LILAC 2009 Full Programme

Keynote Abstracts
Lesley Burger
Leslie Burger
Director
Princeton Public Library
65 With�rspoon Street
Princeton, NJ 08542
lburger@orincetonlibrarv.org
From Information Literacy to Digital Citizenship:
Libraries and the New Democracy E-government, viral messaging, online communities and
still to be invented methods for electronic participation .in today's society call for libraries to be
active leaders in teaching our customers all they need to know to be active participants in our
democracies. The recent U.S. Presidential election provides wonderful examples about how
technology can be used to engage people of all ages to become part of the discussion about
the important issues of our times and create solutions. Libraries have traditionally provided
people with the print information they need to make informed choices but now we must
become their partners, enabling them to become the digital citizens for the 21
st
century. Learn
more about what libraries around the world are doing to help transform their communities.
Conor Galvin
Lecturer and Researcher
UCO Dublin
College of Human Sciences
School of Education
conor.galvin@ucd.ie
Technologising the HE learning space; red pill or blue?
The technology project of the early 21st century leaves no space untouched. The leitmotif
may be playful, it may press sociality on us at the cost of the more traditional understandings
of the social, it may shift our perspectives on the public and private, and - most crucially in the
light of our concerns for this conference - it may seek to redefine and revaluate learning and
the role of information services in higher education. The possibilities are intriguing. And
broadly positive. As long as we really grasp where this new imaginary is taking us...
Melissa Highton
Head, Learning Technologies Group
OUCS University of Oxford
melissa.highton@oucs.ox.ac.uk
Managing your flamingo.
In her keynote Melissa will be aiming squarely at her seventh pillar. She will attempt to
synthesise and analyse existing information to provide fresh insights and forecasts.
Specifically, she will draw upon her knowledge of emerging technologies, learning
technologies, staff development processes and teaching practice. She will consider the
opportunities offered to information literacy professionals by the overlaps in these areas and
in working effectively with academic colleagues and other support services. The information
she provides will not necessarily be neutral. Her perspectives are shaped by experience of
working for 15 years within institutions to deliver innovation and change. She will explore
some of the challenges which the do-it-yourself approaches of web 2.0 bring to HE
organisations and the tensions between media creation and control. She will ask you what the
difference between digital and media literacy is and how your work in information literacy
supports both or either. She will suggest strategies to support visionaries and enthusiasts
towards models of sustainability, embedding and service. She hopes you will consider the
current situation in your own organisation and identify what further information you might
need. She will give practical suggestions for staff development and tell you what to do if your
9

,.,
.,
--
of research, from vetting the first hypothesis to obtaining funding, collaborating and getting
published.
Andy Chadbourne & Paul Dalton
lntellident
21st century stock management
Library patrons are getting smarter and demanding an increasingly accurate level of
service from libraries. Hear how lntellident is enabling its customers to provide
significantly improved on-shelf inventory.
Jacqueline Cousins & Kate Perris
Imperial College London
j.cousins@imperial.ac.uk
k.perris@imperial.ac.uk
Supporting ourselves to support research
The Medicine Information Literacy Group {MILG) at Imperial College London was set up to
address the needs of librarians supporting the medicine faculty at Imperial College. The group
has developed structures and ways of working that address the key concerns of subject
-. librarians and has greatly developed and improved the level of research support the library
provides to the faculty. Providing research support to our users is central to the role of the
university subject librarian. The role of the subject librarian has changed in recent years but
traditionally they have worked in isolation providing a service to schools or faculties within a
university. Subject librarians now work in a variety of ways but many will face similar
difficulties and challenges.
Peer support
The MILG group works collaboratively and has created a peer support network. This
approach has enabled the group to provide a higher level of support through addressing
issues such as professional development, current awareness, skills development and service
development while overcoming the time constraints that affect many lone subject librarians.
The group's purpose is to keep medicine faculty staff and students up-to-date with relevant
new resources, provide teaching sessions in areas such as research skills, liaise with the
faculty to identify training needs and develop the professional skills of MILG group members.
Group structure
MILG group meetings are structured around the academic year. MILG meets once a month
during term time and once a week during the summer for intensive teaching preparation
leading up to the start of the academic year. The monthly meetings are an opportunity for the
group to share ideas for service development including utilising new technologies, keeping
users informed of new resources, developing the library's relationship with the faculty and
reviewing library services to ensure the research needs of the faculty are being met. The
group also compares and creates working practices and develops the group's professional
skills through external and internal training. The work carried out during the monthly meetings
enables MILG to create a range of relevant training sessions for students. The majority of
these training sessions are delivered at the beginning of the academic year between
September and November. One-to-one training sessions and bookable group sessions are
offered to faculty staff and students throughout the year.
Current awareness
Group members take individual responsibility for current awareness. The group keeps up to
date with developments in key medical resources through appointing resource champions.
Each group member is assigned a resource for which they are responsible. This resource
champion produces user guides, informs the group of any changes and provides their peers
with training on the resource. The group also investigates and experiments with new

..I
-•
.
I
-I
.
I
-
I
.
,
..I
..
I
I
-
•
I
-
-......
in close collaboration with faculty staff and some externally commissioned. We will provide
details of our marketing campaign and the training delivered to library staff, students and
particularly GDP academic staff.
We are now working on the evaluation of the iSkillZone and are bidding for funding made
available for GDP Research by the University. We will report on this first phase of evaluation
giving some qualitative and quantitative analysis of the use and usefulness of the iSkillZone
from feedback sought from GDP staff and students.
We will discuss our future plans for example, developing an interactive 'Evaluate' section with
academic staff collaboration and adding more content for the 'Who owns it? (Copyright)'
section, which will be of particular interest to researchers and academics.
The hands-on session will involve users looking at the quiz, and trying out some df the
activities in the 'Plagiarism' and 'Who owns it? (Copyright)' sections. .Although the material is
personalised for a UWE audience it is currently freely available and may be adapted with
appropriate acknowledgement. The UWE Bristol Business School specific copy of the
a ·sm' section for example, will be available for download and reuse or repurposing from
Jorum. .-
Emily Shields & Jayne Evans
Manchester Metropolitan University
e.shields@mmu.ac.uk
j.e.h.evans@mmu.ac.uk
Oh no - not another voting session!: Interactive devices with a difference
If you think this is just another voting demonstration think again.....!
Staff from Manchester Metropolitan University (MMU) Library have in previous years at LILAC
demonstrated the use of the ACTIVote voting devices within our Information Literacy (IL)
sessions. This year our use of the new generation of Promethean interactive devices
(ActiveXpression) will be demonstrated and discussed, providing an opportunity to see how
this style of interactivity can enhance and support IL training. Participants will have the
opportunity, within the group activities, to consider how such devices or similar methods could
be used within the training given at their own institutions.
Objectives: By the end of this workshop participants will:
• Have an overview of how such devices as the ActiveXpression system can assist their
library's teaching sessions.
• Have experienced using the interactive devices within the session
• Be able to build upon and adapt existing sessions to include voting within them -
electronic or otherwise.
Since September 2008 the MMU Library Service has been involved with a University wide
project (Aid4Assessment) to evaluate the use of ActiveXpression interactive devices in
assessment within Higher Education. The Library's previous successes with the ACTIVote
pods highlighted the value of using these types of devices in lnfoSkills sessions to assess the
students' learning. The number of new features available with ActiveXpression has allowed us
to expand upon the range of questions and feedback we ask the students for, and this
development has proved beneficial to both staff and students. Using the handsets in different
situations has allowed us to compare and assess the various features of the devices that
work most successfully in different settings and with varying group sizes. The Library's results
show that use of such devices has increased inclusivity, interaction and enhanced the student
learning within a variety of environments, eg seminars, lecture theatres and PC classrooms.
They have provided us with the opportunity to get completely honest free text responses from
students allowing a better assessment of their learning as it takes place, and allowing the
direction of the sessions to change as necessary.
This session will allow participants the chance to see the range of ways in which MMU library
have used these devices and observe the tools available with ActiveXpression, such as free
14

