Researching information literacy: from theory to practice
1. Researching information literacy:
from theory to practice
Dr Jane Secker
LSE Centre for Learning Technology
Department of Information Studies, Aberystwyth University
25th November 2013
2. Overview
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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
3. The 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
4. More 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
5. Definitions 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
6. "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
7. 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?
8. What is the role for librarians in
teaching in higher education?
10. 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)
11. 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
12.
13. The 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
14. Curriculum strands
1. Transition from school to higher education
2. Becoming an independent learner
3. Developing academic literacies
4. Mapping and evaluating the information landscape
5. Resource discovery in your discipline
6. Managing information
7. Ethical dimension of information
8. Presenting and communicating knowledge
9. Synthesising information and creating new knowledge
10. Social dimension of information literacy
17. ANCIL at LSE
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
18. Results 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
Photo by starmanseries licensed under Creative Commons
19. Careers
Language Centre
Teaching & Learning Centre
Language Centre
LSE100
Departments
Library
Teaching & Learning
Centre
Departments
Language Centre
Library
Departments
LSE100
Language Centre
Teaching & Learning Centre
Careers
Departments
LSE100
Teaching & Learning Centre
Departments
Language Centre
Library
Centre for Learning
Technology
Library
Library
Library
20. Developing 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
Image cc from http://www.flickr.com/photos/markhillary/302630220/in/set-72157594327649691 /
21. 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
22. Student 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…
Photo by Flickingerbrad licensed under Creative Commons
http://lsesadl.wordpress.com
23. Further reading and resources
LSE 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 HEIs
http://bit.ly/16kKb8b
24. Digital 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
25. 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
26. IL 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
27. From 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
28. 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?
29. Why share IL materials?
Image licensed under Creative commons from:
http://www.flickr.com/photos/ben_grey/4582294721/
30. Useful 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
31. 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
32. Tips 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!
33. Contact details
Email j.secker@lse.ac.uk
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
34. 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/DigitalNativesMythOrRealit
y-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
Notes de l'éditeur
Write all the technologies that people mention onto the board – add any missing:
Moodle
PRS
Lecture Capture
Powerpoint
Discussion forums
Email
Audio feedback
Video
Social networking
Web 2.0 tools – blogs, twitter, etc.
Wikis
Online assessment
Skype
Video conferencing / Wimba classroom
Explain acronym!
20 Arcadia Fellows in 3 years
Many from outside Cambridge, not all librarians
The 2011 Demos report argues that helping young people navigate hugely variable Internet sources should be achieved not by tighter controls but by ensuring they can make informed judgements (4).
The move towards independent learning is again key not just to our practices but in our thinking – we should think less about the internet causing harm (passive learning model) and instead focus on what young people bring to the technologies – helping them equip and empower themselves with an understanding of how to apply critical judgement.
The Guardian’s high-provile digital literacy campaign for radical change to how ICT is taught and thought about in schools, JISC’s portfolio of projects around the digital library, data management, digital repositories, and Vitae’s events for the ‘Digital Researcher’ – all show that this concept of digital literacy or fluency is becoming of national importance (at last!).
In this environment we have a chance to rehabilitate IL.
Emma
The strands reflect the areas identified by our expert panelists and that arose in our own discussions and research. These are the themes that we believe constitute information literacy in its proper sense, as the foundation of lifelong learning as well as the ability to discern and evaluate in specific contexts such as academic scholarship.
Emma
Follow up work at Cambridge after I finished – to explore how you could implement ANCIL
Katy looked at using it as a tool to ‘audit’ provision across an institution – choose YSJ and University of Worcester
You need to identify the important players before you audit
Allow time – 3 weeks in a 10 week project is not enough – but make sure you maintain the impetus
Find the right format and right reward reward to encourage participation - coffee
Reviewing the portfolio of support for undergraduates to help us provide better support
By exploring how joined up Library / CLT provision is with other support departments
To explore how embedded IL is in academic programmes
To encourage a collaborative approach to student support
Maria
Much provision informal, standalone, not assessed - Services often not coordinated
•However
◦Belief that IL is important, needs to be embedded and student learning should be scaffolded focus on online information: find, evaluate and manage skills
•Highlights examples of good practice and suggested skills embedded at some level - inconsistent
•Time a factor in UG curriculum
•Assumptions that students ‘should’ have IL skills when they arrive are problematic
•Belief that embedding is difficult by librarians
•Information use by students is largely driven by reading lists and resources in Moodle
Students dependent on lecturers for direction
•More likely to seek support from Careers, IT Training, TLC rather than Library and only at point of need.
Maria
Where next – we have this map – shows overlaps and areas of expertise. But also areas where people are doing less.
Also support services and departments not always working together and support services not joining up.
Remedial view of skills support persists amongst some academics – sink or swim
What do you we do next though?
Jane
Following our findings being endorsed at the Teaching, Learning and Assessment committee we spent some time devising an appropriate IL framework
Purpose to inform academics of info & digital literacy skills with examples
Enable mapping of existing provision
Tool can be used by teaching librarians and learning technologists when planning
Informed by work of other institutions
8 competencies
Jane
Jane - just show the slide (no time to talk to it)
Digital literacy classes run by CLT and Library: open to staff and PhD students
Optional programme running 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
Taught by CLT and Library staff
Further information on CLT website
Week 1: Starting a literature search
Week 2: Going beyond Google
Week 3: Managing information: Endnote, Zotero, Mendeley
Week 4: Locating research publications
Week 5: Specialist materials: primary sources
Week 6: Publication, ethical issues and keeping up to date
Saves re-inventing the wheel
Saves time and money
Shares good practice
Benefits librarians across the sectors and around the world
Part of the ‘open education’ movement
Mention LILAC conference student sponsored place -
Also mention the Library Camp and TeachMeets as great ways of networking and meeting people - also very cheap.