researching information literacy: from theory to practice
DESCRIPTION
Lecture given at the Department of Information Studies, Aberystwyth University on 25th November 2013 to the postgraduate students.TRANSCRIPT
Researching information literacy: from theory to practice
Researching information literacy: from theory to practice
Dr Jane SeckerLSE Centre for Learning Technology
Department of Information Studies, Aberystwyth University 25th November 2013
Dr Jane SeckerLSE Centre for Learning Technology
Department of Information Studies, Aberystwyth University 25th November 2013
OverviewOverview
• Introduction and my background• Definitions of information and digital literacy
and useful models• Researching information literacy: developing a
new curriculum (ANCIL)• Information & digital literacy in practice• Researching information literacy: open
educational resources• Tips for success as a research practitioner
• Introduction and my background• Definitions of information and digital literacy
and useful models• Researching information literacy: developing a
new curriculum (ANCIL)• Information & digital literacy in practice• Researching information literacy: open
educational resources• Tips for success as a research practitioner
The practitioners perspectiveThe practitioners perspective
Copyright and Digital Literacy Advisor at LSE Primarily supporting staff in their use of technologies
for teaching Also teach on PG Cert (HE teaching qualification +
research skills for PhD students) How can librarians and other academic support
staff best help students, research students, academic staff and other staff in higher education?
Why research in information literacy is important
Copyright and Digital Literacy Advisor at LSE Primarily supporting staff in their use of technologies
for teaching Also teach on PG Cert (HE teaching qualification +
research skills for PhD students) How can librarians and other academic support
staff best help students, research students, academic staff and other staff in higher education?
Why research in information literacy is important
More about meMore about me
My background: librarian and e-learning specialist, PhD in information science / history
Publications and web presence Find me on LinkedIn,
twitter, keen blogger Editor: Journal of
Information Literacy Module tutor in DIS
My background: librarian and e-learning specialist, PhD in information science / history
Publications and web presence Find me on LinkedIn,
twitter, keen blogger Editor: Journal of
Information Literacy Module tutor in DIS
Definitions of information literacyDefinitions of information literacy
…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
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
"the ‘savvyness’ that allows young people to participate meaningfully and safely as digital technology becomes ever more pervasive in society."
FutureLab 2010 Digital Literacy Across the Curriculum
"the ‘savvyness’ that allows young people to participate meaningfully and safely as digital technology becomes ever more pervasive in society."
FutureLab 2010 Digital Literacy Across the Curriculum
What are the issues?What are the issues?
Jones et al (2010) highlights the generational debate ‘ Google generation’
If you were born after 1982 = Generation Y In pairs - reflect on:
What is digital and information literacy to you? How did you become information literate as a students
in school and in university? What skills do you need to succeed in higher
education?
Jones et al (2010) highlights the generational debate ‘ Google generation’
If you were born after 1982 = Generation Y In pairs - reflect on:
What is digital and information literacy to you? How did you become information literate as a students
in school and in university? What skills do you need to succeed in higher
education?
What is the role for librarians in teaching in higher education?
What is the role for librarians in teaching in higher education?
Digital fluency
The ‘Literacies’ LandscapeThe ‘Literacies’ Landscape
Information literacy is a continuum of skills, behaviours, approaches and values that is so deeply entwined with the uses of information as to be a fundamental element of learning,
scholarship and research.
It is the defining characteristic of the discerning scholar, the informed and judicious
citizen, and the autonomous learner.
