The document summarizes a presentation given by Jane Secker on researching information literacy. It discusses definitions of information and digital literacy, models of information literacy, and examples of how information literacy is taught at the London School of Economics. It also outlines Secker's current and upcoming research projects on information literacy including the DELILA project and her Arcadia Fellowship.

1. Researching information literacy: theory and practice Dr Jane Secker LSE Centre for Learning Technology Department of Information Studies, University of Sheffield: 19th May 2011

2. Overview Introduction and my background Definitions of information and digital literacy and useful models Discussion in pairs Information & digital literacy in practice at LSE Researching information literacy: the DELILA project Researching information literacy: Arcadia Fellowship May - July 2011

3. Introduction to me My background: librarian and e-learning specialist, PhD in information science Publications and significant web presence …. but what did you find? Twitter Blog? LSE website? What else

4. The practitioners perspective Copyright and Digital Literacy Advisor at LSE Primarily supporting staff in their use of technologies for teaching 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?

5. 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

6. 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)

8. New SCONUL model

9. FutureLab (2010) model of digital literacy

10. What are the issues? Jones et al (2010) highlights the generational debate. If you were born after 1982 = Generation Y In pairs - reflect on: What did you think of the article? How did you become information literate? Do you think there are any gaps / areas you need more help? What training / skills should those in higher education be focusing on to support learning?

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. Gathering feedback Course evaluation forms used routinely in information and digital literacy classes. More detailed form used in MI512 programme Analysed usage stats of information literacy resources in Moodle for undergraduate core course (LSE100) Carry out staff survey every year and ask about training Informal feedback from workshops and events such as LSE Teaching Day - Google Generation debate in 2010 and skills debate in 2011

18. IL research: DELILA Research not core to role at LSE so externally funding Currently managing 12 month JISC / HEA project in open educational resources programme DELILA: Developing Educator Learning and Information Literacies for Accreditation Turning LSE and Birmingham’s IL resources into OERs Specifically releasing content for those seeking accreditation for their teaching from the HEA

19. DELILA: emerging issues IL / DL not explicit in UKPSF but underpins it: thus mapping important IL / DL needs to be embedded in PGCerts and other accredited teaching courses IL / DL resources contain 3rd party content that is often inappropriate to copyright clear IL / DL resources may be more context specific than other teaching resources Creative commons licensing could be used more routinely to help librarians share resources and good practice

20. DELILA Blog

21. Arcadia Fellowship Short projects to explore future of academic libraries - led by Cambridge University Library and supervised by Prof John Naughton Currently undertaking research from May - July 2011 and on sabbatical from LSE Working with Emma Coonan from CUL Developing an undergraduate curriculum for information literacy for 2016 Desk research and interviews with experts in the field

22. How to approach IL research? Literature review: LISA / LISTA but also advanced Google searching and searching educational databases Search limited to very recent material Search terms problematic: information literacy is a library term Limited scope of a 10 week study But need to produce something practical

23. Work to date Brainstorming with project partner Discussions with librarians at Cambridge - reaction to revised SCONUL 7 pillars Semi-structured interviews with IL experts (RIN Information Handling Group) Questions emailed to other education and technology experts Lots of reading and thinking!

24. Challenges of researching IL In pairs: What do you think the challenges of carrying out research in this area might be? Is it important to be a researcher practitioner? What sort of activities are important to researcher practitioners?

25. Challenges of being a researcher / practitioner Finding time - the day job gets in the way of research and writing! Credibility as a researcher when working in an institution that doesn’t have an education or information science department Where to publish - the librarian’s echo chamber

26. 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 Find a like minded friend / colleague

27. What next for me at LSE? Drafted an information and digital literacy strategy for LSE More closely align training programmes to the Researcher Development Framework Continue to work collaboratively with other training providers across LSE to avoid duplication / better target training Follow on course to MI512 More research on impact of LSE100

28. 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!

29. 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/