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Information Literacy Teaching for New(er) Professionals, 16/4/18 Sheffield

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Slides from the ILG training event in Sheffield on Information Literacy for New(er) Professionals.

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Information Literacy Teaching for New(er) Professionals, 16/4/18 Sheffield

  1. 1. Information Literacy Teaching for New(er) Professionals Jane Secker, Andrew Walsh & Kate Grigsby CILIP Information Literacy Group #infolitTeach The Circle, Sheffield, 16th April 2018
  2. 2. Overview of the day 09:30-10:00 Registration / tea & coffee 10:00-10:15 Introduction to the day and an initial exercise / ice breaker 10:15-11:00 Frameworks, models and theories and their role 11:00-11:30 Introduction to teaching IL 11:30-12:30 Lesson Planning and writing learning objectives 12:30-13:00 Session evaluation 13:00-14:00 Lunch 14:00-15:00 Sample learning activities 15:00-15:30 Reflection and some reflective exercises / approaches 15:30-15:45 Working with academic staff / teachers / embedding in the curriculum 15:45-16:00 Summing up, evaluation and final exercise
  3. 3. Icebreaker
  4. 4. Frameworks, models and theories and their role
  5. 5. In pairs…. What does information literacy mean to you? What theories or models are you aware of?Photo by Aaron Burden on Unsplash
  6. 6. Information Literacy lies at the core of lifelong learning. It 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 of all nations. UNESCO Alexandria Proclamation 2005 Photo by Joshua Earle on Unsplash
  7. 7. CILIP Definition of Information Literacy 2015 "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."
  8. 8. CILIP Definition of Information Literacy 2018 “Information literacy is the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to develop informed views and to engage fully with society.”
  9. 9. Critical information literacy In these days of mass surveillance and the massive transfer of public goods into private hands, citizens need to know much more about how information works. They need to understand the moral, economic, and political context of knowledge. They need to know how to create their own, so that they make the world a better, more just place. – Barbara Fister, “Practicing Freedom in the Digital Library: Reinventing Libraries” (2013)
  10. 10. Information Literacy and other literacies Secker and Coonan, 2013
  11. 11. Why do we need models, frameworks and theories? What role do they play for us as teachers? What role do they play when we talk to other professionals? Do they help our students?
  12. 12. Early history and models of IL • Term first coined by Paul Zurkowski in 1974 • Tradition of ‘user education’ and ‘information skills’ teaching in higher education – driven by technology • Some prominent models and frameworks you may wish to explore: • Big6: An Information Problem-solving Process. Mike Eisenberg’s and Bob Berkowitz’s well known IL model. • PLUS Information Skills Model developed by James Herring • Seven Faces of Information Literacy developed by Christine Bruce. • Six Frames for Information Literacy Education developed by Christine Bruce. The International Association of University Libraries (IATUL) Special Interest Group for Information Literacy‘s report on Information Literacy Policies and Standards at IATUL Member Libraries summarises the results of a survey conducted between July 2013 and February 2014 to examine the national information literacy standards and frameworks in 13 countries and the institutional guidelines, frameworks, and policies of 100 academic libraries.
  13. 13. Key information Literacy models SCONUL 7 Pillars ACRL Framework ANCIL Pizza
  14. 14. SCONUL 7 Pillars https://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
  15. 15. A New Curriculum for Information Literacy (ANCIL) https://newcurriculum.wordpress.com
  16. 16. Digital literacies or capabilities?