ANCIL definition of information literacy (2011)
Coonan and Secker (2011)
A New Curriculum for Information Literacy (ANCIL)
A New Curriculum for Information Literacy (ANCIL)
Research based approach Arcadia Fellowship with Emma Coonan at Cambridge
from May to July 2011 Academic advisor: Prof. John Naughton
Research remit: Develop a new, revolutionary curriculum for information literacy in a digital age Understand the needs of undergraduates entering higher
education over the coming 5 years Map the current landscape of information literacy Develop a practical curriculum and supporting resources
Research based approach Arcadia Fellowship with Emma Coonan at Cambridge
from May to July 2011 Academic advisor: Prof. John Naughton
Research remit: Develop a new, revolutionary curriculum for information literacy in a digital age Understand the needs of undergraduates entering higher
education over the coming 5 years Map the current landscape of information literacy Develop a practical curriculum and supporting resources
The expert consultationThe expert consultation
Consulted librarians, researchers, educators, trainee teachers, school librarians
How you teach at least as important as what you teach
Must be embedded into the academic curriculum and disciplines will vary
Must be based on real needs: students are not homogeneous
Must be opportunities for reflection
Consulted librarians, researchers, educators, trainee teachers, school librarians
How you teach at least as important as what you teach
Must be embedded into the academic curriculum and disciplines will vary
Must be based on real needs: students are not homogeneous
Must be opportunities for reflection
Curriculum strandsCurriculum strands1. Transition from school to higher education2. Becoming an independent learner3. Developing academic literacies4. Mapping and evaluating the information landscape 5. Resource discovery in your discipline 6. Managing information7. Ethical dimension of information 8. Presenting and communicating knowledge 9. Synthesising information and creating new knowledge10. Social dimension of information literacy
1. Transition from school to higher education2. Becoming an independent learner3. Developing academic literacies4. Mapping and evaluating the information landscape 5. Resource discovery in your discipline 6. Managing information7. Ethical dimension of information 8. Presenting and communicating knowledge 9. Synthesising information and creating new knowledge10. Social dimension of information literacy
Implementing ANCIL – Webster & Wrathall’s work
Lessons Learnt
Reviewed current practice at LSE To inform Library / CLT teaching provision To highlight good practice and any gaps in
provision Put information literacy on the agenda at LSE Produced a report presented at the February
2013 Teaching, Learning and Assessment Committee
Reviewed current practice at LSE To inform Library / CLT teaching provision To highlight good practice and any gaps in
provision Put information literacy on the agenda at LSE Produced a report presented at the February
2013 Teaching, Learning and Assessment Committee
ANCIL at LSEANCIL at LSE
Results of the auditResults of the audit IL not embedded Belief that IL is important: find,
evaluate and manage Some good practice but
inconsistent Time main barrier Students ‘should’ have IL skills Information use largely driven by
reading lists and resources in Moodle
IL not embedded Belief that IL is important: find,
evaluate and manage Some good practice but
inconsistent Time main barrier Students ‘should’ have IL skills Information use largely driven by
reading lists and resources in Moodle
Photo by starmanseries licensed under Creative Commons
Careers Language Centre
Teaching & Learning CentreDepartments
Language Centre
Teaching & Learning CentreLanguage Centre
LSE100Departments
Library
Library
LibraryLibrary
LibraryCentre for Learning
Technology
Language CentreTeaching & Learning Centre
CareersDepartments
LSE100
DepartmentsLSE100
Teaching & Learning Centre
DepartmentsLanguage Centre
Library
Developing an LSE FrameworkDeveloping an LSE Framework Covers digital and
information literacy Based on ANCIL and other
frameworks Purpose to inform academics
and provide examples Enable mapping of existing
provision Tool can be used by teaching
librarians and learning technologists
Covers digital and information literacy
Based on ANCIL and other frameworks
Purpose to inform academics and provide examples
Enable mapping of existing provision
Tool can be used by teaching librarians and learning technologists
Image cc from http://www.flickr.com/photos/markhillary/302630220/in/set-72157594327649691 /
Embedding Digital and information literacy
Embedding Digital and information literacy
Running pilots with two academic departments to embed in UG courses
Working in partnership with academic staff and academic support colleagues
Scheduling additional face to face sessions
Embedding support in the virtual learning environment
Running pilots with two academic departments to embed in UG courses
Working in partnership with academic staff and academic support colleagues
Scheduling additional face to face sessions
Embedding support in the virtual learning environment
Student ambassadors for digital literacyStudent ambassadors for digital literacy
Used in several JISC Digital Literacy projects
Will be piloting this as part of 1 year SADL project
Recruiting 20 undergraduates from Statistics and Social Policy
Planning workshops, reflection, peer support and more…
Used in several JISC Digital Literacy projects
Will be piloting this as part of 1 year SADL project
Recruiting 20 undergraduates from Statistics and Social Policy
Planning workshops, reflection, peer support and more…
http://lsesadl.wordpress.com
Photo by Flickingerbrad licensed under Creative Commons
Further reading and resourcesFurther reading and resourcesLSE Digital and Information Literacy Framework (2013) Available at: http://bit.ly/1gq63IO
Bell, Maria and Moon, Darren and Secker, Jane (2012) Undergraduate support at LSE: the ANCIL report. The London School of Economics and Political Science, London, UK. Available at: http://eprints.lse.ac.uk/48058/
Secker, Jane and Coonan, Emma. (2012) Rethinking Information Literacy: a practical framework for support learning. Facet Publishing: London
Wrathall, Katy (2012) Strategies for Implementing ANCIL in Non-Cambridge HEIshttp://bit.ly/16kKb8b