,
-
be a credit bearing module specifically focused on IL as a stand-alone subject but which
requires subject-specific integration of the skills learned in the assessments (Johnston &
Webber, 2003). Both approaches stress the importance of contextualisation and practice of
IL skills as part of the teaching and learning process.
For the Environmental Science (F850) Programme at Newcastle University, close
collaboration between academic and library staff has resulted in the development of a whole
curriculum perspective. Some aspects of IL can be taught to all students in the same way,
thereby allowing the development of generic supporting resources. Other aspects may be
better learned in a specific disciplinary context. Considering the development of IL throughout
the degree programme has led to a blend of integrated and stand-alone teaching and learning
approaches, but it is clear that both need to be valued through direct credit-bearing
assessment.
This paper will describe the "golden thread" concept which was used to integrate IL into the
curriculum and present the preliminary results of research undertaken to assess the impact of
the IL interventions between 2005 and 2008. Students were asked to assess their own IL
levels at the start of first and second year and this self assessment was then compared to an
independent evaluation of their work, using predetermined criteria to assess evidence of IL in
assessed work at different stages. Continuing assessment of the value and effectiveness of
the interventions has driven the learning processes for staff involved in the implementation.
Discussion groups were used to draw out student perceptions of their experiences and to
investigate the students' concept of IL as a graduate attribute for life.
References
Godwin, P. (2003). Information literacy, but at what level? In: Information and IT literacy
enabling learning in the 21st
century. A. Martin & H. Rader (eds} Facet, London. pp 88-97.
Johnston, B. & Webber, S. (2003). Information literacy in higher education: a review and case
study. Studies in Higher Education 28,33 5-3 52 ,
McGuinness, C. (2003) Attitudes of academics to the library's role in information
education. In: Information and IT literacy. Enabling learning in the 21
st
century. A. Martin & H.
Rader (eds) Facet, London. pp 244-254.
Peters, J., Hathaway, H. & Bragan-Turner, D. (2003). Does discipline matter? In: Information
and IT literacy. Enabling learning in the 21
st
century. A. Martin & H. Rader {eds} Facet,
London. pp 77-87.
Jonathan H. Westaway
University of Central Lancashire
jwestaway@uclan.ac.uk
Research-informed Teaching and Information Literacy at the University of Central
Lancashire
All research requires the identification, use, evaluation and synthesis of relevant information.
As such, information literacy is an essential component of research. This paper will outline
recent initiatives at UCLan to develop information literacy within the context of Research
informed Teaching initiatives. The paper has two main aims: firstly, to discus the importance
of strategic approaches to embedding information-literacy education {ILE} within the
curriculum. The second aim will be to examine the implications of these strategic approaches
on professional development, specifically the role of 'librarian as educator'.
The Ceritre for Research-informed Teachina (CRiT} is a new initiative at UCLan with an
innovative remit: to support and encourage the links between teaching and research; to give
undergraduates experience of research; and to support pedagogic research in this area.
Highly developed in the USA, this 'Student as Scholar' approach fundamentally repositions
the student experience of teaching and learning. Far from being treated as just passive
consumers of knowledge, they are recognized as co-creators of knowledge. As part of its
remit the CRiT has undertaken a number of initiatives: founding the UCLan underaraduate
research ioumal Diffusion, funding student internships, organizing the Universitv Conference
and publishing a number of studies on the impact of research on teaching. With the
20

·-
•
-,.
-
l!
•
-
•..
•
'
••
'
•
..
emphasis on the 'student as researcher', information-literacy strategies that support and
develop students 'knowledge of how to become knowledgeable' Grayling, A. C., (2008) were
recognized as critical elements in this reformulated research-teaching nexus.
In conjunction with the Learnino Develooment Unit (LOU} at UCLan, the CRiT has funded an
Information-literacy Development Project at UCLan, based in the recently merged Learning
and Information Services. The project has a number of aims and objectives which will be
outlined and their effectiveness and implications discussed in this paper:
• Drawing on insights from Webber, Johnston and Corral! on the information- literate
university and the importance of strategic endorsement of IL strategies, the project
aims to incorporate information-literacy objectives into key strategic policy documents
and strategic processes at UCLan, including the Teaching and Learning Strategy and
the course validation process. Webber, S. and Johnston, B (2006)
• Utilizing existing information literacy models (SCONUL, CILIP, ALA ACRL) the project
has developed a seven-stage model of information literacy relevant to UCLan's
needs. Promotion of this model internally within LIS and externally to key
stakeholders forms an important part of the project.
• Promotion of information literacy to key university stakeholders has been undertaken
via the Digital Literacies panel discussion at the UCLan University Conference 2008
and the Digital Literacies blog. htto://uclan-digital-literacv.bloosoot.com/
• The project has developed learning outcomes for academic literature searching,
based on the seven-stage information-literacy model. The focus has been on
demonstrating progression in attainment and incorporating research on higher level
analytical and evaluative skills, particularly Jenny Moon's research on critical thinking.
Moon, J (2005)
htto://www.uclan.ac.uk/information/services/librarv/files/lLD Information Skills Bench
marks.pdf
• The project is developing an E-learn (WebCT} module, targeted at first year students,
designed to teach the information-literacy skills and critical-thinking skills needed to
undertake an academic-literature search.
• The project is developing partnerships between Learning and Information Services
and the faculties and schools. The goal is to embed information literacy within the
curriculum and to support liaison librarians in embedding information literacy in their
professional practice.
• The project aims to evaluate the impact of information-literacy strategies, to develop
assessment methodologier, and impact metrics.·
References .
Corral!, S. M., 'Benchmarking strategic engagement with information literacy: towards a
working model', Information Research, 12 (4) October 2007 -
;,
http://informationr.net/ir/12-4/oaoer328.html Accessed 20.03.08.
)l._ Grayling, A. C., (2008) 'The importance of knowing how', New Scientist, 9 August 2008, 48.
Moon, J, We seek it here...a new perspective on the elusive activity of critical thinking: a
theoretical and practical approach, Escalate, Higher Education Academy Subject Centre for
Education, Discussions in Education Series, October 2005.
htto://escalate.ac.uk/2041 Accessed 13.03.08.
Webber, S. and Johnston, 8., 'Working towards the information literate university', in Walton,
G. and Poe, A. (eds), Information Literacy: recognising the need. Staffordshire University,
Stoke-on-Trent 17 May 2006, 47-58
Webber S. and Johnston, B., 'Perspectives on the information literate university', SCONUL
Focus, 33, Winter 2004, 33-35.
http://www.sconul.ac.uk/oublications/newsletter/33/12.odf Accessed 20.03.08.
21

