The elephant in the room - why are information skills not an essential part of the curriculum? - Barbara Band (LILAC 2018 keynote speaker)

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IL Group (CILIP Information Literacy Group)

The document discusses why information literacy skills are not a more essential part of education curriculums. It notes that many students enter college feeling confident in their ability to evaluate websites but librarians estimate that only 2% actually have advanced skills. The document outlines several models and terms related to information literacy and argues that information literacy skills are important for efficiency, academic achievement, decision making, citizenship, and lifelong learning. It suggests information literacy skills need to be developed early and calls for institutional commitment to fully integrate information literacy into education.

Education

THE ELEPHANT IN THE ROOM
- Why are Information Skills not
an essential part of the
curriculum?
Barbara Band
School Library, Reading and Literacy Consultant
www.barbaraband.com info@barbaraband.com @bcb567

What to choose?
info@barbaraband.com
@bcb567

A ROSE BY ANY OTHER NAME?
Librarian …
Library Manager …
LRC Manager …
Head Librarian …
Head of Library Services …
Head of Information Resources …
Learning Lounge Manager …
info@barbaraband.com
@bcb567

Cutting Edge Technology
info@barbaraband.com
@bcb567

BARRIERS
• Education system?
• Teaching profession?
• Information profession?
• Technology?
info@barbaraband.com
@bcb567

INFORMATION LITERACY
info@barbaraband.com
@bcb567

MODELS
• Super 3
• PLUS
• Big 6
• Six Frames
• Seven Faces
• SCONOL Seven Pillars
• 8Ws of Enquiry
info@barbaraband.com
@bcb567

TERMINOLOGY
• Study skills
• Academic skills
• Digital literacy
• Media literacy
• Information literacy
• Independent learning skills
• Workplace skills
info@barbaraband.com
@bcb567

UNIVERSITY OF CAMBRIDGE
ADMISSIONS OFFICE, 2013:
Ideal A Level Candidate
• Commitment to their chosen subject
• Interest and aptitude
• Ability to think independently and critically
• Logical, problem-solving approach
• Enthusiasm for challenging ideas
• Motivation and organisation
• Intellectual flexibility and curiosity
info@barbaraband.com
@bcb567

WHY IL SKILLS?
• Efficiency and effective working
• Reading and writing
• Increased academic achievement
• Managers of information
• Decisions
• E-safety
• Fake news
• Choices
• Citizenship and democracy
• Financial benefits
info@barbaraband.com
@bcb567

Moore, P. (1999). Revealing thinking:
Teachers working together on
information literacy
“ … teachers were unaware that students may
have problems with every step in the research
process.”
info@barbaraband.com
@bcb567

LIBRARIANS v STUDENTS
An EasyBib survey of librarians across the United States
noted that:
“36.1% of students entering college felt they had an
advanced understanding of how to evaluate a
website. Librarians, however, estimated that only
2% of entering college students had advanced
website-evaluation skills.”
https://online.cune.edu/defining-information-literacy/
info@barbaraband.com
@bcb567

“First Findings of the Eurobarometer on fake
news and online disinformation”
European Commission, February 2018
info@barbaraband.com
@bcb567

COLLABORATION
info@barbaraband.com
@bcb567

HPQ PROJECT
info@barbaraband.com
@bcb567

“The Impact of Digital Tools on Student Writing and
How Writing is Taught in Schools.”
Purcell et al. (2013)
• Looking for information that is hard to find – 78%
poor or fair
• Ability to evaluate information and recognise bias in
online content – 71% poor or fair
• Ability to assess quality and accuracy of online
information – 61% poor or fair
• Read and digest long or complicated texts – 69%
• Navigate issues of fair use and copyright – 67%
• Appropriately cite or reference – 57%
info@barbaraband.com
@bcb567

BRITISH LIBRARY/JISC Report, 2008
Information Behaviour of the
Researcher of the Future
“We think these (information) skills need to be
incubated during the formative years of
childhood: by university or college it is too late to
reverse engineer deeply ingrained habits.”
info@barbaraband.com
@bcb567

