digital literacies at lse

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  • 1. Information and digital literacy at LSE Dr Jane Secker LSE Centre for Learning Technology COFHE LASEG / IL Group TeachMeet 23rd May 2011

2. Overview

  • Definitions of information and digital literacy and useful models
  • Information & digital literacy in practice at LSE
    • Undergraduates
    • PhD students
    • Staff

3. 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

4. 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)

5. 6. New SCONUL model 7. FutureLab (2010) model of digital literacy 8. IL 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 onLSE Library website

9. 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

10. DL 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 onCLT website

11. The 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 inMoodle

12. Course 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 onLSE Library website

13. Course 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

14. 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

15. Useful 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 alThe 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/

16. Contact details

  • Emailj. [email_address] .ac. uk
  • Twitter @jsecker
  • Personal Bloghttp: //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!