digital literacies at lse
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Information and digital literacy at LSE
Information and digital literacy at LSE
Dr Jane SeckerLSE Centre for Learning Technology
COFHE LASEG / IL Group TeachMeet23rd May 2011
Dr Jane SeckerLSE Centre for Learning Technology
COFHE LASEG / IL Group TeachMeet23rd May 2011
OverviewOverview
• Definitions of information and digital literacy and useful models
• Information & digital literacy in practice at LSE
• Undergraduates• PhD students• Staff
• Definitions of information and digital literacy and useful models
• Information & digital literacy in practice at LSE
• Undergraduates• PhD students• Staff
Definition of information literacyDefinition 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
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 literacyDefinition 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)
“…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)
New SCONUL modelNew SCONUL model
FutureLab (2010) model of digital literacy
FutureLab (2010) model of digital literacy
IL in practice at LSEIL in practice at LSE
Information skills classes run by Library Open to all students – focus on PGTs and UGs Optional – run each term Covers using library resources, literature searching,
internet searching, citing and referencing, Endnote, keeping up to date
Taught by Library staff Full programme listed on LSE Library website
Information skills classes run by Library Open to all students – focus on PGTs and UGs Optional – run each term Covers using library resources, literature searching,
internet searching, citing and referencing, Endnote, keeping up to date
Taught by Library staff Full programme listed on LSE Library website
Embedding IL in undergraduate study
Embedding IL in undergraduate study
LSE100 is a core course for all undergraduate students (pilot in 2009/10 now compulsory)
Understanding the cause of things: thinking like a social scientist
Tackles the big questions in the social sciences and taught by leading academics
Has information, methodological and communication skills embedded
An online tutorial is available to students in Moodle to support the essay writing process
Evidence suggests students who use the tutorial perform better in final exam - need further research
LSE100 is a core course for all undergraduate students (pilot in 2009/10 now compulsory)
Understanding the cause of things: thinking like a social scientist
Tackles the big questions in the social sciences and taught by leading academics
Has information, methodological and communication skills embedded
An online tutorial is available to students in Moodle to support the essay writing process
Evidence suggests students who use the tutorial perform better in final exam - need further research
DL in practice at LSEDL in practice at LSE
Digital literacy classes run by CLT and Library Open to all staff and PhD students Optional – run each term Cover using web 2.0 tools (social networking, social
bookmarking, Twitter, blogging), internet searching, keeping up to date, managing your web presence
Taught by CLT and Library staff Further information on CLT website
Digital literacy classes run by CLT and Library Open to all staff and PhD students Optional – run each term Cover using web 2.0 tools (social networking, social
bookmarking, Twitter, blogging), internet searching, keeping up to date, managing your web presence
Taught by CLT and Library staff Further information on CLT website
The MI512 programmeThe MI512 programme
Information and digital literacy course comprising of six 2 hour workshops
Aimed primarily at new PhD students Builds up skills over programme Specialist advice and support from liaison
librarians Taught by CLT / Library staff Supported online in Moodle
Information and digital literacy course comprising of six 2 hour workshops
Aimed primarily at new PhD students Builds up skills over programme Specialist advice and support from liaison
librarians Taught by CLT / Library staff Supported online in Moodle
Course contentsCourse contents
Week 1: Starting a literature search Week 2: Going beyond Google Week 3: Locating research publications Week 4: Specialist materials: primary sources Week 5: Managing information Week 6: Next steps and keeping up to date Overview on LSE Library website
Week 1: Starting a literature search Week 2: Going beyond Google Week 3: Locating research publications Week 4: Specialist materials: primary sources Week 5: Managing information Week 6: Next steps and keeping up to date Overview on LSE Library website
Course structureCourse structure
Pre-course assessment Activity based workshops all in computer
classrooms Support in Moodle but primarily F2F Based around SCONUL 7 pillars and designed
(and redesigned) to support student learning Post course evaluation Tailored feedback given to each student
Pre-course assessment Activity based workshops all in computer
classrooms Support in Moodle but primarily F2F Based around SCONUL 7 pillars and designed
(and redesigned) to support student learning Post course evaluation Tailored feedback given to each student
What next at LSE?What next at LSE?
Draft information and digital literacy strategy needs to be adopted
More closely align training programmes to the Researcher Development Framework
Continue to work collaboratively with other training providers across LSE to avoid duplication and better target training
Follow on course to MI512 Further evaluation of impact of LSE100
Draft information and digital literacy strategy needs to be adopted
More closely align training programmes to the Researcher Development Framework
Continue to work collaboratively with other training providers across LSE to avoid duplication and better target training
Follow on course to MI512 Further evaluation of impact of LSE100
Useful referencesUseful 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. 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)
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.
SCONUL (2011) The SCONUL 7 Pillars Core model. Available at: http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html
Secker, Jane and Macrae-Gibson, Rowena. (2011) Evaluating MI512: an information literacy course for PhD students. Library Review, 60 (2). pp. 96-107. ISSN 0024-2535. Available at: http://eprints.lse.ac.uk/32975/
Secker, Jane and Chatzigavriil, Athina and Leape, Jonathan (2010) The impact of technologies in a first year undergraduate course for social scientists. In: European Conference on E-learning (ECEL 2010), 4 - 5th November 2010, Porto, Portugal. Available at: http://eprints.lse.ac.uk/32968/
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.
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)
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.
SCONUL (2011) The SCONUL 7 Pillars Core model. Available at: http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html
Secker, Jane and Macrae-Gibson, Rowena. (2011) Evaluating MI512: an information literacy course for PhD students. Library Review, 60 (2). pp. 96-107. ISSN 0024-2535. Available at: http://eprints.lse.ac.uk/32975/
Secker, Jane and Chatzigavriil, Athina and Leape, Jonathan (2010) The impact of technologies in a first year undergraduate course for social scientists. In: European Conference on E-learning (ECEL 2010), 4 - 5th November 2010, Porto, Portugal. Available at: http://eprints.lse.ac.uk/32968/
Contact detailsContact details
Email [email protected] Twitter @jsecker Personal Blog http://elearning.lse.ac.
uk/blogs/socialsoftware/ DELILA Project Blog http://delilaopen.wordpress.com
Arcadia Fellow for Easter Term based at Wolfson College / CARET so do get in touch!
Email [email protected] Twitter @jsecker Personal Blog http://elearning.lse.ac.
uk/blogs/socialsoftware/ DELILA Project Blog http://delilaopen.wordpress.com
Arcadia Fellow for Easter Term based at Wolfson College / CARET so do get in touch!