in your library.
State of the Mobile Landscape: Mobile Literacy and What It Means for Libraries Robin M. Ashford, MSLIS
Laura Zeigen, Oregon Health & Science University and Robin Ashford, George Fox University - Online NW 2012 Conference: http://www.ous.edu/onlinenw/2012/program.html (Full report link on last slide)
Description:
Mobile technologies are having a growing impact in libraries. Ebsco, Gale, WorldCat Local, and many other vendors are developing for the mobile market. We are in a period of transition; some libraries are providing extensive mobile services, while others are deciding where to begin. Librarians are developing mobile literacy skills to better serve users. Join us as we explore mobile in libraries, including results from a Pacific Northwest public and academic libraries mobile climate survey.
Presented at:
From the road less travelled to the information super highway: information literacy in the 21st Century.
Friday, January 31st, 2014 at The British Library Conference Centre
Librarians as researchers: doing research in your day jobEmma Coonan
A one-hour presentation and workshop for library staff engaged in, or thinking about engaging in, research. We draw on our experience as former Arcadia Research Fellows and authors of ANCIL (A New Curriculum for Information Literacy) as well as the practical aspects of 'doing research in your day job'. The presentation was accompanied by a worksheet and action plan for participants.
Information literacy, e-learning and the changing role of the librarianJane Secker
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
Copyright and Online Learning in a time of transitionJane Secker
Presentation by Chris Morrison and Jane Secker at the University of Kent digitally enhanced webinar on 16th February 2022. We spoke about copyright and online learning in a time of transition
CPD25: Copyright Support in Higher Education: A Tale in Two PartsJane Secker
A CPD25 event organised by Chris Morrison and Jane Secker with presentations from members of Sherlock, the London and South East Copyright Community of Practice. Held at Woburn House on 26 February 2018.
Copyright literacy and the role of librarians as educators and advocates: an ...Jane Secker
International symposium presented as part of the European Conference on Information Literacy in St Malo, France September 2017. Included contributions from UK, Sweden, Norway, Turkey, Romania, Bulgaria, Hungary and Spain
Copyright literacy and the role of librarians as educators and advocates: an ...Jane Secker
Panel discussion presented at the IFLA off-site meeting on 23rd August on Models for Copyright Education in Information Literacy Programs in Wroclaw, Poland. The panel reflected on the international copyright literacy survey and was presented by Jane Secker, Chris Morrison, Inga-Lill Nilsson, Ane Landoy and Serap Kerbanoglu.
Copyright literacy: findings from a phenomenographic studyJane Secker
Presentation given at LILAC 2017 based on research carried out by Jane Secker and Chris Morrison on librarians' experiences of copyright in their professional lives.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Researching information literacy: from theory to practice
1. Researching information literacy:
from theory to practice
Dr Jane Secker
LSE Centre for Learning Technology
Department of Information Studies, Aberystwyth University
25th November 2013
2. Overview
•
•
•
•
•
•
Introduction and my background
Definitions of information and digital literacy
and useful models
Researching information literacy: developing a
new curriculum (ANCIL)
Information & digital literacy in practice
Researching information literacy: open
educational resources
Tips for success as a research practitioner
3. The practitioners perspective
Copyright and Digital Literacy Advisor at LSE
Primarily supporting staff in their use of technologies
for teaching
Also teach on PG Cert (HE teaching qualification +
research skills for PhD students)
How can librarians and other academic support
staff best help students, research students,
academic staff and other staff in higher
education?
Why research in information literacy is important
4. More about me
My background: librarian and e-learning
specialist, PhD in information science / history
Publications and web presence
Find me on LinkedIn,
twitter, keen blogger
Editor: Journal of
Information Literacy
Module tutor in DIS
5. Definitions of information literacy
…Information literacy is knowing when and why you need
information, where to find it, and how to evaluate, use and
communicate it in an ethical manner.
CILIP (2004) Information literacy definition
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. "the ‘savvyness’ that allows young people to
participate meaningfully and safely as digital
technology becomes ever more pervasive in
society."
FutureLab 2010 Digital Literacy Across the Curriculum
7. What are the issues?
Jones et al (2010) highlights the generational
debate ‘ Google generation’
If you were born after 1982 = Generation Y
In pairs - reflect on:
What is digital and information literacy to you?
How did you become information literate as a students
in school and in university?
What skills do you need to succeed in higher
education?
8. What is the role for librarians in
teaching in higher education?
10. 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)
Coonan and Secker (2011)
11. A New Curriculum for
Information Literacy (ANCIL)
Research based approach
Arcadia Fellowship with Emma Coonan at Cambridge
from May to July 2011
Academic advisor: Prof. John Naughton
Research remit: Develop a new, revolutionary
curriculum for information literacy in a digital age
Understand the needs of undergraduates entering
higher education over the coming 5 years
Map the current landscape of information literacy
Develop a practical curriculum and supporting
resources
12.