'
Workshop participants will engage with an IL competency analysis using a diagnostic tool
adapted from the Information Skills Benchmarks developed by Peter Godwin (2002) at South
Bank University. An individual reflective analysis of participants' own level of IL in relation to
each of the seven pillars will be followed by consideration of the level of IL competencies of
the students or colleagues that they typically teach or support. Small groups will discuss
where the gaps are in student and/or staff competencies and what this could mean for the
implementation or support of IBL with feedback from the workshop leaders.
Small groups will then engage with an IBL activity using a learning design tool developed at
CILASS that will give them the opportunity to experiment with inquiry-based pedagogies.
Groups will be given an educational scenario from the UK context where it would be
appropriate to implement IBL. They will identify which of the Seven Pillars they will address
and how they can build IL competencies using IBL A plenary discussion will then look at
each IBL design, to draw out general themes and issues that groups have identified and
move towards characterising an IBL pedagogy for IL.
References
Godwin, P. (2002) "Information Skills Benchmarks." South Bank University 2002 [ONLINE]
htto://www.lisa.lsbu.ac.uk/006 services/staff/informa.tion skills benchmarks.odf [Retrieved
13th November 2008]
Kahn, P. & O'Rourke, K. (2005). "Understanding enquiry-based learning". In: T. Barrett, I. M.
Labhrainn & H. Fallon (eds.), Handbook of Enquiry and Problem-Based Learning: Irish Case
Studies and International Perspectives, pp. 1-12. Centre for Excellence in Learning and
Teaching, NUI Galway; All Ireland Society for Higher Education (AISHE): Galway; Dublin.
[ONLINE] http://www.aishe.org/readings/2005- 2/chapter1.pdf; [Retrieved 2nd January 2008].
SCONUL (2007). The Seven Pillars of Information Literacy [ONLINE]
http://www.sconul.ac.uk/arouos/information literacv/seven oillars.html [Retrieved 13th
November 2008
Angela Newton & Amanda Harrison
University of Leeds
a.i.newton(a)leeds.ac.uk
a.a.harrison@leeds.ac.uk
Enhancing Student Engagement with Knowledge and Research through Evidence
based Information Literacy Training
Background: Evidence-based IL training helps students to fulfil their academic potential by
exploring the cutting edge of knowledge and engaging in the process of research.
During the last four years the Institute of Psychological Sciences and Leeds University Library
have conducted a longitudinal study assessing the information literacy skills of their students ,,,,
using a q!Jestionnaire based on the SCONUL 7 pillars model of information literacy. Previous
LILAC presentations ( arrison and Newton 2005 &-:2'rr07 ave demonstrated the reliability of
the assessment tool, the importance of assessing the IL skills of students in order to provide
evidence-based IL training, and the strong relationship between IL skills abilities and student
academic performance.
Continued use of this assessment tool has now provided evidence demonstrating the
reliability of the data produced across HE Institutions. Furthermore, a University of Leeds
Academic Development Fund grant has sponsored the extension of this innovative work
across all nine academic faculties. This project aims to facilitate the development of evidence
based Information Literacy training in the University, and has resulted in the production of
nine subject specific IL questionnaires designed to facilitate the students engagement with the
assessment process.
Method (Leeds study): In 2008 all undergraduate students in nine Schools of the University
of Leeds completed a subject specific information literacy questionnaire during the first few
weeks of study, prior to any IL training that year. The participating Schools represented a
wide range of academic disciplines from Physical Sciences, through Life Sciences and Social
23

ii
... y
-•
•--
•-
-
•
. t
-
•
·-
•
•
-
..
'-
.,
�
••
ill
•
·•
eight computer workstations, Reference/Instruction librarians prepared a once-a-week on
going, rotating curriculum from computer basics to Internet use. Meanwhile, the campus
became associated with the Dewey, (now Osher) Institute for Lifelong Learning, membership
base is primarily senior citizens. Reference/Instruction librarians presented two multi-session
workshops, the 21ST Century Library (2005), and The World at Your Fingertips: Beyond
Google (2006). Details of the programming, including syllabus design and appropriate use of
PowerPoint, demonstration of the Internet sites set up, including building web template will be
included. Pre-assessment tool and results (sections: electronic communication; computer
basics; World Wide Web]. Discussion of the evolution of original syllabus content; scheduling
& participation parameters will be included.
In 2004 the Indiana State University Library's Reference/ Instruction Department began an
instructional outreach program called "Bits 'n Bytes" to teach basic computer and Internet
searching skills to elders within our community. We, installed eight Gateway 1400 PCs, and
two desk jet printers in a local retirement community. The PCs, which are all hardwired to the
Internet via DSL, run on the Windows XP Pro operating system. Additionally, we can connect
to the Internet in the media room via a wirefree hub installed for the purpose of expanding the
range of instructional methods. With the educational initiatives of our university in mind, which
encourage community outreach and engagement with the community, we travel weekly to the
retirement community to teach computer skills. The goal of the program is to benefit the
community-at-large by providing these adult learners with information literacy skills,
therapeutic activity, and a social outlet. Realizing that this outreach program could offer our
university students opportunity for growth, we then partnered with faculty to open up Bites &
Bytes as a field site for students enrolled in a freshman social work course. Lesson plans,
course syllabi, equipment setup and student feedback will be included.
References
./ Bean, C 2003, 'Meeting the challenge: training an aging population to use computers',
Southeastern Librarian, vol. 51, no. 3, pp. 16-26.
Gust, KJ 2006,'Teaching with IT Tiffany's IT: A "go-lightly" approach to information literacy
instruction for adult and senior learner', Reference Services Review, vol. 34, no. 4, pp. 557-
569.
v' Hill, R, Beynon-Davies, P, Williams, MD 2008, 'Older people and internet engagement',
Information Technology & People, vol. 21, no. 3, pp. 244-266.
Juznic, P Blazic, M; Mercun, T; Plestenjak, B & Majcenovic, D 2006 'Who says that old dogs
cannot learn new tricks?: A survey of internet web usage among seniors', New Library World,
vol. 107, no. 7-8, pp. 332-345.
Lawson, KF 2005, 'Using eclectic digital resources to enhance instructional methods for adult
learners', OCLC Systems & Services, vol. 21, no. 1, pp. 49-60.
Maule, RW 1997, 'Adult IT programs: a discourse on pedagogy strategy and the internet',
Internet Research, vol. 7, no. 2, pp. 129-152.
Ragneflaten, EH 2004, 'SeniorSurf in Norway', Scandinavian Public Library Quarterly, no.4, p.
25.
Tuesday 31st
March - Morning Parallel session
Andrew Walsh
University of Huddersfield
a.p.walsh@hud.ac.uk
If they won't turn them off, we might as well use them. Using mobile 'phones in
information skills sessions.
Librarians have often been enthusiastic users of web 2.0 technologies as they've been
introduced, though there seem to be more web 2.0 librarians around than web 2.0 libraries!
Many of these technologies, including social networking sites and biogs are easy to post to
via mobiles, but the mobile libraries (m-libraries) concept seems at present to be biased
27