  17. 17. Technology http://www.public-domain-image.com
  18. 18. Nick Poole on IL And I finally get to paraphrase Douglas Adams "anyone still talking about 'digital' rather than 'information and data' is simply mistaking the plate for the food" Nick Poole onTwitter, 10 April 2018, 9.34PM https://twitter.com/NickPoole1/status/983805503246565377
  19. 19. Image credit: Gungahlin Public Library (reproduced by permission of Libraries ACT) Image © Gungahlin Public Library (reproduced by permission of Libraries ACT) The challenge becomes, not finding that scarce plant growing in the desert, but finding a specific plant growing in a jungle. We are going to need help navigating that information to find the thing we actually need." - Neil Gaiman
  20. 20. What can you do with frameworks and models? • They *should* underpin your teaching and provide a curriculum structure for IL as a discipline • They set out the knowledge, skills and values that you want to develop in your learners • Looking back • They can be used to benchmark your teaching • They can be used to audit or review your teaching • Looking forward • They can be used to plan your teaching Andrew Preater, (2018) Engagement with scholarly work as professional development. Available at: https://www.preater.com/2018/04/14/engagement-with-scholarly-work-as- professional-development/
  21. 21. Introduction to teaching information literacy
  22. 22. From: HoTEL EU project, Richard Millwood
  23. 23. • Write learning objectives • Plan, including assessment • Take an informed approach to learning activities • Evaluate your teaching • Reflect and improve Plan by Nick Youngson CC BY-SA 3.0 Alpha Stock Images
  24. 24. 1) Take an Active Learning approach 2) Don’t tell them “all the things” 3) SQUIRREL! People have short attention spans 4) Don’t think big groups are the same as small 5) Differentiate! 6) Mini Librarians 7) Learning styles aren’t real 8) Remembering stuff is hard. Help make it easier 9) The “P” rule 10) Set your expectations clearly Top tips…
  25. 25. Lesson Planning and writing learning outcomes
  26. 26. Some guiding principles • Good teaching requires planning for learning to happen and start by considering: • The level of your learners • The context of the session: links to any previous or future teaching • The size of the group and their discipline or context • The amount of time you have • The learning space you have • The resources available to you
  27. 27. Learning Design and Constructive Alignment Learning outcomes Learning Activities Assessment Biggs and Tang (2011)
  28. 28. Constructive Alignment The ‘constructive’ aspect refers to what the learner does, which is to construct meaning through relevant learning activities. The ‘alignment’ aspect refers to what the teacher does, which is to set up a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes. Biggs, J (2002), Aligning the Curriculum to Promote Good Learning, Imaginative Curriculum Symposium
  29. 29. Lesson plans
  30. 30. Main features of lesson plans • Students – number, level, module • Aim of the lesson • Learning Outcomes that students can do by the end of the session • Links to previous and future sessions so in context • What will you do with students to achieve the learning outcomes (learning activities) • Indicate what resources you need • Evaluation of the session
  31. 31. Writing learning outcomes
  32. 32. Example learning outcomes in information literacy Investigate and identify the qualifications of the author, sponsor, or publisher of the information Understand the importance of the qualifications of the author, sponsor, or publisher of the information Distinguish different search strategies appropriate to the format of the information Understand that different search strategies are appropriate to the format of the information Good learning outcomes describe what students will be able to do on completing a course / lesson. They are written in a way that students can understand and they are specific and measurable – so the teacher will be able to assess students according to whether they have been achieved.
  33. 33. Over to you • Think of a session you want to teach / have been asked to teach (if you need an example shout!) • What aspect of information literacy does it cover? • How much time have you got? • Who are your students? • Discipline? • Learning level? • What will they already know? • What resources and learning space do you have? • Try writing some SMART learning outcomes
  34. 34. Session Evaluation • Why? • Designing the evaluation • Survey methods • Analysing the results • Adapting your sessions
  35. 35. Session Evaluation – Why? • To get the opinion of your learners • To find out what has gone well and what could go better • To track changes over time • To evidence your impact ‘If you are not sure what you are trying to achieve, how can you tell whether you are succeeding?’ (Marklees and Streatfield, 2017)
  36. 36. Session Evaluation - Design • What do you want to find out? • Examples http://sheffield.libwizard.com/infoskillsworkshops http://sheffield.libwizard.com/plagiarismfollowup • When – immediately after session and/or further into the future to gauge impact
  37. 37. Session Evaluation - Methods • Paper – easy to collect, however need to input data. • Online - easy to collect if learners are confident and have device. Data already inputted. • Online apps – Google surveys, survey monkey, Libapps (similar library-centric software). • Which would you choose and why?
  38. 38. Session Evaluation - Analysis • Important to input data to identify any trends • Compare over time • Think about why these trends maybe developing • For example – which subject areas attend most? Satisfaction with tutor and content? Confirming you are on the right lines and meeting your objectives. • What are you interested in?
  39. 39. Session Evaluation - Adaption • Marketing and targeting particular groups that are under-represented (through registration information) • Adapting in response to free text comments – e.g changing structure of session or adding in new content • Changing your delivery style • Your view? • Combine with reflection…
  40. 40. Reflection and some reflective exercises / approaches
  41. 41. The value of reflection You have just run a information literacy workshop for first year students, aspects of it went well, but you ran out of time to do the last activity, you also had a few difficult questions from students, some of who seemed to be getting bored. You’re running it again next month. What do you do? a) That’s life, you move on and put it behind you. You’ll think about it in a month’s time. It was just one of those days? b) Agonise over the planning for next month, look up all the answers to the difficult questions, completely re-think it and dread teaching it again? c) Make some notes, discuss with a colleague and reflect on what’s practical to change and amend in light of the conversation?
  42. 42. Defining Reflection There are various definitions of reflection: ‘Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important learning’ (Boud et al, 1985:19) ‘Reflection is a form of mental processing that we use to purpose or to achieve some anticipated outcome’ (Moon, 2005:1) We frequently ask students to be reflective; e.g. through Personal Development Plans and blogs etc. so we should also undertake this activity to be active, purposeful, reflective practitioners.
