This document discusses student engagement with information literacy (IL) at the University of Sheffield. It outlines how the library is partnering with the Centre for Inquiry-Based Learning and Academic Support Services (CILASS) to embed IL into the curriculum through inquiry-based learning. Some key initiatives include IL projects in specific departments, an IL audit to identify areas for skills development, and an online IL network for academics. Feedback has been positive, praising the collaboration and noting improvements in student skills. Lessons learned emphasize the need for a strategic, collaborative approach to embedding IL across the curriculum.

1. SEIL: Student engagement with information literacy Lyn Parker, Academic Services Development Librarian

2. Outline CILASS and Library involvement Inquiry-based learning and IL Library toolkit Individual CILASS projects Evaluation and feedback Reflection

3. Library as a partner in CILASS Collaboration and community Embedded information literacy in Inquiry Based Learning Creative use of ICT new technology-rich learning spaces, part of the new Information Commons Interdisciplinary engagement, initially within Arts, Law and Social Sciences

4. Inquiry-based Learning "Modelling the process of research within the student learning experience" IBL can be used as the design principle for whole modules or programmes, teaching strategies will be designed to support the inquiry process. The stimulus for an inquiry could, be an intriguing fieldwork problem, a complex `real-life´ case-study, or an interesting research question Inquiry is an active, self-directed, questioning and critical approach to developing knowledge

5. Embedding IL in the curriculum How? Use of the Library’s information skills tutorials Extra support for literature searching Additional tutorials to teach information literacy in the context of specific assignments Explicit Learning Outcomes and Assessment strategies

6. Library Toolkit Resource Lists ( TalisList ) Pro-active dialogue re: availability Course packs Digitisation of key readings ( Eoffprints ) Information Skills Resource (WebCT Vista ) Additional information literacy sessions and workshops

12. IL Projects: Philosophy Compulsory completion of “Guide to the Library catalogue” and “Effective searching on the Internet” Students to attend one hour “Advanced Google skills” seminar LDRA associate to train the trainers Use annotated bibliographies Will be seeking to adapt Information skills resource for Philosophy

13. Information literacy audit Information Studies, Human Communication Sciences and Economics Interviews/questionnaire with all module leaders Map their practice onto the SCONUL “seven pillars” model Identify areas in programmes where IL skills development should be enhanced

14. Information Literacy Network – Engaging academics Partnership between CILASS, Library and DIS Electronic community – IBL Blog http://cilass.group.shef.ac.uk/ IL Resources, including online resource list Workshops on developing LTA strategies Learning Through Enquiry Alliance conference: workshop on IL and IBL – 29 th June 2006

15. Feedback on work to date “ We strongly welcome the close collaboration… with colleagues in Library Services.” (Politics) “… continue this important dialogue with the library team and … endeavour to ensure that more credit goes to them.” (English Literature) “… the real differences will be seen in Levels 2 and 3 of this year's entry.”(Politics) “… a marked improvement in these areas, when compared to other cohorts. And they enjoyed using the resource.” (ScHaRR)

16. What have we learnt to date? Embedding information literacy into the curriculum Strategic approach – top down, bottom up? Project money helps! Jargon can get in the way Collaboration/Partnership not ‘support service’

17. Questions? Contact details: Lyn Parker, [email_address] Pam McKinney, [email_address] Clare Scott, [email_address]