l
.
I
!
,'
-•
-
I
-,
I
'
>
I
.,
•
•
..
t�
ll
.'
II
111
-
�
'II
u
".
,1
'.
•JI
,.,
!I
"
-..
,1
�·
• .J
The ILT measures four of the five ACRL standards (Standard 4: student able to use
information effectively to accomplish a specific purpose can't be measured using multiple
choice questions).
The four standards assessed are:
· Standard 1: can the student define and articulate the nature and extent of the
information needed.
Standard 2: can the student access needed information effectively and efficiently.
Standard 3: can the student evaluate information and its sources critically and
incorporate selected information into his or her knowledge base and value system.
Standard 4: can the student understand many of the ethical, legal and socio
economic issues surrounding information and, information technology. The testing
cycle
Testing took place in late 2006, 2007 & 2008. The final years results are now being analysed
and will be released in February 2009.
Answering the Projects Research Questions
1. Is there value in administering online information literacy audits?
So far, yes. The figures provide us with a very useful baseline on the development of
Information Literacy skills in students over three years. The figures are really
interesting are we are now beginning further analysis of the results.
Some results so far:
The majority of students from both departments achieved good results:
o the majority of students scored well above the score required for "Proficient"
o the mean score for ICO students was in the "Advanced" classification
o the mean score for Economics was almost identical
o Only one in every 18 of the students failed to reach the Proficient grade (four
ICO students and one Economics)
o just over a quarter of students were classed as Proficient two thirds were
classed as Advanced.
2. What do the results tell us?
a. the majority of students were able to answer questions concerning defining
and articulating the nature and extent of the information needed correctly
b. around half were not able to answer questions concerning accessing needed
information effectively and efficiently correctly
c. two thirds were able to answer questions concerning evaluating information
and its sources critically and being able to incorporate selected information
into his or her knowledge base and value system
d. a similar number were able to answer questions concerning understanding
many of the ethical, legal and socio-economic issues surrounding information
and information technology correctly.
3. Does Intervention work?
Having identified areas for improvement, library staff and tutors targeted areas were
performance was weak with taught sessions and practical activities. After each
intervention student performance in these areas improved.
4. Is there a need in for a UK designed, generic, online Information Literacy Audit?
We'll know one way or the other if this is worthwhile pursuing when we have analysed the
final set of results, just ahead of the 2009 LILAC Conference.
30

it
"
II
It
References
Bordinaro, K & Richardson, G. (2004) Scaffolding and reflection in course integrated library
instruction Journal ofAcademic Librarianship Vol.30 (5) p.391-401.
Pope, A. and Walton, G. Information and media literacies: sharpening our vision in the twenty
first century, chapter accepted for publication in an, as yet, untitled book to be published by
Informing Science Press 2008 or early 2009.
Walker, H.M. & Engel, K.R. (2003) Research exercise: a sequenced approach to just-in-time
information literacy instruction Research StrategiesVol 19 p.135-147.
-i, Webber, S. & Johnston, B. (2006) Working towards the Information Literate University In ·
Walton, G. and Pope, A. Information literacy: recognising the need Oxford Chandos.
Andrew Whitworth
University of Manchester
andrew.whitworth@manchester.ac.uk
Information obesity - critical theory and information literacy
Metaphors help define what we can see. The current glut of information has been termed
'overload' or 'data smog', both suggesting a negative impact on the health of systems or
people. But another metaphor, 'abundance', suggests plentiful resources, from which could
be selected whatever is needed, and only what is needed, to sustain ourselves and our
systems.
This short paper shows how each metaphor is rooted in an environmental model of
information, in which information is a resource that can be nurtured by communities, but also
polluted or enclosed (see Hess and Ostrom's 2007 book on the 'information commons').
'Information obesity' is caused by the passive consumption of information, and the resultant
failure to use informational resources in the active production of knowledge, at both the
individual and community level.
Information literacy as it is popularly defined is one, but not the only, strategy for developing a
more healthy and sustainable approach to information. An exploration of critical theory
demonstrates the need to assess all IL strategies with respect to political considerations,
particularly the way organisations affect the way we think. It is the way we organise
information literacy, and how its principles are embedded into technologies and pedagogies,
which are most significant here. Information obesity is not a consequence of technology per
se but of the way its introduction and use are organised and, thus, how people adapt to and
learn about technological change.
Staff-development and community-based learning are identified as the areas into which IL
should look most urgently to expard, in order that its contribution to informational resources
can continue to remain a sustainat!e one.
Sonja Haerkoenen & Stephen Thornton
Cardiff University
HaerkoenenS@cardiff.ac.uk
ThorntonSL@cardiff.ac.uk
Trial an.d error - student responses to different approaches of embedding information
literacy education across five departments
As information literacy becomes an integral component of many traditional higher education
curricula, questions remain as to how best to integrate such teaching into the academic
timetable. Examination of various case studies has brought us closer to finding some
answers, but an opportunity arose at the School of European Studies to take this process
further by comparing various approaches to information literacy training taken by the five
different departments that comprise the School - French, German, Italian, Spanish and
Politics.
33

..
�·
.,
•
-•
-a
-
,
-
•
-
•
•
-
•
•
•
•
I•
•
•
•
•
•
,,_,,
•
•
o What can librarians learn from Creative Partnerships work ?
o What can Creative Partnerships learn from Information Literacy ?
Fiona's aim in presenting is not to present a 'toolkit for involvement' but rather to raise
awareness of Creative Partnership's action research programme and to leave delegates with
open ended questions to take back to their own institutions.
References
CREATIVE PARTNERSHIPS (2007) The art of looking sideways.London: Creative
Partnerships 2007.
Simon Davis & Angela Newton
University of Leeds
S.J.Davis@adm.leeds.ac.uk
A.J.Newton@leeds.ac.uk
J0 minutes of interaction: Bite sized Information Literacy for new university students
Creating comprehensive user guides and training manuals is second nature to Librarians, but
they may not be the best way to introduce new University students to key information literacy
skills or information resources. In an age of blended learning where 'skimming' and
'bouncing' are replacing traditional forms of linear reading; static workbooks are an uninviting,
perhaps even intimidating route to becoming information literate. (UCL, 2008)
This session will show how complex concepts can be made easily digestible to first year
students through 10 minute interactive online learning objects. The process of creating the
learning objects will be outlined, including the crucial collaborative relationship between
Librarians and a Learning Technologist, and how their diverse skills and professional
experience had a direct and positive impact on the resulting learning objects. Information
about how students are signposted to more comprehensive and in-depth user guides on the
same topic will also be featured, as will a set of initiatives aimed at promoting the learning
objects to academic staff for use in blended learning contexts.
Designing learning objects to an agreed template and pre-defined model allowed authors and
editors to clearly visualise content before it was created. This approach, adapted from
commercial practice, will enable the streamlining of future production of more learning objects
and helped provide a structure for non-technical authors, not used to developing for this
medium, to work within.
Strategies for evaluation of-the learning objects will be discussed in this session, as will future
plans for the development of further 10 minute resources to support new University students.
Finally, delegates will also be introduced to a model illustrating how different types of
interactive technology can enhance bitesized learning, and the types of software which may
be available to them to create these kinds of learning experiences.
Reference:
UCL. 2008 - Information behaviour of the researcher of the future: a GIBER briefing paper
[online]. [Accessed 13th November 2008]. Available from World Wide Web:
http://www.bl.uk/news/odf/qooaleaen.odf
Rosie Jones, Emily Shields & Bob Glass
Manchester Metropolitan University
r.j.h.iones@mmu.ac.uk
E.shields@mmu.ac.uk
n.r.glass@mmu.ac.uk
Help Viola: using an Alternate Reality Game for student induction I
Are you interested in a new lo-fi and cost effective way to welcome, engage and enthuse your
students? An Alternate Reality Game (ARG) offers you just that, as well as the opportunity to
38