International Federation of
Library Associations and
Institutions: Information Literacy
Section
Guidelines on Information Literacy for Lifelong
Learning –
“… the complete success of an information literacy
program depends on the commitment at the
institutional level.”
info@barbaraband.com
@bcb567

IT PROVISION
• New technologies
• Adequate IT facilities
• Teacher’s knowledge
info@barbaraband.com
@bcb567

INFORMATION OVERLOAD
• Time
• Overload
• Productivity
• Poor strategies
info@barbaraband.com
@bcb567

IMPACT
http://iorgforum.org/wp-content/uploads/2011/06/IntelWarIO.BasexReport1.pdf
info@barbaraband.com
@bcb567

THE SOLUTION?
info@barbaraband.com
@bcb567

All images public domain copyright free
http://www.internetlivestats.com/

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Liberating the library through information creation a ‘messy’ workshop - Vick...

IL Group (CILIP Information Literacy Group)

This document outlines a creative library workshop aimed at liberating the library through information creation. The workshop includes several hands-on activities like collage making, blackout poetry, and fidget toy making. It also discusses learning outcomes around understanding the relationship between information creation and library liberation. The workshop is meant to establish collective hope for future library events and ends with participants sharing what they hope for in the coming months.

Accessibility 101 Small steps, big rewards - Eva Garcia Grau

IL Group (CILIP Information Literacy Group)

This document provides an overview of a session on accessibility in PowerPoint presentations. The session aims to explain the importance of accessibility, identify common issues, and provide tips for making PowerPoint presentations more accessible. It discusses common misconceptions about accessibility and the benefits of universal design. The session includes an activity for attendees to review examples and practice applying tips. These tips include using the accessibility checker, proper font sizes, color contrast, logical reading order, meaningful table formatting, alt text for images, and providing editable files. The session emphasizes an approach of prioritizing accessibility by default.

Thriving Overseas: Finding the Niche as an Instruction Librarian in a Foreig...

IL Group (CILIP Information Literacy Group)

The document discusses April Manabat's experiences as an instruction librarian at Nazarbayev University in Astana, Kazakhstan. She outlines some of the challenges of the role, including teaching anxiety, imposter syndrome, and incorporating culturally responsive teaching into library instruction. She then provides practical tips for instruction librarians to thrive in their work, such as preparing well, communicating effectively, facilitating active learning, and engaging in reflection. The talk concludes with case studies to prompt discussion around handling challenging situations that instruction librarians may face.

The opportunity of narrative inquiry for information literacy research_ Narra...

IL Group (CILIP Information Literacy Group)

This document discusses narrative inquiry as an approach for information literacy research. It defines narrative inquiry as understanding experience as a storied phenomenon through collaboration between researcher and participants over time. The document provides an example of a story from one of the author's pilot interviews. It discusses using narrative thinking to retell participants' stories and considering elements like interaction, continuity and situation. The author proposes using multiple approaches to storying data, including poetic transcription. Challenges of narrative inquiry include time, data volume and publishing conventions. The document argues narrative inquiry provides an opportunity for information literacy research by exploring lived experience as a storied phenomenon.

Taking Stock: A Scan of AI Literacy Instruction in Academic Libraries.pdf - B...

IL Group (CILIP Information Literacy Group)

The document summarizes the results of a survey about integrating artificial intelligence (AI) literacy instruction in academic libraries. It was distributed to academic librarians via email lists from September to October 2023. The survey included demographic, instruction experience, and attitude questions. Most respondents were from doctoral universities and identified as mid-career. Respondents reported a moderate level of experience and comfort with teaching AI literacy. The "Research as Inquiry" and "Information Has Value" ACRL frames best aligned with AI literacy lessons. Topics covered included evaluating AI-generated text, ethics, and plagiarism detection. Qualitative analysis of open-ended responses found one librarian took an approach of educating others on AI instead

Reciprocity in Learning: Co-creation with undergraduate students- creating co...

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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