Fostering Friendships - Enhancing Social Bonds in the Classroom
ANCIL at Sheffield Hallam
1. A New Curriculum for Information Literacy Dr Jane Secker & Dr Emma Coonan Sheffield Hallam University, 24 th January 2012 10-12pm
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3. Our research remit: Develop a new, revolutionary curriculum for information literacy in a digital age
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6. What do we mean by information literacy? Digital fluency
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9. “ 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
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11. What our experts said… Modular, flexible holistic, embedded, Relevant to students Format and structure of the curriculum Online / face to face Active learning: discussion and reflection Training > Teaching Teaching style and method of delivery Who teaches? When?
12. And don’t forget…. Use of audits Meaningful assessment Learning outcomes How to market IL to different audiences Assessment Marketing / hooks Aligning the curriculum content to discipline specific knowledge, skills and behaviour
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16. 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)
17. Phase 2, October - December 2011 ‘ Strategies for implementing the Curriculum for Information Literacy’ Dr Helen Webster & Katy Wrathall Arcadia Fellows, Oct-Dec 2011 http://arcadiaproject.lib.cam.ac.uk/projects/strategies-for-implementation.html
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23. Thank you Image: ‘Tulip staircase at the Queens House, Greenwich’ by mcginnly, flickr.com
Notes de l'éditeur
Emma
Emma
Emma
Emma Modified Delphi approach (used in forecasting the future) - consultation with experts in the education and information fields via e-mail questionnaire and interviews Including trainee teachers, school librarians, academic librarians, educational technologists and others Literature review Developing a curriculum plus various supporting resources Examples of best practice Evidence toolkit Mapping of curriculum to SCONUL 7 pillars Preliminary findings presented at workshop
Emma
Emma 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
Emma
Jane
Jane
Jane
Jane holistic: supporting the whole process of researching and writing rather than just teaching traditional library skills modular: ongoing classes to meet the developing needs of students during their whole academic career, not just one-shot sessions embedded and flexible: can be implemented and taught not only by librarians but by study skills advisors, learning developers, supervisors and lecturers (depending on the needs and structure of the institution) active and assessed: containing a significant element of active and reflective learning, including peer assessment elements, in order to help students develop into informed and autonomous learners Transitional Transferable Transformational Transition occurs in learners, who enter university from a wide variety of backgrounds, but often need to make the transition from school to higher education. They also have to make the transition from dependent to autonomous learning. The curriculum content needs to be transferable, forming a part of education, not simply ‘library training.’ Information literacy fosters and develops appropriatebehaviour, approaches, cognitive functions and skills surrounding the use of information. In essence information literacy equips students with the capacity to generate their own strategies for dealing with new information contexts, for example when they leave higher education and enter the workplace. Finally, information literacy should be transformational for the learner, changing their attitude, behaviour, outlook and even their world-view. Therefore this curriculum has the potential to change lives and make a real difference to society.
Jane 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.
Jane
Jane
Emma?
Emma? It’s a curriculum, not a model or a framework – the focus is on the process of learning to become information literate rather than outlining the attributes of the ideal student. Similarly to learning how to play chess: you don’t teach someone how to play by sitting them in front of the board and telling them to get on with it. Scaffolding is not spoonfeeding.
It doesn’t belong to any one profession: the curriculum has expanded the definition of IL beyond the core of librarianship – to be implemented effectively, it has to be interprofessional.
Phase 2 took a ‘pincer’ approach and focused on developing a teaching toolkit (bottom up) and skills audit tool (top down) in line with the practical and interprofessional ideas. Both projects have now finished. The question we’re left with is: what about sustainability? One answer is to develop a suite of online resources, as you’ve done with Re:Search.
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