support active learning, stimulate curiosity, provide flexible interaction whilst achieving more
serious learning outcomes. The success of ARGs for entertainment (see, for example,
www.perplexcity.com) provides evidence of their huge potential to captivate participants.
The ARGOSI project (Alternate Reality Games for Orientation, Socialisation and Induction) is
a JISC-funded collaboration between Manchester Metropolitan University (MMU) and the
University of Bolton, which has developed and trialled an Alternate Reality Game (ARG) to
support the student induction process. An ARG blends the real world with the virtual as
players undertake a series of challenges to uncover a mystery and watch the storyline evolve.
ARGs have the potential to contextualise learning and increase engagement. They offer an
inclusive, cost-effective and engaging alternative to traditional induction activities. At MMU,
induction for new students tends to be condensed into one week, often time allocated is short,
numbers are high and environment is not ideal. Although information delivered is essential,
students do not necessarily see the connection to their studies nor the worth of these
sessions. The ARGOSI project uses an ARG to provide an attractive learning environment for
new students to meet others, explore the city and learn basic library information seeking and
evaluation skills.
Following on from the poster presentation, at last year's LILAC, this session will report on the
findings of the first year of the ARGOSI project. This-workshop provides an opportunity for
participants to experience elements of an ARG first hand. It will touch on the theory behind
ARGs and the components that make up the ARGOSI game. Information will be provided on
the ARGOSI design framework and customisable artefacts so that participants can investigate
the potential of hosting their own ARG. Finally it will explain how the outputs of the ARGOS(
project have been packaged with the intention of enabling teams at other universities to be
able to more easily develop and run their own ARGs reflecting their local areas and
curriculum interests, but taking advantage of the content and experiences gained through the
ARGOSI Manchester pilot project.
Sarah Elsegood
University of East Anglia Library
s.elseaood@uea.ac.uk
Users' experiences of new generation search interfaces: introducing Ex Libris's PRIMO
search engine at University of East Anglia Library
UEA Library is one of a group of Charter Member institutions working closely with system
provider Ex Libris to implement a new generation search interface. PRIMO sits alongside its
other products - the Ex Libris OPAC and Ex Libris e-resources gateway Metalib with its SFX
full-text linking functionality.
This presentation looks at users' experiences of this new service since its launch in August
2008 and asks what impact new gf!neration search interfaces will have on future information
literacy skills teaching? PRIMO aims to combine the ease of use and attractive simple
interface of popular web-based search engines with the access to high quality content of
Library-subscribed and selected resources. It is designed to be intuitive to use and not require
helpsheets, training sessions and other staff interventions. Over 6 months from the launch,
have librarians at University of East Anglia found this to be true? What do our staff and
students_think of this new service? Do they use the Web 2.0 features such as writing reviews?
Branded locally as Broadsearch, this service enables users to search local datasets such as
the Library Catalogue and UEA Digital Repository as well as a sub-set of core databases from
Metalib. Data can be pulled in from other local or national Library Catalogues. Typical
searches result in a broad set of results which can be further refined using facets on screen.
Book jacket images and a clear indication of the availability of each item make this service
particularly attractive to new users.
Should we as librarians strive for continual improvement in our information literacy initiatives
or should we be working closely with LRM system providers to develop products that are
easier to use?
39

6
•
•�
-·•
..•
•
•
-•
I
-'
�I
I
.
The Information Literacy module had a fund of 100, 000 euro over a 3 year cycle with 600,
000 overall provided for Generic Skills Project. Overall, SIF fund 06-11 was to be 300 million
euro.
Other Generic Skills modules included: Technology Transfer; Research Ethics; Research
Methods for Life Sciences; Statistics and Data Analysis; Teaching and Learning.
The Information Literacy module was developed to be offered in both an online and face-to
face environment and be integrateable with elearning environments. It was to be capable of
localisation and customisable for different disciplines and with measurable learning outcomes.
It was to extendable to other institutions and use a range of media.
Project development launch was in April 2007. There was consultation with:
Subject Librarians; Deans of Graduate Studies; Teaching and Learning Units; Researchers. It
was in harmony with national framework (CONUL Group on Information Literacy) and reflect
international best practice.
We agreed to outsource online development and after a tendering process, a company called
eMedia was engaged.
We have a short pilot earlier in year and are currently running a full pilot of content using
cancer related examples. In early 2009, we intend rolling out full STM related content and
extend applicability of module to Humanities researchers by Sept 2009.
The module has 7 units:
• Information Literacy and your Research
• Research Resource Discovery
• Evaluating Research Resource Discovery
• Tracking Down Results and Keeping up-to-date
• Managing your information
• Ethics in using information
• Publishing and disseminating Research
We intend adding another unit on Writing Skills and critical analysis next year. Each unit is
fully assessed and evaluating with clear learning outcomes.
Claire McGuinness
University College Dublin
Claire.mcguinness@ucd.ie
Journals for learning, journals for teaching: Using student accounts of the researc
process to develop an Information Literacy module.
This paper reports on the use of reflective research portfolios over four academic years
(2005-2009) within a First Year information literacy module that is designed to lead students
through the secondary research process as they tackle academic essay-writing for the first
time. The use of reflection as a meta-cognitive learning strategy has been increasing in
popularity in recent years, particularly in the context of information literacy instruction (Ellis &
Salisbury, 2004; Andretta, 2005; Sharma, 2007). In an effort to assess the process of
research as well as the end-product, and to provide an opportunity for students to develop an
awareness of their abilities as fledgling researchers, reflective research portfolios were
introduced as a part of the assessment protocol for the First Year module "Information Skills
for Academic Writing" in addition to an essay that students were required to submit at the end
of the module. During the first year, students completed the journal over a continuous ten
week period, documenting their research strategies, as well as the emotions and problems
experienced at each stage of the process. While the core exercise has remained the same
since the first year, the instructor has made a series of successive improvements to the
journal format during the intervening years, based on the students' accounts of their research
experience, as well as their often strategic approach to the journals themselves. The evolution
of the exercise over time reflects a growing awareness and deeper understanding on the
instructor's part of how novice students tackle the research process for essay-writing, as well
52