Digital Literacy in practice at LSEDigital Literacy in practice at LSE Digital literacy classes Run each term Cover using new technologies to
support teaching and research social media (social networking,
social bookmarking, Twitter, blogging), advanced internet searching, keeping up to date, developing your web presence
Further information on CLT website
Digital literacy classes Run each term Cover using new technologies to
support teaching and research social media (social networking,
social bookmarking, Twitter, blogging), advanced internet searching, keeping up to date, developing your web presence
Further information on CLT website
Supporting PhD Students:The MY592 programme
Supporting PhD Students:The MY592 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 academic
support librarians Taught by CLT / Library staff Supported online in Moodle Overview on LSE Library website
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 academic
support librarians Taught by CLT / Library staff Supported online in Moodle Overview on LSE Library website
IL research: the benefits of sharing teaching materialsIL research: the benefits of sharing teaching materials
In 2010/11 managed a 12 month JISC / HEA project in open educational resources programme
DELILA: Developing Educator Learning and Information Literacies for Accreditation
Converted LSE and Birmingham’s IL resources into Open Educational Resources (OERs) to share
Made the resources available in Jorum: UK teaching and learning respository
Several follow up projects since DELILA in this field to encourage librarians to share resources
In 2010/11 managed a 12 month JISC / HEA project in open educational resources programme
DELILA: Developing Educator Learning and Information Literacies for Accreditation
Converted LSE and Birmingham’s IL resources into Open Educational Resources (OERs) to share
Made the resources available in Jorum: UK teaching and learning respository
Several follow up projects since DELILA in this field to encourage librarians to share resources
From DELILA to CoPILOTFrom DELILA to CoPILOT
Following DELILA undertook a survey about OERs and information literacy launched at LILAC 2012
Additional funding obtained in October 2012 to explore benefits of sharing resources internationally
Created a UK ‘Community of Practice’ to share teaching materials as OERs
Also created an international platform for sharing teaching materials
Ongoing work with UNESCO and IFLA Information Literacy section
Following DELILA undertook a survey about OERs and information literacy launched at LILAC 2012
Additional funding obtained in October 2012 to explore benefits of sharing resources internationally
Created a UK ‘Community of Practice’ to share teaching materials as OERs
Also created an international platform for sharing teaching materials
Ongoing work with UNESCO and IFLA Information Literacy section
Benefits of sharing? Benefits of sharing?
As someone who might have to teach information literacy for the first time, do you create materials from scratch or find existing resources? Would you re-use materials from a colleague at
your institution? Would you re-use materials from a colleague
elsewhere? Would you know where to find materials?
As someone who might have to teach information literacy for the first time, do you create materials from scratch or find existing resources? Would you re-use materials from a colleague at
your institution? Would you re-use materials from a colleague
elsewhere? Would you know where to find materials?
Why share IL materials?Why share IL materials?
Image licensed under Creative commons from: http://www.flickr.com/photos/ben_grey/4582294721/
Useful starting placesUseful starting places
Information Literacy website: http://www.informationliteracy.org.uk/
Jorum Information Literacy collection: http://find.jorum.ac.uk/
Cardiff University IL resource bank: https://ilrb.cf.ac.uk/
UNESCO Worldwide Information Literacy resources: http://bit.ly/Z3UquA
JISCmail lists - LIS-Infoliteracy and IL-OERS
Information Literacy website: http://www.informationliteracy.org.uk/
Jorum Information Literacy collection: http://find.jorum.ac.uk/
Cardiff University IL resource bank: https://ilrb.cf.ac.uk/
UNESCO Worldwide Information Literacy resources: http://bit.ly/Z3UquA
JISCmail lists - LIS-Infoliteracy and IL-OERS
Challenges of being a researcher / practitioner
Challenges of being a researcher / practitioner
Finding time - the day job gets in the way of research and writing!
Credibility as a researcher Confidence - but practice
makes perfect! Where to publish - the
librarian’s echo chamber
Finding time - the day job gets in the way of research and writing!
Credibility as a researcher Confidence - but practice
makes perfect! Where to publish - the
librarian’s echo chamber
Tips for successTips for success
Apply for external or internal project funds to facilitate research Can give you time and project staff
Build reflection and feedback into your regular processes - e.g. annual surveys
Get published - even if just internally Network, network, network -
conferences are great for this! Find a like-minded colleague!
Apply for external or internal project funds to facilitate research Can give you time and project staff
Build reflection and feedback into your regular processes - e.g. annual surveys
Get published - even if just internally Network, network, network -
conferences are great for this! Find a like-minded colleague!
Contact detailsContact details
Email [email protected] Twitter @jsecker Personal Blog http://janesecker.wordpress.com
Secker, J. and Coonan, E. (2012) Rethinking information literacy: a practical framework for teaching. Facet Publishing: London
Email [email protected] Twitter @jsecker Personal Blog http://janesecker.wordpress.com
Secker, J. and Coonan, E. (2012) Rethinking information literacy: a practical framework for teaching. Facet Publishing: London
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.
SADL Project website (2013) http://lsesadl.wordpress.com 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 Coonan, Emma (2011). A New Curriculum for Information Literacy. Available at: http://newcurriculum.wordpress.com
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.
SADL Project website (2013) http://lsesadl.wordpress.com 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 Coonan, Emma (2011). A New Curriculum for Information Literacy. Available at: http://newcurriculum.wordpress.com