This document provides an overview of the Welsh Information Literacy Project. The session aims to increase awareness of information literacy and how it can be developed through the project. Information literacy is defined as knowing when and why information is needed, where to find it, how to evaluate, use, and communicate it ethically. The project objectives include developing an information literacy framework for Wales and accredited learning units. Public library initiatives include identifying champions and supporting staff training and information literacy programs for users. Staff can gain qualifications by completing information literacy logbooks through practical searches and research.
An Innovative Digital Library Project in Monteverde, Costa Rica.
Presentation at International Relations Round Table (IRRT) Pre-Conference, June 24, 2011; part of ALA 2011 in New Orleans.
View from across the Pond: Opportunities, Gaps, and Challenges in Digital Cur...DigCurV
Presentation by Helen Tibbo, School of Information & Library Science, University of North Carolina at the DigCurV International Conference; Framing the digital curation curriculum
6- 7 May, 2013
Florence, Rome
Extending the Reach of Digital Preservation PracticeDigCurV
Presentation by Mary Molinaro, University of Kentucky Libraries at the DigCurV International Conference; Framing the digital curation curriculum
6- 7 May , 2013
Florence, Rome
Slides for the opening welcome talk at the IWMW 2005 event held at the University of Manchester on 6-8 July 2005.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2005/talks/welcome/
The Central Coast Library Service received a $10,000 grant from Fundability to develop an Accessible Arcade using portable gaming technology like iPads, Wii, and Xbox, aimed at including children aged 9-15 with disabilities. The Accessible Arcade was launched in libraries during school holidays in 2015 and was very popular, though there were some delays in setting up the equipment. The program engaged both primary school children and special needs groups. Going forward, the library seeks to expand the program by addressing technical issues, increasing community awareness, and hosting sessions at schools and community events.
The Digital Commonwealth project involved community media and digital storytelling workshops across Scotland to respond creatively to the 2014 Commonwealth Games. The project included workshops in schools across 32 local authorities to teach digital skills like blogging, audio, and video production. Over 500 students from 57 schools participated in the schools program. Challenges included securing support from local authorities, technology access issues, and maintaining continuity of participation. Lessons learned included the importance of clear expectations, flexibility, building relationships, and empowering participants.
An Innovative Digital Library Project in Monteverde, Costa Rica.
Presentation at International Relations Round Table (IRRT) Pre-Conference, June 24, 2011; part of ALA 2011 in New Orleans.
View from across the Pond: Opportunities, Gaps, and Challenges in Digital Cur...DigCurV
Presentation by Helen Tibbo, School of Information & Library Science, University of North Carolina at the DigCurV International Conference; Framing the digital curation curriculum
6- 7 May, 2013
Florence, Rome
Extending the Reach of Digital Preservation PracticeDigCurV
Presentation by Mary Molinaro, University of Kentucky Libraries at the DigCurV International Conference; Framing the digital curation curriculum
6- 7 May , 2013
Florence, Rome
Slides for the opening welcome talk at the IWMW 2005 event held at the University of Manchester on 6-8 July 2005.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2005/talks/welcome/
The Central Coast Library Service received a $10,000 grant from Fundability to develop an Accessible Arcade using portable gaming technology like iPads, Wii, and Xbox, aimed at including children aged 9-15 with disabilities. The Accessible Arcade was launched in libraries during school holidays in 2015 and was very popular, though there were some delays in setting up the equipment. The program engaged both primary school children and special needs groups. Going forward, the library seeks to expand the program by addressing technical issues, increasing community awareness, and hosting sessions at schools and community events.
The Digital Commonwealth project involved community media and digital storytelling workshops across Scotland to respond creatively to the 2014 Commonwealth Games. The project included workshops in schools across 32 local authorities to teach digital skills like blogging, audio, and video production. Over 500 students from 57 schools participated in the schools program. Challenges included securing support from local authorities, technology access issues, and maintaining continuity of participation. Lessons learned included the importance of clear expectations, flexibility, building relationships, and empowering participants.
