This document provides an overview of information and digital literacy at the London School of Economics (LSE). It defines information literacy and digital literacy and discusses models of digital literacy. It then describes the various programs at LSE to develop information and digital literacy among undergraduates, PhD students, and staff. These include classes run by the library, embedding information literacy in core courses, and a six-workshop course for new PhD students. The document concludes with recommendations for further developing literacy strategies and programs at LSE through continued collaboration.

1. Information and digital literacy at LSE Dr Jane Secker LSE Centre for Learning Technology COFHE LASEG / IL Group TeachMeet 23rd May 2011

2. Overview Definitions of information and digital literacy and useful models Information & digital literacy in practice at LSE Undergraduates PhD students Staff

3. Definition of information literacy 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 “… 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

4. Definition of digital literacy “… the skills, knowledge and understanding that enables critical, creative, discerning and safe practices when engaging with digital technologies in all areas of life” FutureLab, (2010)

6. New SCONUL model

7. FutureLab (2010) model of digital literacy

8. IL in practice at LSE Information skills classes run by Library Open to all students – focus on PGTs and UGs Optional – run each term Covers using library resources, literature searching, internet searching, citing and referencing, Endnote, keeping up to date Taught by Library staff Full programme listed on LSE Library website

9. Embedding IL in undergraduate study LSE100 is a core course for all undergraduate students (pilot in 2009/10 now compulsory) Understanding the cause of things: thinking like a social scientist Tackles the big questions in the social sciences and taught by leading academics Has information, methodological and communication skills embedded An online tutorial is available to students in Moodle to support the essay writing process Evidence suggests students who use the tutorial perform better in final exam - need further research

10. DL in practice at LSE Digital literacy classes run by CLT and Library Open to all staff and PhD students Optional – run each term Cover using web 2.0 tools (social networking, social bookmarking, Twitter, blogging), internet searching, keeping up to date, managing your web presence Taught by CLT and Library staff Further information on CLT website

11. The MI512 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 liaison librarians Taught by CLT / Library staff Supported online in Moodle

12. Course contents Week 1: Starting a literature search Week 2: Going beyond Google Week 3: Locating research publications Week 4: Specialist materials: primary sources Week 5: Managing information Week 6: Next steps and keeping up to date Overview on LSE Library website

13. Course structure Pre-course assessment Activity based workshops all in computer classrooms Support in Moodle but primarily F2F Based around SCONUL 7 pillars and designed (and redesigned) to support student learning Post course evaluation Tailored feedback given to each student

14. What next at LSE? Draft information and digital literacy strategy needs to be adopted More closely align training programmes to the Researcher Development Framework Continue to work collaboratively with other training providers across LSE to avoid duplication and better target training Follow on course to MI512 Further evaluation of impact of LSE100

15. 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/DigitalNativesMythOrReality-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. 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 Chatzigavriil, Athina and Leape, Jonathan (2010) The impact of technologies in a first year undergraduate course for social scientists. In: European Conference on E-learning (ECEL 2010), 4 - 5th November 2010, Porto, Portugal. Available at: http: //eprints . lse .ac.uk/32968/

16. Contact details Email j. [email_address] .ac. uk Twitter @jsecker Personal Blog http: //elearning . lse .ac. uk/blogs/socialsoftware/ DELILA Project Blog http: //delilaopen . wordpress .com Arcadia Fellow for Easter Term based at Wolfson College / CARET so do get in touch!