!
-.
,-
•
.•
•
ti
as their overall learning and information-seeking strategies. Students' journal entries have
also led to changes in the essay requirements; for example, while students were initially
asked to construct their own essay questions from a broad topic allocation, journal analysis
indicated that many were struggling with topic development, and consequently spending
insufficient time on the remaining stages of the process.
The objective of this paper is not simply to comment on the effectiveness of the reflective
research journal as a means of assisting incoming undergraduates in their initial attempts to
undertake secondary research, but also to explore its usefulness as an evaluative tool for
instructors, who can use the insight gleaned from journals to adapt and develop information
literacy modules to address knowledge gaps which may not be revealed through simple pre
tests. In addition to describing the evolution of the assignment from a ten-week, primarily
reflective diary to a six-week research portfolio, containing both reflective elements and
samples of hands-on student work gathered over the duration of the assignment, the ·paper
will explore the idea of reflexive practice, both from the perspective of the instructor and the
students. Sample journal entries and student evaluations will be presented to bring the
reflective process to life, and to show how the instructor was guided by the students'
subjective experiences of carrying out research, and by their struggle with the essay-writing
process.
References
Andretta, S. (2005). Information Literacy: A Practitioner's Guide. Oxford: Chandos.
Ellis, J. & Salisbury, F. (2004). Information literacy milestones: building upon the prior
knowledge of first-year students. The Australian Library Journal, 53(4): 383-396.
Sharma, S. (2007). From chaos to clarity: using the research portfolio to teach and assess
information literacy skills. Journal of Academic Librarianship, 33(1):127-135.
Rowena Macrae-Gibson & Jane Secker
London School of Economics,
R.Macrae-Gibson@lse.ac.uk
J.Secker@lse.ac.uk
Reflecting on the needs of PhD students: developing information skills at LSE
This paper describes recent work at LSE by staff in the Library and Centre for Learning
Technology to improve the support given to research students, specifically in terms of the
information skills provision. We will look at this in the context of wider research that indicates
researchers have specific requirements in terms of their information skills {Lotta and Per;
2008; Rowlands et al, 200? and RIN 2007).
For a number of years the Library has offered a variety of standalone information skills
sessions for PhD students.·In addition the CLT training programme for staff is also offered to
research students. The presentation will describe recent work to provide a more coordinated
approach of support between the two departments. In summer 2008 a focus group was held
with students which provided valuable evidence about what they might require in terms of
training and support. This research informed the redesign and development of several new
initiatives in Autumn 2008, which are described in this paper. These include online support for
research students in Moodie, a new suite of courses in the Digital Literacy Programme and
the launch of a six week course: Ml512: tools for research. The Ml512 programme was
influenced by the SCONUL seven pillars to develop a programme which provides students
with the skills to find, evaluate and manage information for their research. The programme
also significantly raised the profile of courses taught by the Library generally and the session
will include details of how the programme generated further independent library teaching
sessions.
The two members of staff involved in this work are currently undertaking a postgraduate
teaching certificate and through the course of their studies are reflecting on the teaching they
do, specifically in the Ml512 programme. By March 2009 this programme will have run twice
and the intention is to explore how their reflections over the past few months led them to
make changes to this course in the Lent term. They will also share their thoughts about how
53

-
•
•
•..-
•--
•
-
•-
·-•
•-
·-•
-•
--..-
•__,
-•-
-
·-
-•.--
•
•-
•
-
•
"-
°'"-
..--
.,
role is crucial in developing IL among nursing students and staff. Thus, it is recommended
that IL be included in the nursing education curriculum. Moreover, it is the librarian's
responsibility to initiate the teaching faculty's involvement in designing the curriculum.
Librarians must be seen as potential collaborators in the effort to achieve common IL goals
making it increasingly necessary to develop networks and partnerships in working life.
We would like to present what we have done to promote information literacy in the nursing
environment based on our research. We would also like to introduce and discuss the
significance of developing courses - like ours - to meet the demands of the nursing
environment. This paper reviews what was taught and learnt during the project. The learning
results were examined by means of interviews and tests. The findings demonstrated that the
program had a positive impact on nurses' IL-skills and collaboration in IL training will therefore
continue.
Posters
Clare Boucher & Jed Chandler
Swansea University
c.boucher@swansea.ac.uk
i.chandler@swansea.ac.uk
Introducing the Research Readiness Self-Assessment Tool (RRSA) at Swansea
University
At Swansea University research students are asked to assess their own level of information
literacy skills and training needs. How realistic can these assessments be when they are not
set against a particular standard?
The Research Information Network (RIN) report 'Mind the Skills gap: Information-handling
Training for Researchers' recommends that libraries or other training professionals should
"adopt more systematic and innovative approaches to identifying and assessing the needs of
researchers to enhance their information-related skills and competencies."
Swansea University librarians have been collaborating with their institution's skills
development officer for postgraduate research to develop a tool for assessing the existing
information literacy skills of new researchers at Swansea. The chosen audit tool is based on
one developed at Central Michigan University by an occupational psychologist to measure
"Information Age" competencies.
The Research Readiness Self-Assessment tool (RRSA) is an online questionnaire which
students can work through to help them assess their level of information skills and identify
gaps in their knowledge. The assessment includes multiple-choice questions and problem
based exercises on finding information, evaluating information and understanding plagiarism.
On completion of the RRSA questionnaire participants receive a numerical result and
feedback from Librarians.
The tool was chosen for its affordability, flexibility, and ability to be customized and has been
tailored to suit UK and in particular Swansea researchers. This project is a 'works in
progress' and the paper will report on how the tool was customized and the first set of results
from the.October 2008 postgraduate cohort. The intended outcome is that participants will
change their perception of their own research skills and recognize the need for further library
support. Library and Postgraduate Training Office staffs are monitoring attendance on their
annual Post Graduate Research Programme to see if attendance increases particularly by
those with low-score ratings in the assessment tool.
68

-I
•
-
•
•-
..--•--
•
•
-•
--•
,._,
..
-
t
-
..-
•
'
"
-
l,
-
-
I
-
I
-
-·
I
-.,
--•·
..•
..•
References
Research Information Network (2008) Mind the skills gap: information-handling training for
researchers. London: Research Information Network. http://www.rin.ac.uk/training-research
info (Retrieved 10 November 2008).
Kate Bradbury
Cardiff University
BradburyK1@cardiff.ac.uk
"Maximising your publications impact" - a new workshop for researchers
The proposals for the Research Excellence Framework to replace the Research Assessment
Exercise indicate that, to a greater or lesser deg_ree according to discipline, bibliometric
indicators such as citation analysis will probably be required in the assessment of research
quality. The institutions involved in the pilot exercise have reported back and the results and
new proposals from HEFCE are due in 2009.
One of the aims of the University's Information Services Research Support Group is to
enhance and extend the opportunities for information literacy training available to academic
staff. In response to the increasing interest from researchers in tracking citation data and
journal impact engendered by HEFCE's proposals, the Research Support Group have
proposed a new workshop on maximising publications impact to the Human Resources'
Training and Development Section.
The poster will outline the content of the workshop, which covers: background drivers behind
the increasing interest in bibliometric measurement of research impact; how citation impact is
measured; techniques and resources to maximise and track the citation impact of an author's
journal articles and open access publishing. Reflecting on the feedback from attendees, the
paper will look at the key issues that are concerning academic staff arising from the changes
in research assessment that are about to be implemented by HEFCE.
Tiina Heino
University of Helsinki
tiina.m.heino@helsinki.fi
ICT Driving Licence at the University of Helsinki: Meeting the Needs of Diverse Study
Fields
Since the fall 2005, the Information and Communication Technology Driving Licence (ICT
Driving Licence) has beeri a compulsory course for all new students in all faculties at the
University of Helsinki. The ICT Driving Licence is a curriculum integrated program which
introduces the first-year-student the IT facilities, including electronic library, and teaches IT
skills, including information retrieval. The aim is to guarantee all first-year-students equal
basic skills in information and communication technology (ICT), because the ICT skills are
regarded very important in the successful studying process.
The poster will introduce the subject areas and success factors of the driving licence,
concentrating on the subject areas for which the libraries are responsible. The cooperation
between the various participants of this project is a key success factor:
a) cooperation between different universities: the University of Helsinki and Open University.
Later other universities have purchased the material.
b) a university level cooperation in the project team: IT department, pedagogical units,
libraries, IT teachers, IT pedagogical specialist from all faculties, student member
c) faculty level cooperation with IT teachers and librarians
d) cooperation between different libraries
e) course level cooperation with the subject teachers and librarians
Practical examples are presented how the information literacy teachers of the National Library
of Health Sciences and Viikki Science Library and the faculty teachers collaborate in the
Faculty of Medicine and Faculty of Agriculture and Forestry. Especially the hands-on sessions
69