The document summarizes a student project called the Can Challenge, which involved designing and building an insulated box to keep a can of boiling water hot for 20 minutes. The students researched materials like aluminum foil, felt, cotton, and Styrofoam, then designed and built a box using these materials layered together. They tested it by placing a can of boiling water inside and submerging the box in an ice water bath for 20 minutes.
Dokumen tersebut membahas evaluasi pembelajaran mata kuliah, mencakup standar kompetensi, kompetensi dasar, proses evaluasi melalui penentuan tujuan, desain, pengembangan instrumen, pengumpulan data, dan tindak lanjut.
This document discusses delivering interactive information literacy sessions in further education. It outlines how sessions have moved from an emphasis on demonstration of online resources to incorporating practical activities to actively engage learners. Feedback indicates the hands-on approach gives learners a fuller understanding and more confidence in researching. Next steps proposed include developing a menu of sessions, offering drop-in sessions, targeting low attendance areas, conducting a skills audit, embedding sessions in the classroom, and investigating information literacy games.
This document summarizes a presentation given by Trish Maybury and Nicola Watkinson from Glyndŵr University Library Services about information literacy workshops they conducted for dissertation students. It provides details on the small library team, their issue and enquiry desks, and why informal help works for them. It then describes the dissertation workshops on time management, study skills, and using electronic resources. Feedback was positive, with students finding the planning and preparation tips useful, and requesting more workshops be offered earlier in their programs of study. The librarians are looking at online evaluations and targeted information literacy sessions in the future.
The document discusses the final installment of The Twilight Saga film series titled Breaking Dawn Part 2. It provides the title of the film and indicates that it marks the conclusion of the series.
Numbers and Values in Objective-C and C ProgrammingPaul Solt
This document discusses different types of numbers used in programming including integers like char, short, int, long, and long long. It also covers floating point numbers like float and double. Additionally, it covers printf formatting, integer and floating point math operations, and the math library for trigonometric functions.
Functions in Objective-C and C ProgrammingPaul Solt
Course Link: http://skl.sh/11kA0im
Website: http://iPhoneDev.tv
Learn about functions which allow you to organize your code into chunks. Functions allow you to delegate work between different blocks of code.
The Welsh Information Literacy Project aims to promote understanding and development of information literacy in Wales through education, the workplace, and the community. Its objectives include developing an information literacy framework for Wales, accredited learning units, and working with schools, advocacy, and public libraries. The project supports goals of the Welsh Government like literacy, lifelong learning, and digital inclusion.
The document describes the Digital Scholarship Training Programme at the British Library. It aims to engage staff in digital research by offering 15 one-day courses covering topics such as social media, metadata, text encoding, and data visualization. The programme was designed based on a literature review and expert consultations. It has principles of delivering practical skills from a library perspective and highlighting the library's digital work. Initial feedback shows the courses successfully introduced staff to digital research concepts and tools.
Fardiah et al- Forging ties, fostering collaborations: a case of sustainable ...IFLA_InfolitRef
1) The National Library Board of Singapore collaborated with schools to develop sustainable information literacy education programs. They created courseware and trained teachers to teach information literacy skills.
2) Initially the library focused on visits and promotions, but starting in 2005 developed new programs. In 2012 the Information Literacy department created a national program taught at various grade levels.
3) To ensure sustainability, the library trained teachers as trainers so they could teach the skills. This created a multiplier effect reaching many students over several years. Additional online guides and reference services further supported students.
The document summarizes the development and implementation of two online information literacy courses at the University of Edinburgh called LibSmart I and LibSmart II. LibSmart I provides a basic introduction to using library resources, while LibSmart II focuses on more advanced research skills. Both courses saw over 1200 student enrollments total and received positive feedback. Next steps include credit-bearing options and integrating the courses further into the university curriculum.
The document discusses digital literacy and the library's efforts to promote it. It defines digital literacy, considers related terms, and notes the importance of embedding digital skills within core research principles. It outlines brainstorming sessions, approaches for different school levels, and case studies on using Kindles and podcasts. Challenges of skills sessions for sixth formers are also examined, along with the importance of staff expertise and concluding remarks on the library's approach to digital literacy.