13. The expert consultation
Consulted librarians, researchers, educators,
trainee teachers, school librarians
How you teach at least as important as what you
teach
Must be embedded into the academic curriculum
and disciplines will vary
Must be based on real needs: students are not
homogeneous
Must be opportunities for reflection
14. Curriculum strands
1. Transition from school to higher education
2. Becoming an independent learner
3. Developing academic literacies
4. Mapping and evaluating the information landscape
5. Resource discovery in your discipline
6. Managing information
7. Ethical dimension of information
8. Presenting and communicating knowledge
9. Synthesising information and creating new knowledge
10. Social dimension of information literacy
17. ANCIL at LSE
Reviewed current practice at LSE
To inform Library / CLT teaching provision
To highlight good practice and any gaps in
provision
Put information literacy on the agenda at LSE
Produced a report presented at the February
2013 Teaching, Learning and Assessment
Committee
18. Results of the audit
IL not embedded
Belief that IL is important: find,
evaluate and manage
Some good practice but
inconsistent
Time main barrier
Students ‘should’ have IL skills
Information use largely driven
by reading lists and resources in
Moodle
Photo by starmanseries licensed under Creative Commons
19. Careers
Language Centre
Teaching & Learning Centre
Language Centre
LSE100
Departments
Library
Teaching & Learning
Centre
Departments
Language Centre
Library
Departments
LSE100
Language Centre
Teaching & Learning Centre
Careers
Departments
LSE100
Teaching & Learning Centre
Departments
Language Centre
Library
Centre for Learning
Technology
Library
Library
Library
20. Developing an LSE Framework
Covers digital and
information literacy
Based on ANCIL and other
frameworks
Purpose to inform
academics and provide
examples
Enable mapping of existing
provision
Tool can be used by
teaching librarians and
learning technologists
Image cc from http://www.flickr.com/photos/markhillary/302630220/in/set-72157594327649691 /
21. Embedding Digital and
information literacy
Running pilots with two
academic departments to
embed in UG courses
Working in partnership with
academic staff and academic
support colleagues
Scheduling additional face to
face sessions
Embedding support in the
virtual learning environment
22. Student ambassadors for digital
literacy
Used in several JISC Digital
Literacy projects
Will be piloting this as part
of 1 year SADL project
Recruiting 20
undergraduates from
Statistics and Social Policy
Planning workshops,
reflection, peer support
and more…
Photo by Flickingerbrad licensed under Creative Commons
http://lsesadl.wordpress.com
23. Further reading and resources
LSE Digital and Information Literacy
Framework (2013) Available at:
http://bit.ly/1gq63IO
Bell, Maria and Moon, Darren and Secker,
Jane (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 and Coonan, Emma. (2012)
Rethinking Information Literacy: a practical
framework for support learning. Facet
Publishing: London
Wrathall, Katy (2012) Strategies for
Implementing ANCIL in Non-Cambridge HEIs
http://bit.ly/16kKb8b
24. Digital Literacy in practice at LSE
Digital literacy classes
Run 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
Further information on
CLT website
25. Supporting PhD Students:
The MY592 programme
Information and digital literacy course
comprising of six 2 hour workshops
Aimed primarily at new PhD students
Builds up skills over programme
Specialist advice and support from
academic support librarians
Taught by CLT / Library staff
Supported online in Moodle
Overview on LSE Library website
26. IL research: the benefits of
sharing teaching materials
In 2010/11 managed a 12 month JISC / HEA
project in open educational resources programme
DELILA: Developing Educator Learning and
Information Literacies for Accreditation
Converted LSE and Birmingham’s IL resources into
Open Educational Resources (OERs) to share
Made the resources available in Jorum: UK
teaching and learning respository
Several follow up projects since DELILA in this
field to encourage librarians to share resources
27. From DELILA to CoPILOT
Following DELILA undertook a survey about OERs
and information literacy launched at LILAC 2012
Additional funding obtained in October 2012 to
explore benefits of sharing resources
internationally
Created a UK ‘Community of Practice’ to share
teaching materials as OERs
Also created an international platform for sharing
teaching materials
Ongoing work with UNESCO and IFLA Information
Literacy section
28. Benefits of sharing?
As someone who might have to teach
information literacy for the first time, do
you create materials from scratch or find
existing resources?
Would you re-use materials from a colleague
at your institution?
Would you re-use materials from a colleague
elsewhere?
Would you know where to find materials?
29. Why share IL materials?
Image licensed under Creative commons from:
http://www.flickr.com/photos/ben_grey/4582294721/
30. Useful starting places
Information Literacy website:
http://www.informationliteracy.org.uk/
Jorum Information Literacy collection:
http://find.jorum.ac.uk/
Cardiff University IL resource bank:
https://ilrb.cf.ac.uk/
UNESCO Worldwide Information Literacy
resources: http://bit.ly/Z3UquA
JISCmail lists - LIS-Infoliteracy and IL-OERS
31. Challenges of being a
researcher / practitioner
Finding time - the day job
gets in the way of research
and writing!
