The document summarizes research conducted by Dr Jane Secker and Dr Emma Coonan to develop a new curriculum for information literacy for undergraduates entering higher education over the next 5 years. They conducted expert consultations and a literature review to develop a modular, flexible, and embedded curriculum. The curriculum focuses on developing skills like evaluating information, becoming an independent learner, and managing information through reflective exercises. It is meant to support the transition to higher education and be integrated across disciplines.
A New Curriculum for Information Literacy: JISC-RSC, York, Oct 2011 Emma Coonan
A description and overview of the 'New Curriculum for Information Literacy' project research (Cambridge, May-July 2011). Presentation given at the JISC Regional Support Centre 'Empowering the Digital Native' conference, 20 October 2011.
Presentation given at the 2015 Florida Library Association 2015 annual meeting on teaching with the new Information Literacy Framework for Higher Education.
Looking for Information Literacy: Using syllabi to map strategic information ...katherineboss
A presentation from the Evidence Based Library and Information Practice 7 conference, outlining a syllabus analysis project undertaken at the LIU Brooklyn Library.
A New Curriculum for Information Literacy: JISC-RSC, York, Oct 2011 Emma Coonan
A description and overview of the 'New Curriculum for Information Literacy' project research (Cambridge, May-July 2011). Presentation given at the JISC Regional Support Centre 'Empowering the Digital Native' conference, 20 October 2011.
Presentation given at the 2015 Florida Library Association 2015 annual meeting on teaching with the new Information Literacy Framework for Higher Education.
Looking for Information Literacy: Using syllabi to map strategic information ...katherineboss
A presentation from the Evidence Based Library and Information Practice 7 conference, outlining a syllabus analysis project undertaken at the LIU Brooklyn Library.
Sharing information literacy resources as OERsJane Secker
Presentation given at ALISS Summer Conference in July 2013 on the CoPILOT sub-group which provides a community of practice for librarians to share their information literacy resources
The Trouble with Terminology: rehabilitating and rethinking digital literacyJane Secker
Paper given as part of a symposium at the Society for Research in Higher Education Conference - 9-11th December. The paper suggests that digital literacy is a problematic term - it ignores 40 years of work in information literacy.
Copyright in the digital age: a guide for librariansJane Secker
A short overview of copyright issues for librarians run as part of workshop organised by the CILIP Information Literacy Group on 9th September 2011 at Glasgow Calendonian University.
Putting students in the SADL: keynote paper at HEA Changing the Learning Land...Maria Bell
Keynote by Jane Secker and Maria Bell, presenting the findings of the LSE Student Ambassadors for Digital Literacy (SADL) project at HEA Changing the Learning Landscape Digital Literacy workshop at LSE, 7 May 2014
SADL up: Putting students in the driving seat for digital literacy. LILAC 2014Maria Bell
Ellen Wilkinson and Maria Bell, London School of Economics and Political Science
Student Ambassadors in Digital Literacy (SADL) http://blogs.lse.ac.uk/lsesadl, an HEA funded project, was launched in October 2013 at the London School of Economics (LSE) aiming to further embed digital and information literacy in the curriculum. During this paper, project team members reflect on their progress to date, emerging findings and challenges.to date, emerging findings and challenges.
This paper was presented at LILAC 2014 on 24 April 2014: http://www.lilacconference.com
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
Jane Secker and Maria Bell's presentation of the findings thus far of the LSE Student Ambassadors for Digital Literacy project at the HEA Changing the Learning Landscape - Digital Literacy event.
CLIR staff present the results of a 2011 survey of student engagement with projects funded through the Cataloging Hidden Special Collections and Archives program. See also:
http://www.clir.org/hiddencollections/student_survey_results.html
CLIR officers describe results of recent survey of student engagement in Cataloging Hidden Special Collections and Archives projects. See also: http://www.clir.org/hiddencollections/student_survey_results.html
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
For the past three years, the MELO project has brought together faculty from several gateway courses at U-M. These courses can be huge with hundreds of students per semester in a single class or smaller, more intimate classes. So how can we innovate across these spaces? We can share.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
13. “ 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
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15. What our experts said… Modular, flexible holistic, embedded, Relevant to students Format and structure of the curriculum Online / face to face Active learning: discussion and reflection Training > Teaching Teaching style and method of delivery Who teaches? When?
16. And don’t forget…. Use of audits Meaningful assessment Learning outcomes How to market IL to different audiences Assessment Marketing / hooks Aligning the curriculum content to discipline specific knowledge, skills and behaviour
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25. Next steps, October - December 2011 ‘ Strategies for implementing the Curriculum for Information Literacy’ Dr Helen Webster & Katy Wrathall Arcadia Fellows, Oct-Dec 2011 http://arcadiaproject.lib.cam.ac.uk/projects/strategies-for-implementation.html
27. What’s New about the New Curriculum? It doesn’t belong to any one profession.
28. Careers Unit Alumni Office Student Services Research Support Unit Faculty Learning Development Learning Development Student ambassadors International Office Disability Unit Student Services Careers Unit Faculty Library Library Library Student ambassadors Library Faculty Learning Development Faculty Faculty Research Support Unit
31. What format will it take? Staff-led Student-led Subject expertise Professional expertise
32. Careers Unit Alumni Office Student Services Research Support Unit Faculty Learning Development Learning Development Student ambassadors International Office Disability Unit Student Services Careers Unit Faculty Library Library Library Student ambassadors Library Faculty Learning Development Faculty Faculty Research Support Unit