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
Sharing information literacy teaching materials openly: Experiences of the Co...ALISS
Presentation given by Nancy Graham Subject Advisor (Medicine), Library Services, Academic Services, University of Birmingham and Dr Jane Secker, Copyright and Digital Literacy Advisor, Centre for Learning Technology, Information Management and Technology, London School of Economics and Political Science at the ALISS 2013 summer conference
This document outlines a session on exploring information literacy through inquiry-based learning. The session will introduce inquiry-based learning and the CILASS Information Literacy Network. Participants will analyze competencies using the "Seven Pillars" model and design an inquiry-based learning activity to develop information literacy skills. By the end, participants will understand the relationship between information literacy and inquiry-based learning, models to support inquiry-based learning, and apply inquiry-based learning in practice. They will map information literacy abilities and design an activity for students to improve skills in a small group project.
This document outlines the CoPILOT project which aimed to develop a strategy for promoting international sharing of information literacy (IL) teaching materials as open educational resources (OERs). It provides background on previous related projects, describes the outcomes of CoPILOT which included establishing an online community and committee, and invites librarians to get involved in sharing IL resources through suggested avenues and further reading.
The document discusses information literacy and inquiry-based learning. It provides an overview of CILASS, a centre focused on inquiry-based learning that receives HEFCE funding. CILASS works with various departments and schools to fund curriculum development projects and individual/small group projects. It aims to have a strategic impact on learning and teaching through collaboration, networked learning, and information literacy. The document then presents two scenarios where departments are looking to incorporate more inquiry-based learning and information literacy skills development, and provides potential CILASS solutions to each scenario.
The document summarizes a student project called the Can Challenge, which involved designing and building an insulated box to keep a can of boiling water hot for 20 minutes. The students researched materials like aluminum foil, felt, cotton, and Styrofoam, then designed and built a box using these materials layered together. They tested it by placing a can of boiling water inside and submerging the box in an ice water bath for 20 minutes.
Dokumen tersebut membahas evaluasi pembelajaran mata kuliah, mencakup standar kompetensi, kompetensi dasar, proses evaluasi melalui penentuan tujuan, desain, pengembangan instrumen, pengumpulan data, dan tindak lanjut.
This document discusses delivering interactive information literacy sessions in further education. It outlines how sessions have moved from an emphasis on demonstration of online resources to incorporating practical activities to actively engage learners. Feedback indicates the hands-on approach gives learners a fuller understanding and more confidence in researching. Next steps proposed include developing a menu of sessions, offering drop-in sessions, targeting low attendance areas, conducting a skills audit, embedding sessions in the classroom, and investigating information literacy games.
This document summarizes a presentation given by Trish Maybury and Nicola Watkinson from Glyndŵr University Library Services about information literacy workshops they conducted for dissertation students. It provides details on the small library team, their issue and enquiry desks, and why informal help works for them. It then describes the dissertation workshops on time management, study skills, and using electronic resources. Feedback was positive, with students finding the planning and preparation tips useful, and requesting more workshops be offered earlier in their programs of study. The librarians are looking at online evaluations and targeted information literacy sessions in the future.
The document discusses the final installment of The Twilight Saga film series titled Breaking Dawn Part 2. It provides the title of the film and indicates that it marks the conclusion of the series.
Numbers and Values in Objective-C and C ProgrammingPaul Solt
This document discusses different types of numbers used in programming including integers like char, short, int, long, and long long. It also covers floating point numbers like float and double. Additionally, it covers printf formatting, integer and floating point math operations, and the math library for trigonometric functions.
Functions in Objective-C and C ProgrammingPaul Solt
Course Link: http://skl.sh/11kA0im
Website: http://iPhoneDev.tv
Learn about functions which allow you to organize your code into chunks. Functions allow you to delegate work between different blocks of code.