  43. 43. Reflection and learning: Kolb’s cycle of experiential learning (1984) Concrete experience Reflective observation Abstract conceptualisation Active experimentation
  44. 44. Feedback and reflection Reflecting in and on your practice (Schon, 1987) Reflecting in: happens in the classroom Reflecting on: As you leave the room you will know how you felt the session went. Jot down some notes for yourself about what was good and what you might change Schon, Donald A. (1987) Educating the reflective practitioner: toward a new design for teaching and learning in the professions. Jossey-Bass: San Francisco.
  45. 45. Mindfulness and moments of discomfort • Reflexivity is not to be confused with reflection. We often reflect on our teaching, and we ask students to reflect on their learning. Reflection is a wonderful tool. It is, though, a tool for “after the fact.” We reflect at the end of an assignment or at the end of a course. We identify what we learned and how we can possibly do differently next time. • Reflexivity, on the other hand, is to engage in the moment, to understand the thoughts and feelings of an experience while experiencing that experience. Hara, Billie (2010) Reflexive Pedagogy. The Chronicle of Higher Education. https://www.chronicle.com/blogs/profhacker/reflexive- pedagogy/22939
  46. 46. Using Gibbs’ model for reflection Describe what happened Feelings: what were you thinking and feeling? Evaluation: What was good and bad about the experience? Analysis: what sense can you make of the situation? Conclusion: what else could have been done? Action Plan: How can you use your learning from your experience to develop your practice?
  47. 47. Brookfield (1995, 1998) - Four Lenses of Reflection The lens of self – autobiographies of us as learners and lecturers, if we don’t reflect there is a danger we will teach as we wish to be taught The lens of your students – empathise with them imagine what it would be like to be a student in your class The lens of your colleagues – peer review important The lens of theoretical literature – the basis for our actions and understanding.
  48. 48. Peer review / evaluation • One of the most valuable ways of getting feedback on your teaching • It is for teachers however much experience they have • Don’t ask your boss to do it! • Subject knowledge is not necessary • Choose different types of sessions to get feedback • Good peer review forms also encourage the reviewer to reflection on their own practice • If you want HEA Fellowship you will need peer reviews
  49. 49. Working with academic staff / teachers / embedding in the curriculum
  50. 50. Challenging perceptions of IL “… if the teachers, whether they’re school or university teachers, don’t have the same view of IL that we do, it’s always going to be [about] the skills. And the skills are fine but anybody can teach the skills; it’s teaching the changing attitude and the different approach that I think has to come from the teachers.” (ANCIL Expert Consultation Report, 2011)
  51. 51. Summing up and final thoughts
  52. 52. In summary • Information literacy is not just formal teaching, but usually supports some form of learning or development • It’s one of the most exciting and challenging parts of being a librarian • If you want to work in the field you will need to be a lifelong learner yourself • Teaching and learning are transformational: for both teachers and learners! Photo by Ben White on Unsplash
  53. 53. "Education does not change the world. Education changes people. People change the world.” Paulo Freire, Philosopher and Educator Paulo Freire. Image from Wikipedia licensed under Creative Commons.
  54. 54. Further Reading (models & more) A New Curriculum for Information Literacy (ANCIL) report and outputs: https://newcurriculum.wordpress.com/project-reports- and-outputs/ The Information Literacy website: https://infolit.org.uk/ Updated CILIP IL Definition: https://infolit.org.uk/ILdefinitionCILIP2018.pdf ACRL Framework for Information Literacy: http://www.ala.org/acrl/standards/ilframework SCONUL 7 Pillars (2001) Available at: https://www.sconul.ac.uk/tags/7-pillars Secker, J and Coonan, E. (2013) Rethinking Information Literacy: a practical framework for supporting learning. Facet Publishing: London.
  55. 55. Further Reading (Teaching) Accardi, M. T. (2013) Feminist pedagogy for library instruction. Sacramento, CA: Library Juice Press. Burkhardt, J. (2016) 6 Tips for Teaching Information Literacy. https://archive.cilip.org.uk/blog/6-suggestions-teaching- information-literacy Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C., & Williamson, S. (2009). A toolkit for creative teaching in post- compulsory education. Open University Press. Grop̲pel-Wegener, A. (2016) Writing essays by pictures: a workbook. Innovative Libraries: Huddersfield. Pagowsky, N., & McElroy, K. (2016). Critical library pedagogy: Chicago: Association of College and Research Libraries. (2 vols) Walsh, Andrew and Inala, Padma (2010) Active Learning Techniques for Librarians: Practical Examples. Chandos, Cambridge. Walsh, A. (2017) The mini book of teaching tips for librarians. Innovative Libraries: Huddersfield.

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