•-
I
-
•-
I
-
I
-
•
-•
-
•-
•-
,,
'1
-
Ill
I
-
-
I
...
I
_,
-I
..,
'I
of the information retrieval module are tailored to meet the specific learning goals in the
different fields of study.
The ICT Driving Licence is continuingly developed, and the future tasks and development are
going to be described. The ICT Driving License learning material is available in Finnish,
Swedish, and English. Because the material is openly accessible on the web it is available for
life-long-learning and updating of skills.
Lorna Hibbert & Jan Storey
Northumbria University
lorna.hibbert@northumbria.ac.uk
ian.storev@northumbria.ac.uk
Mapping and embedding information literacy learning objects within a VLE
Northumbria University's Learning and Teaching Strategy was revised in 2007 to include the
objective "Developing students enabling them to become effective lifelong learners, ensuring
they acquire the skills and qualities required for their current programmes, to enhance their
employability and to prepare them for the future"
To support this aim, Library and Learning Services has embarked on year one of a three year
learning and teaching strategy to embed information ·literacy skills within specific core
modules on programmes at Undergraduate and Postgraduate level in all Schools using the
VLE.
An information literacy framework was devised and is initially being implemented in the
Business School, embedding information literacy using the VLE. Working closely with key
academic staff, the information literacy framework skills were mapped to three core modules
that all level four students study (approximately 900 students). Contextualised learning
objects relating to the competencies in the framework were added to the VLE which linked to
specific weeks where activities or assessment were taking place. The aim is to teach
Information literacy at the point of need in an incremental and iterative way. Students are
directed towards these activities via announcements, emails and from their tutors.
Examples of the learning objects include annotated mini PowerPoint's showing how to use
specific databases, searching the library catalogue and searching for a journal article from a
reference. The learning objects are linked to specific activities taking place within modules
such as researching information for a presentation or a seminar discussion. Informs guides
were written for databases that were needed in specific modules in all levels of study. Guides
to approaching the assignments are being written in conjunction with academics. Links to
existing help and support on IT and study skills was also added where relevant on a module.
The poster will focus on the evaluation of the impact of the learning objects and the resulting
student experience.
References
Northumbria University (2007) Learning and Teaching Strategy 2007-2010. Available at
http://southhvlton.unn.ac.uk/vcDocuments/secure.html (Accessed 11th November 2008)
Liz Lanf�ar & Alison Park
Leeds Metropolitan University
l.lanfear@leedsmet.ac.uk
a.park@leedsmet.ac.uk
Information Literacy at Leeds Met: collaboration for best practise
Information literacy is an important skill for students, and at Leeds Met it has been identified
as a priority within the Assessment Learning and Teaching Strategy for 2009 - 11. The
library's Information Literacy Group has been successful in achieving funding to enhance a
70

•
•-
•
•
,,
./
,'
,.
•
..,.,,
research project being undertaken to embed information literacy into the curriculum. The
poster will outline the results of this venture.
The research will enable the library to:
• Use existing good practice identified within the University, at other institutions and in
current research, in developing information skills teaching activities.
• Identify how information skills can be increasingly and effectively embedded in to the
curriculum through collaboration with other universities who are considered
innovators in the field.
• Encourage collaboration with other institutions.
• Benefit students from across the university with the potential to enhance the learning
of our partnership students, for example through working with librarians across the
Regional University Network.
The main project of embedding Information Literacy into the curriculum is already being
undertaken by librarians at the institution. The purpose of this research is to give further
impetus to this project by bringing in outside expertise and knowledge from acknowledged
innovators in the field, from institutions that are successfully embedding information literacy
and have effective information literacy strategies.
To provide a theoretical and pedagogical basis for the basis for suitable activities and
exercises that could be used in practical sessions, colleagues have explored the literature on
teaching and learning theory (Bloom, 1956; Coffield et al, 2004; Fleming, 2005; Kolb, 1984).
The group has collated these activities into a resource bank, which has been developed into a
teaching and learning support wiki (httos://teachinaandlearninasuooort.obwiki.com) so that
colleagues can easily access the resources, share good practice and develop new ideas and
activities to support their own teaching.
References
Bloom, B. (ed.) (1956) Taxonomy of educational objectives: the classification of educational
goals. London: Longmans.
Coffield, F. et al (2004) Learning styles and pedagogy in post-16 learning: a systematic and
critical review. London: Learning and Skills Research Centre. Available at:
htto://www.lsda.ora.uk/files/PDF/1543.pdf (Retrieved 18 June 2008)
Fleming, N. (2005) Teaching and learning styles: Vark strategies. Christchurch: Vark-Learn.
Kolb, D. (1984) Experiential learning: experience as the source of learning and development.
Englewood Cliffs: Prentice-Hall.
Annamarie McKie, Linda Griffiths, Rachel Kitchen & Anne Caron Delion.
University for the Creative Arts
amckie@ucreative.ac.uk
rkitchen@ucreative.ac.uk
Mapping the Territory: overview of project
Traditionally library and learning services have offered information literacy workshops that
teach students how to " source, navigate, select , retrieve, manipulate and manage
information from a variety of sources" (HEA 2006). Inevitably because of timetable constraints
these sessions often focus on equipping students with a core set of library "tools" at critical
points in their course ; these tools, which include key electronic resources, guides on
referencing, plagiarism and lists of resources by subject area, are usually explored by the
students during the session and are all located within a library web site. Attendance at these
sessions varies by subject, but generally many young scholars perceive themselves as expert
searchers already, so may see little need for extra help when Google always seems to
provide the answers.
At the same time, there is an appreciation that there are a specific set of information
behaviours needed by the researcher of the future todays students think and process
information fundamentally differently from their predecessors. (Ciber briefing paper 2007) A
71