The Welsh Information Literacy Project aims to promote understanding and development of information literacy in Wales through education, the workplace, and the community. Its objectives include developing an information literacy framework for Wales, accredited learning units, and working with schools, advocacy, and public libraries. The project supports goals of the Welsh Government like literacy, lifelong learning, and digital inclusion.
The document describes the Digital Scholarship Training Programme at the British Library. It aims to engage staff in digital research by offering 15 one-day courses covering topics such as social media, metadata, text encoding, and data visualization. The programme was designed based on a literature review and expert consultations. It has principles of delivering practical skills from a library perspective and highlighting the library's digital work. Initial feedback shows the courses successfully introduced staff to digital research concepts and tools.
Fardiah et al- Forging ties, fostering collaborations: a case of sustainable ...IFLA_InfolitRef
1) The National Library Board of Singapore collaborated with schools to develop sustainable information literacy education programs. They created courseware and trained teachers to teach information literacy skills.
2) Initially the library focused on visits and promotions, but starting in 2005 developed new programs. In 2012 the Information Literacy department created a national program taught at various grade levels.
3) To ensure sustainability, the library trained teachers as trainers so they could teach the skills. This created a multiplier effect reaching many students over several years. Additional online guides and reference services further supported students.
The document summarizes the development and implementation of two online information literacy courses at the University of Edinburgh called LibSmart I and LibSmart II. LibSmart I provides a basic introduction to using library resources, while LibSmart II focuses on more advanced research skills. Both courses saw over 1200 student enrollments total and received positive feedback. Next steps include credit-bearing options and integrating the courses further into the university curriculum.
The document discusses digital literacy and the library's efforts to promote it. It defines digital literacy, considers related terms, and notes the importance of embedding digital skills within core research principles. It outlines brainstorming sessions, approaches for different school levels, and case studies on using Kindles and podcasts. Challenges of skills sessions for sixth formers are also examined, along with the importance of staff expertise and concluding remarks on the library's approach to digital literacy.
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
Sharing information literacy teaching materials openly: Experiences of the Co...ALISS
Presentation given by Nancy Graham Subject Advisor (Medicine), Library Services, Academic Services, University of Birmingham and Dr Jane Secker, Copyright and Digital Literacy Advisor, Centre for Learning Technology, Information Management and Technology, London School of Economics and Political Science at the ALISS 2013 summer conference
This document outlines a session on exploring information literacy through inquiry-based learning. The session will introduce inquiry-based learning and the CILASS Information Literacy Network. Participants will analyze competencies using the "Seven Pillars" model and design an inquiry-based learning activity to develop information literacy skills. By the end, participants will understand the relationship between information literacy and inquiry-based learning, models to support inquiry-based learning, and apply inquiry-based learning in practice. They will map information literacy abilities and design an activity for students to improve skills in a small group project.
This document outlines the CoPILOT project which aimed to develop a strategy for promoting international sharing of information literacy (IL) teaching materials as open educational resources (OERs). It provides background on previous related projects, describes the outcomes of CoPILOT which included establishing an online community and committee, and invites librarians to get involved in sharing IL resources through suggested avenues and further reading.
The document discusses information literacy and inquiry-based learning. It provides an overview of CILASS, a centre focused on inquiry-based learning that receives HEFCE funding. CILASS works with various departments and schools to fund curriculum development projects and individual/small group projects. It aims to have a strategic impact on learning and teaching through collaboration, networked learning, and information literacy. The document then presents two scenarios where departments are looking to incorporate more inquiry-based learning and information literacy skills development, and provides potential CILASS solutions to each scenario.
CoPILOT at the University of Surrey: An IntroductionUKCoPILOT
The document summarizes Nancy Graham's presentation on supporting librarians in sharing teaching materials openly through a Community of Practice called CoPILOT. It provides background on previous projects exploring librarian sharing of information literacy resources as open educational resources. It discusses the outcomes of the CoPILOT committee project, which aimed to develop a strategy to promote international sharing of information literacy resources among librarians. It solicits involvement and next steps to continue encouraging librarians to advocate for and contribute open educational resources.