Credibility as a researcher
Confidence - but practice
makes perfect!
Where to publish - the
librarian’s echo chamber
32. Tips for success
Apply for external or internal
project funds to facilitate research
Can give you time and project staff
Build reflection and feedback into
your regular processes - e.g. annual
surveys
Get published - even if just
internally
Network, network, network conferences are great for this!
Find a like-minded colleague!
33. Contact details
Email j.secker@lse.ac.uk
Twitter @jsecker
Personal Blog
http://janesecker.wordpress.com
Secker, J. and Coonan, E. (2012) Rethinking
information literacy: a practical
framework for teaching. Facet
Publishing: London
34. Useful references
Jones, C, Ramanau, R, Cross, S and Healing, G (2010) ‘Net generation or Digital
Natives: Is there a distinct new generation entering university?’, Computers &
Education, 54, (3), 722-732.
Margaryan, A and Littlejohn, A. (2009). Are digital natives a myth or reality?
Students use of technologies for learning. Available at:
http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrRealit
y-MargaryanAndLittlejohn-draft-111208.pdf (Accessed 2nd June 2010)
Rowlands, I. et al ‘The Google generation: the information behaviour of the
researcher of the future’, Aslib Proceedings New Information Perspectives, 60, (4)
290-310.
SADL Project website (2013) http://lsesadl.wordpress.com
SCONUL (2011) The SCONUL 7 Pillars Core model. Available at:
http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html
Secker, Jane and Macrae-Gibson, Rowena. (2011) Evaluating MI512: an
information literacy course for PhD students. Library Review, 60 (2). pp. 96-107.
ISSN 0024-2535. Available at: http://eprints.lse.ac.uk/32975/
Secker, Jane and Coonan, Emma (2011). A New Curriculum for Information
Literacy. Available at: http://newcurriculum.wordpress.com
Editor's Notes
Write all the technologies that people mention onto the board – add any missing:
Moodle
PRS
Lecture Capture
Powerpoint
Discussion forums
Email
Audio feedback
Video
Social networking
Web 2.0 tools – blogs, twitter, etc.
Wikis
Online assessment
Skype
Video conferencing / Wimba classroom
Explain acronym!
20 Arcadia Fellows in 3 years
Many from outside Cambridge, not all librarians
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 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 Guardian’s high-provile digital literacy campaign for radical change to how ICT is taught and thought about in schools, JISC’s portfolio of projects around the digital library, data management, digital repositories, and Vitae’s events for the ‘Digital Researcher’ – all show that this concept of digital literacy or fluency is becoming of national importance (at last!).
In this environment we have a chance to rehabilitate IL.
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.
Emma
Follow up work at Cambridge after I finished – to explore how you could implement ANCIL
Katy looked at using it as a tool to ‘audit’ provision across an institution – choose YSJ and University of Worcester
You need to identify the important players before you audit
Allow time – 3 weeks in a 10 week project is not enough – but make sure you maintain the impetus
Find the right format and right reward reward to encourage participation - coffee
Reviewing the portfolio of support for undergraduates to help us provide better support
By exploring how joined up Library / CLT provision is with other support departments
To explore how embedded IL is in academic programmes
To encourage a collaborative approach to student support
Maria
Much provision informal, standalone, not assessed - Services often not coordinated
•However
◦Belief that IL is important, needs to be embedded and student learning should be scaffolded focus on online information: find, evaluate and manage skills
•Highlights examples of good practice and suggested skills embedded at some level - inconsistent
•Time a factor in UG curriculum
•Assumptions that students ‘should’ have IL skills when they arrive are problematic
•Belief that embedding is difficult by librarians
•Information use by students is largely driven by reading lists and resources in Moodle
Students dependent on lecturers for direction
•More likely to seek support from Careers, IT Training, TLC rather than Library and only at point of need.
Maria
Where next – we have this map – shows overlaps and areas of expertise. But also areas where people are doing less.
Also support services and departments not always working together and support services not joining up.
Remedial view of skills support persists amongst some academics – sink or swim
What do you we do next though?
Jane
Following our findings being endorsed at the Teaching, Learning and Assessment committee we spent some time devising an appropriate IL framework
Purpose to inform academics of info & digital literacy skills with examples
Enable mapping of existing provision
Tool can be used by teaching librarians and learning technologists when planning
Informed by work of other institutions
8 competencies
Jane
Jane - just show the slide (no time to talk to it)
Digital literacy classes run by CLT and Library: open to staff and PhD students
Optional programme running 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
Further information on CLT website
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
Saves re-inventing the wheel
Saves time and money
Shares good practice
Benefits librarians across the sectors and around the world
Part of the ‘open education’ movement
Mention LILAC conference student sponsored place -
Also mention the Library Camp and TeachMeets as great ways of networking and meeting people - also very cheap.