Digital Nirvana

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IL Group (CILIP Information Literacy Group)

This document discusses how digital education can help students at University College London (UCL). It suggests using narratives and storytelling, such as re-telling one's journey to UCL through the story of "The Owl and the Pussycat." Students are invited to share their digital dreams and will receive a digital prescription or voucher in return. The REACT project aims to help "hard to reach students" through student sessions using these storytelling and creative techniques. The document promotes generating inspiration for the UCL Education Conference through such novel pedagogies.

Education

Digital Nirvana
cc: Mr. Greenjeans - https://www.flickr.com/photos/48915783@N00

Gingerbread dreams: What happened on the
way to UCL?

How can digital education help you at UCL?
• How can novel pedagogies help?
– Narratives and story telling
• (Re)tell your story through a well known tale
• Reinvent the story to highlight your experience
– Making and creative construction
• Make ideas concrete by creating something
• Activate your ‘design thinking’
• Infinite possibilities…

The Owl and the Pussycat
Nonsense literature – like Dr Seuss, Sukumar Ray,
Amos Tutuola, Michael Rosen
Our challenge:
re-tell your journey to UCL through the Owl
and the Pussycat story

What did we learn from the Owl and the
Pussycat?

What are your digital dreams? Put them in
the box and give them to us...
…and in return we will supply your digital
prescription at our stall over lunch and…
…give you a voucher to help you on your way!
Tell us if you want iOS or Android

• REACT project – ‘hard to reach students’
• 5 student sessions planned for Autumn term
• Pilot session ran in June – excellent feedback
• (weather was in our favour…)?!

• … inspiration for UCLU Education Conference..

cc: levork - https://www.flickr.com/photos/86805026@N00
We need “the opportunity to grant ourselves the mental “elbow
room” needed to free the cognitive miser from digging itself into a
hole. It takes a trickster to let the genie out and make us see afresh.”
(Ackermann 2015, p. 410)

Listen to Belinda and
fill in the blank
"in digital heaven [????]
comes first"
cc: mrlins - https://www.flickr.com/photos/68467272@N00

Thanks!
https://padlet.com/mooc/box
moira.wright@ucl.ac.uk

The document discusses using storytelling and creative construction to re-tell one's journey to UCL through the story of "The Owl and the Pussycat". It encourages participants to reinvent the story to highlight their experience, make ideas concrete by creating something, and activate their design thinking. It also provides an opportunity for participants to share their digital dreams and receive a digital prescription and voucher in return.

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IL Group (CILIP Information Literacy Group)

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IL Group (CILIP Information Literacy Group)

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IL Group (CILIP Information Literacy Group)

The document discusses using poster projects to assess students after one-day information literacy sessions at the University of Worcester library. These sessions teach students research skills like using different resources, databases, keywords, critical reading, and referencing. As the sessions are usually only one day and some students do not respond well to verbal assessment, the librarian has the students complete a 30-60 minute poster project on a chosen topic. The poster must include an overview, keywords, a reference list with at least one journal article and one book, and a theme for further research. This allows the librarian to assess how much the students learned and identify any areas for improvement.

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IL Group (CILIP Information Literacy Group)

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IL Group (CILIP Information Literacy Group)

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Boland - Designing an IL module for a new route PhD (poster)

IL Group (CILIP Information Literacy Group)

The document summarizes an information literacy module developed at the University of Derby for a new PhD program. The module uses the SCONUL 7 Pillars model as its framework and is delivered online over several weeks. Students complete weekly blog posts and a final reflective post, and the module aims to ensure all students enter their PhDs with a baseline level of information literacy skills. Initial feedback from students suggests the module helped develop their research skills and abilities to find and manage information. The first iteration of the module was completed in late 2012 and its success will be assessed to inform any future modifications.

Transcript of Zurkowski video at LILAC 2014

IL Group (CILIP Information Literacy Group)

The document discusses the history and importance of information literacy. It describes how Paul Zurkowski first proposed universal information literacy training in 1974 to help people learn to search new databases and mainframe computers. It then discusses how a lack of information literacy skills can undermine democracy by allowing misinformation to spread and powerful groups to control information. Finally, it argues that information literacy can create a "New Era of Enlightenment" by empowering citizens to navigate information and make informed decisions about their lives and countries. Zurkowski proposes the Information Action Coalition to extend information literacy training globally.

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IL Group (CILIP Information Literacy Group)

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IL Group (CILIP Information Literacy Group)

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Digital storytelling at CPUT - presentation at UWC on the 7th of August 2013

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IL Group (CILIP Information Literacy Group)

This document summarizes a co-creation project between university staff and students to create online guides for incoming students. Students helped plan and create content for a website about what a typical week is like at the university. The project aimed to give students ownership and share expertise between students and staff. Evaluation found high website usage and positive feedback from participants who felt they learned from each other. The reciprocal nature of co-creation allowed different perspectives to be shared and helped position all participants as both learners and teachers. Future co-creation would benefit from more guidance for students and collaborating across departments.

Plagiarism and AI tools: an example of linking information- and digital liter...

IL Group (CILIP Information Literacy Group)

The document summarizes a presentation on linking information literacy and digital literacy in teaching. It discusses using AI tools like ChatGPT in a plagiarism workshop to make digital literacy aspects more explicit. The presentation defines information literacy and digital literacy, examines frameworks that link the two literacies, and provides an example workshop exploring how AI tools fit within definitions of plagiarism and scientific integrity. It encourages viewing the literacies as complementary and making digital aspects explicit as an initial step in education. The document concludes by inviting audience feedback on experimenting with AI tools.

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