ICT Supported Teacher Training in Ireland: the SPÉIS projectAlan Bruce
The Spéis project aims to provide an e-supported teacher placement and portfolio system for College of Ireland Education (CICE) in Ireland. It developed an online Context Learning Environment (CLE) platform to facilitate supervision of student teachers on remote placements through digital tools for communication, administration, and evaluation. A pilot program tested the CLE platform, collecting feedback to improve the system before full implementation. The Spéis portfolio supports the teaching of Irish by integrating the language and allowing communication/engagement in Irish. It also links to related EU projects like LANGO and NELLIP concerning language learning technologies and quality initiatives. The digital portfolio aims to help student teachers begin the reflective practice necessary for their development by gathering evidence of growth over
Information Literacy: the 21st Century Skills PLAI STRLC
Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
The document describes the development of an online information literacy resource called Info Skills at the University of East London (UEL). It provides the background, goals, design process, and impact of the resource. The resource was created to provide students with easy to understand guidance on researching their first assignment, with a focus on identifying, finding, and evaluating information. It has been integrated into many level one skills modules at UEL and usage statistics show it is consistently and highly used by students around assignment deadlines.
Delivering digital and information literacy skills to distance learners. Presentation delivered at Cambridge Information Literacy Networks (CILN) Forum on 19/06/18
This document summarizes a workshop on developing information literacy skills for library and information studies students. The workshop aimed to gather practitioner views on:
1. The skills needed to deliver good information literacy instruction, such as knowledge of databases, teaching skills, and an awareness of learning styles.
2. How these skills are currently developed, through practical experience, training, and professional development opportunities.
3. Who supports skills development, like employers, professional associations, and colleagues on social media and mailing lists.
4. Whether library schools or workplaces are better for supporting ongoing skills growth, and recommendations that both are needed, with library schools teaching theory and providing practice opportunities.
The document summarizes the transformation of a college library from a traditional library to an advanced learning commons over a 3 year period. Key changes included: 1) renovating the physical space to create a learning commons with integrated resources and support; 2) expanding virtual services like mobile apps and social media based on surveys; and 3) developing an information literacy plan integrated with academic programs. The library also transitioned from a shared integrated library system across multiple colleges to an individual system, improving cataloging and other processes. Assessment found students and faculty embraced the new resources and services.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Prosiect llythrennedd gwybodaeth cymru v2.2
1. Prosiect Welsh
Llythrennedd Information
Gwybodaeth Literacy
Cymru Project
1
2. Session Outline
By the end of the session you will:
• Have an awareness of the Welsh Information Literacy Project.
• Be able to define the term Information Literacy and what skills
are need to be Information Literate.
• Understand how Information Literacy can be useful in
everyday library work
• Understand how to complete a Level 2 or Level 3 Information
Literacy logbook to gain an Agored qualification. 2
3. 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”
Chartered Institute of Library
& Information Professionals (CILIP)
2004 3
4. Information Literacy Skills:
1. A need for information
2. The resources available
3. How to find information
4. The need to evaluate results
5. How to work with or exploit results
6. Ethics and responsibility of use
7. How to communicate or share your findings
8. How to manage your findings
4
6. Aim
• The Welsh Information Literacy Project aims
to promote the understanding and
development of Information Literacy in
education, the workplace, and the wider
community in Wales.
6
7. Objectives
Phase 1 & 2:
• Statement on Information Literacy in Wales
• Web presence for the project
• A report on Information Literacy provision in across
library sectors in Wales
• An Information Literacy framework for Wales
7
• Accredited units of learning in Information Literacy
9. Public Libraries’ Strand
TARGETS 2012/3:
• Identify IL champions in each local authority library
service
• Support training of public library staff in 5 authorities
• Support the delivery of Agored IL units to public library
users in two authorities
9
10. Role of IL Champions
• Act as the main contact for all IL issues
• Attend any IL meetings as appropriate
• To assist in the delivery of IL training and encourage staff to
partake in training
• To communicate and advocate latest IL initiatives/campaigns
to library staff and users
• To advise WILP project officers about areas of
interest/concern
• To ensure local IL strategies and plans are consistent with
national strategies
• To assist in developing yearly IL plans
10
11. What’s On
• GWYNEDD - 3 staff awareness days. All staff to undertake Level 2 Agored
training in Welsh.
