Digital and information literacies

Module 2: Supporting student learning PG Cert HE

Jane Secker, Claire Gordon and Athina Chatzigavriil

Overview

(1) Digital and information literacies and your own teaching

(2) Models of digital and information literacy and learning theory

(3) Digital and information literacies in practice

(4) Embedding digital and information literacy development into our practice

(1) Your experiences

• What do we mean by digital and information literacies?

• What relevance, if any, do digital and information literacy have to your teaching?

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

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)

FutureLab (2010) model of digital literacy

IL and DL and learning theory

• Kolb’s learning cycle• Bloom’s different levels of cognition• Marton and Saljo’s approaches to learning

• Consider how the the digital and information literacy frameworks relate to learning theories

IL and DL in practice (1)

• Citing and referencing classes run by Library– Open to all students – PGTs and UGs– Optional – run each term– Covers Harvard method, citing different

sources, bibliographic styles etc.– Taught by Library staff

IL and DL in practice (2)

Social Psychology literature searching workshops for MSc students (Michaelmas Term 2010)

• Literature searching using key psychology databases• Examples built around upcoming essay questions • Partially embedded as part of formal programme for

course• Delivered by Library / CLT staff with GTA attending

IL and DL in practice (3)

• LSE100 is an example of a course with information literacy (and other skills) embedded

• No separate ‘skills’ sessions although a skills site• Many resources available in Moodle including an

essay writing tutorial• Examples included in the key topics e.g. climate

change topic had information about searching the internet

• However students given all their required readings…

Embedded vs standalone

• What do you think are the advantages of embedding IL / DL into a course?

• What do you think are the disadvantages

• Discuss which approach you think works best in your teaching

Digital and information literacy development in our own practice• Give two examples from your teaching

this academic year of ways in which you have contributed to the development of information and digital literacy skills in your students.

Digital and information literacy development in our own practice

• How could you contribute to the further development of digital and information skills in the remainder of the term? Come up with two suggestions.

Where to go to get more help with embedding this in the curriculum?– Subject librarians– CLT

Where to direct your students to improve their digital and information literacy skills?– IT Training– Library info skills programme–All via Training and Development Website

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.

• Laurillard, D. (2002) Rethinking University Teaching: a conversational framework for the effective use of learning technologies, 2nd edition, London: Routledge. Chapter 2 ‘What students bring to learning’.

• 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.

• O’Brien, C (2008, July 9) How the Google Generation thinks differently. The Times. Available at: http://women.timesonline.co.uk/tol/life_and_style/women/families/article4295414.ece

• 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)

• Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon. NCB UP9, no. 5:1-6.

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