33. How could LSE implement the New Curriculum for Information Literacy?
34. Thank you Image: ‘Tulip staircase at the Queens House, Greenwich’ by mcginnly, flickr.com
Editor's Notes
Jane
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Jane Modified Delphi approach (used in forecasting the future) - consultation with experts in the education and information fields via e-mail questionnaire and interviews Including trainee teachers, school librarians, academic librarians, educational technologists and others Literature review Developing a curriculum plus various supporting resources Examples of best practice Evidence toolkit Mapping of curriculum to SCONUL 7 pillars Preliminary findings presented at workshop
Students entering HE often confront a radical change of learning culture and one which is not always explicitly explained or supported. Many will have experienced school learning as discrete chunks of information communicated by instruction and tested by means of memorisation and repetition, rewarding rote answers – and ‘right’ answers. Suddenly the goalposts have changed and they are in an environment that rewards a totally different approach – one that is interpretative, questioning, analytical and which places value and emphasis on qualities like ‘finding one’s voice’ and ‘critical analysis’. Solutions are too often directed *outside* of mainstream academic practice – to ‘support services’ like learning development or study skills, or when it goes really wrong, to counselling. This incredibly rich opportunity to help our students discover how they learn and give them a chance to reflect on their own academic practice is thrown away – instead it is made into a ‘problem’ with the student that needs to be ‘fixed’. What could be reflective is made remedial.
Scattered provision: where does IL ‘sit’, and what happens when it is placed in the ‘support’ environment? Confusion between IL and ICT is often bolstered by institutions with converged services which place IL provision in this arena. This reduces IL to merely accessing and organising information, and emphases tool and skill mastery (replication) rather than learner-developed transferable strategies (iterative and evolving). It’s important to stress that for us, digital literacy or fluency is a component of information literacy. ACRL 2000 – IL abilities “use technologies but are ultimately independent of them”. Linking IL with transferable skills for graduate employability and with academic support services such as Disability Unit, Counselling, even Learning Development, can on one hand give IL greater visibility – but it runs the risk of producing a generic and extraneous focus and being seen as separate from or supplementary to the academic mission.
The academic perception of information handling hinges on individual endeavour and insight. Working with knowledge is conceived as an intellectual operation. In contrast the library perception of information is predominantly systematic – scholarly knowledge is seen as a corpus of data to be stored, ordered, retrieved and filtered and in this way made manageable and meaningful. It’s therefore also bounded: selected and curated by professionals according to professional principles. These principles can be difficult for outsiders (even in academia) to grasp, so we are here to guide them through. The library in the digital age is a kind of cloistered, secure garden – but an information literate approach will probably not restrict itself to resources available via the library. Yet the debate around reliability and trust has tended to polarise around the opposition of library vs. open web sources. Put this together with the focus on system – which gives rise to an emphasis on interfaces and products, and it results in a mistaken identification of IL with the preselected library tools and resources. “They don’t know how to use that database properly so they can’t be information literate” – Moira Bent, 2008. IL is not the same as bibliographic instruction, nor the same as ‘library instruction’. Another issue is that library models and theories of library instruction tend to place a major emphasis on searching, remaining aloof from higher-order intellectual operations involved in the research process – for example, evaluation, hypothesis formulation, academic writing and presentation, synthesis. But the researcher doesn’t make this distinction. It’s about completing a task in a given context and being equipped with the necessary competences, attitudes, and discipline-specific strengths to perform an interative exploratory activity that both informs and is informed by the learner’s perception of the topic at any given point. Breaking down the dynamic evolution of the search and research process imposes a distorted and linear-sequential perception of the activity. By conflating IL with the functional skill of searching (without evaluating) it also reinforces the perception of IL as a separate, supplementary, bolt-on skillset that can be taught outside the academic curriculum. Ultimately, my belief is that HE librarians are not here to try to give students and researchers directions out of the labyrinth, or indeed ‘answers’ of any kind, but to encourage the generation of questions that challenge and expand existing knowledge and our existing knowledge structures.
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 digital world is not alien – offline critical thinking skills remain relevant in the online setting (9). 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 Demos report also touches on a general human issue around information – its emotional impact and its close links with our identities. We tend to search for evidence that supports our beliefs, not refutes them; we notice more flaws in studies that conflict with our beliefs (23). This is the rationale behind our strand 10, which reaches beyond the higher education arena into the social dimension of information literacy.
Emma
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Emma holistic: supporting the whole process of researching and writing rather than just teaching traditional library skills modular: ongoing classes to meet the developing needs of students during their whole academic career, not just one-shot sessions embedded and flexible: can be implemented and taught not only by librarians but by study skills advisors, learning developers, supervisors and lecturers (depending on the needs and structure of the institution) active and assessed: containing a significant element of active and reflective learning, including peer assessment elements, in order to help students develop into informed and autonomous learners Transitional Transferable Transformational Transition occurs in learners, who enter university from a wide variety of backgrounds, but often need to make the transition from school to higher education. They also have to make the transition from dependent to autonomous learning. The curriculum content needs to be transferable, forming a part of education, not simply ‘library training.’ Information literacy fosters and develops appropriatebehaviour, approaches, cognitive functions and skills surrounding the use of information. In essence information literacy equips students with the capacity to generate their own strategies for dealing with new information contexts, for example when they leave higher education and enter the workplace. Finally, information literacy should be transformational for the learner, changing their attitude, behaviour, outlook and even their world-view. Therefore this curriculum has the potential to change lives and make a real difference to society.
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
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It’s a curriculum, not a model or a framework – the focus is on the process of learning to become information literate rather than outlining the attributes of the ideal student.
The curriculum has expanded the definition of IL beyond the core of librarianship – to be implemented effectively, it has to be interprofessional.