• WREXHAM – presentation at Staff Conference Oct 2012.
• MONMOUTHSHIRE – 2 staff awareness days Dec 2012. Champions to do
Level 3 and mentor interested staff through Level 2 Agored training.
• CARDIFF CENTRAL LIBRARY – in house IL staff training programme based on
Agored units.
• DENBIGHSHIRE – 2 staff awareness days, Welsh and English. Staff to be
encouraged to take up Level 2/3 Agored training.
• MERTHYR TYDFIL – 2 staff awareness days Jan 2013. Champion to do Level 3 12
training and mentor interested staff in Level 2.
13. Group Work
• What hooks can we use to get users interested in
Information Literacy?
• Give examples of IL activities.
14
14. In which areas can IL be useful?
• Health information • Navigating e resources
• Financial information • E safety
• Family and local history • Business Information
• Jobseekers’ and benefits • Citizenship
information • E commerce
• Helping students of any • Financial Literacy
age • Problem Solving
• Personal interests and • E shopping
hobbies
• Study and research skills
– avoiding plagiarism 15
15. Agored Information
Literacy Units
• Taken from the IL framework
• Based on the Seven Pillars
model for Information Literacy
• Units
• Levels
• Credits
17
16.
17. Logbooks
• Assessment is via Logbooks
• Uses practical library searches
and research.
• Choose a complex enquiry
• Need 4 information sources in 2
formats
(plus 2 different mediums
at level 3)
• Can attach product evidence
LINK TO LOGBOOK
19
• Guidance notes available.
18. Practical Workshop Level 2/3
• Brainstorm the enquiry on the activity card in pairs
• Complete sections: 1a, 1b, 1c & 2a in the logbook.
• TIP: use PCs to identify 4 suitable information sources
for 1c & 2a
• Feedback to the group
20
19. What Next?
10 week checklist:
Complete enrolment form
Choose a suitable enquiry
Gather evidence
Complete logbook
Send draft completed logbook to assessor
Revise logbook based on feedback
Submit completed logbook with product evidence
Staff mentoring 21
Staff to brainstorm the term Information Literacy in pairs and identify the skills you need to be Information Literate.We are using the Chartered Institute of Library and Information Professionals definition of information literacy for the Welsh Information Literacy project.
The CILIP definition involves several skills:What kind of information , how much information and why do you need it.What resources are available to you, how to access them, what resource types to useAn ability to search appropriate resources effectively and identify relevant information. Evaluating results for authenticity, accuracy, currency, value and bias.To understand, compare, combine, annotate, and apply (use) the information found. Recognise and understand a possible need for furtherinformation searching. 6. Avoiding plagiarism, bias, respecting confidentiality etc7. The ability to communicate/share information in a manner or format that is appropriate to the information, the intended audience and situation.8. Storing your results so you can find them again, sharing information and creating new content.
Background to the Welsh Information Literacy project:The project dates from the Gregynog Conference in 2009. This was a cross sectoral ILconference with representatives from DCELLS, CyMAL, Public libraries, FE, HE, Schools and from the Scottish information literacy project. This conference was held to:Raise profile of IL in Wales2. Investigate potential for a cross-sectoral IL framework for Wales (building on the Scottish framework)A steering group was set up with representatives from all library sectors and a project officer was appointed. The project was officially launched in Sept 2010 with funding from CyMAL.Concern that information of varying quality was increasing all the time. Library staff have a role in empowering the general public to navigate this changing landscape.
The words at the very heart of our aim are about overcoming barriers.The project is aimed at the wider community and not just the educational sector.Supporting the wider understanding of information literacy and to develop it across sectors.
Phase 1 & 2 of the project (September 2010 – March 2012) were hosted by Cardiff University. Web presence: www.library.wales.org/information-literacyThis report was printed for influential people in and outside libraries to showcase best practice across library sectors in relation to Information Literacy. The report also includes a number of case studies.IL framework was developed to provide a clear structure for delivering Information Literacy at all levels and is mapped to the skills curriculum in schools and the credit and qualifications framework for Wales.Accredited units of learning in Information Literacy were developed as a result of collaborations between CQFW (Credit Qualification Framework for Wales), AgoredCymru, NIACE DysguCymru and WILP.
Phase 3 of the project, which runs until April 2013 is now hosted at Grwp Llandrillo Menai. One Project Manager and three part time Project Development Officers are working on different strands of the project.Work with the schools – aim to identify 2 schools to pilot Information Literacy training. 1 school in the North and 1 school in the South have agreed to participate in the training. They are using existing materials and mapping these to the standards and working with year 7 pupils.Advocacy – promoting the project. Looking after the web pages, Twitter, monthly e-magazine for IL champions in the public libraries etc.
Each of the 22 library authorities in Wales now have an IL champion.The project team will shortly be delivering Information Literacy awareness sessions including training on the Agored units with public library staff in Monmouthshire, Gwynedd and Denbighshire.The intention was to train up the library staff before the users but a couple of public library authorities namely Cardiff and Caerphilly are already doing to training with users.
Roles based on existing specification for CyMAL marketing champions.Public Libraries had the option of nominating “contacts” (lesser role) instead but all authorities nominated a Champion.We are looking into identifying IL champions for FE and HE for the next phase of the project.
This poster illustrates the importance of Information Literacy and the benefits of having Information Literate staff.
Brainstorming activity in pairs - 10 mins.
Seven pillars model for Information Literacy (This image of the 7 pillars model is looking down from above.)Identify (the need for information)Scope (assess current knowledge and identify gaps)Plan (strategies for locating information)Gather (locate and access information)Evaluate (review, compare and evaluate information)Manage (organise, synthesise and apply information)Present (present results and disseminate)Units: – now being piloted. All units have a credit value of 3 credits (1 credit = 10 learning hours). Tutor assessment about 15 hrs. Levels: – Entry Level to Level 4 (2 = GCSE, 3 ‘A’ Level)Credits - 30 learning hours at Level 3
There are several pilots currently in progressThese are being funded and overseen by our partners the NiaceDysgu Cymru CQFW teamPilots are running in Cardiff and Vale College, Coleg Llandrillo and the CLOCH project (which is a heritage lottery funded project to launch NEETS (not in education, employment or training) into the world of work through a rotation of paid work placements in libraries, archives and museums.)The pilots are scheduled to be concluded by Christmas and all feedback will be used to refine and improve the process.
1 enquiry and 1 logbook.Need to choose quite a “meaty” enquiry i.e. looking for a telephone number of the local takeaway or the dates for the next school holidays wouldn’t be suitable. However, an enquiry such as how to get started with local history would be suitable.Format – book, journal etcMedium – online, hardcopyProduct evidence – screenshots, how you presented your evidence to the user etcThe logbook includes guidance notes i.e. a description of what the answer would look like.Written as a member of staff helping a user.The unit is broken down into 4 LEARNING OUTCOMES, which are essentially the stages of the enquiry.TheASSESSMENT CRITERIA show what needs to be done to achieve a LEARNING OUTCOME
30 mins. Logbook on WILP website?Level 2:1a. Clarify information already known about the topic1b. Produce an action plan for gathering the evidence1c. Explain your chosen approach (what information sources are you going to search and why?)2a. How to identify relevant information from 4 information sources i.e. Detail search termsFeedback to group on how easy it was to complete the logbook. Did they encounter any problems?
10 weeks is a guide – need to aim to complete by the end of the academic year i.e. July 2013.Check choice of enquiry with assessorStaff who have completed the qualification could mentor other staff coming through
Keep in touch regarding the project via the website and twitter.
Here is the monthly e-magazine for Public Library champions throughout Wales. It’s a way for the champions to keep up to date with local and national information Literacy development, highlight best practice and a platform for the champions to share their experiences.
Recommended IL online resources for ideas, CPD and inspiration