•
•
•
•
-
..
"
-
�)
•)
,-,,
I,
i
-
I
·-•
•
•
·•
.
, .
.
•
.
·•
Pamela McKinney
University of Sheffield
o.mckinney@sheffield.ac.uk
Information Literacy week at the University of Sheffield
This poster will capture key aspects of the first 'Information Literacy Week' organised by the
University of Sheffield's Information Literacy Network (ILN), which took place in October 2008.
The ILN is a cross-functional multi-professional special interest group that brings together
colleagues from the University Library, the Department of Information Studies and CILASS:
Centre for Inquiry-based Learning in the Arts and Social Sciences, a Centre for Excellence in
Teaching and Learning based at the University. The ILN aims to support Sheffield
University's strategic commitment to Information Literacy (IL) through a programme of
awareness-raising activities and development events that highlight the strength of in-house
expertise in IL teaching, research and educational development.
Our poster will: i) identify the stakeholders involved and the types of activity undertaken; ii)
show examples of what was presented, discussed and published; and iii) highlight
enhancements that we will make next time.
The week featured an inquiry-based event on the theme of IL for employability, where
students, staff, a colleague from the Careers Service and Faculty Liaison Librarians
contributed to discussion about how being information literate prepares students for the world
of work. This theme was also taken up in an international discussion that took place in the
virtual world, Second Life. The Centre for Information Literacy Research hosted two research
seminars: on IL in Schools in Syria and on IL in Second Life. The week's activities were
complemented by a series of postings on Sheffield University's learning and teaching 'Good
Practice' Blog.
The week provided a means of showcasing the work of staff and students and bringing more
people into conversations about IL and its importance. The poster will be of interest to IL
practitioners considering similar events in their own institutions.
References
The LILAC-references (Harvard) style is used to format the references, e.g.
Chan, L. et al (2002) Budapest Open Access Initiative. New York: Open Society Institute.
http://www.soros.org/openaccess/read.shtml (Retrieved 22 January 2007).
Ann Reidling
University of South Florida
aried!in@cas.usf.edu
Learn to Learn: Essentials of Information Literacy and Research
The quantity and complexity of information with which one has to deal is growing
exponentially. Look at it this way. The capacity of a "typical" brain holds no more information
than it did for someone a century or two...or five... ago; however, the amount of information
one has access to has increased in size by thousands, millions...maybe even billions. At one
point, people wrote on stone tablets; later the printing press was invented; much later the
computer was invented that provides people with access to more information than one can
even conceive of-or ever view in a lifetime. One's capacity to learn has not grown, but the
amount of information people are exposed to has developed beyond imagination. As a result,
no course of study is adequate unless it helps to increase peoples' abilities to deal with the
vastness of information in their fields.
Over time, numerous "literacies" have developed. For example, reading literacy, visual
literacy, and computer literacy. What is information literacy? Simply stated, it is being literate
about information (understanding the how, what, why, when, and where about the information
with which one is presented). One of the most common definitions of information literacy is
73

•
•
•
•
,.
,.
-
,.
••
'"
"
,.
-
••
-
..
·-
..I
..
'I
-
I
-
I
•
-
•
-
•
•
�
•
•
•
...
...
the ability to access, evaluate, organize and use information. This information comes in a
wide variety of formats (books, videotapes, CD-ROMs, DVDs, etc.) and is accessible by
numerous means. In order to conduct "proper and effective" research, one must learn
information literacy skills. To become information literate requires change; change requires
that people learn more and more about the world around them. It was not very long ago that
one's research needs could be satisfied with the library catalog, and a few reference books
and periodicals. People now have online access to a large number of library catalogs, many
online periodical databases and indexes, full-text of numerous journals, a wide variety of
nonprint resources and a multitude of Web sites. Because of this, one must now learn new
skills and procedures to conduct research-and, once again, learn to learn, using these new
formats, processes, strategies, and techniques.
Barbara Sakarya
Institute of Education
b.sakarva@ioe.ac.uk
One-half wisdom
One-half of wisdom: that is the E-librarian auestion outlines the evolution of the TTRB E
librarian service and focuses on the importance of planning a coherent question as a first step
in information literacy.
The TTRB, Teacher Training Resource Bank, and E-librarian were launched in 2006 to
provide access to educational research informing teacher education. Based at the Institute of
Education, the E-librarian was initially funded by Microsoft. After a successful first year, the
TOA took over funding for 2007 to 2010.
The E-librarian online service requires questioners to first register with the TTRB. Once
registered, questioners submit questions online and E-librarian responses are received via
email within two working days. These 'responses' are not comprehensive answers, but
suggested search strategies with a sampling of references that can be searched further.
Additional links to articles and glossary items written by the E-librarian are also added to E
librarian responses to facilitate future searches. Asking an E-librarian question is one such
glossary item.
While a primary aim for this question and answer service is to promote search strategies for
individual users, a secondary purpose is to provide questions and responses that can be used
by others. Once a question is published online, it can be viewed by anyone interested in
educational research. In addition, an in-built function of the E-librarian is to assist the TTRB
by accumulating a bank of questions that TTRB editors can regularly 'harvest' for possible
articles and educational trends.
In sum, one question and one response can serve a number of purposes. After over two
years and over 2000 questions, a range of E-librarian questions have shown that forming a
good question is not only the first step in information literacy, but the best bet of receiving a
good response.
Clare Scott & Bob McKay
University of Sheffield
c.scott@sheffield.ac.uk
r.mckav@sheffield.ac.uk
An information literacy intervention in the School of English at The University of
Sheffield using IBL workshops
This poster will report on the findings of a project in the School of English. The information
literacy skills of level one English students are not sufficient for their studies and the Library
and the School of English in partnership have been trying to improve them. There is some
evidence of the difficulties they face in the bibliographies of assessed essays and the
74

•
'I
'
/
'
/
)
)
)
)
)
'.
students' confusion about why one particular reference system may be used in preference to
another.
Bob McKay, from the School of English, has worked in partnership with Clare Scott, the
Faculty of Arts and Humanities Librarian, to run a series workshops in peer groups for level
one students. The groups were made up of Language & Linguistics, Language & Literature
and Literature students. The workshops focused on their referencing skills, using the MHRA
referencing system. There are two styles of referencing in use and the students have to learn
the appropriate style for English Language & Linguistics and/or English Literature. We were
also keen to see if the collaboration of a professional Arts librarian along with that of the
subject specialist lecturer was valuable. Part of the activity involved cross searching English
subject databases, such as MLA Bibliography, in order to create a bibliography. We decided
to use an Inquiry Based Learning Model to teach the workshops by getting the students to
find references and then present them in both referencing styles. We then wanted them to
reflect on the task and the difficulties they encountered in their groups. The aim is to improve
their understanding of this particular IL skill and provide them with some tools for self
orientated learning rather than for them to come out of the session as accomplished citers in
whichever or both styles of referencing.
Previously information literacy teaching has been delivered in a lecture style and we felt that
creating an inquiry based task for the students would be more engaging and would improve
their learning outcomes. This is an action research project and, as such, we are in a second
iteration of the cycle. We realise that we may need to adjust and change our practice for the
next academic year once we have evaluated and reflected upon this iteration of our teaching.
There should be some student comments on the experience as we plan to conduct a focus
group with volunteers from this cohort of students. Our information literacy intervention in the
School of English is a work in progress and so this paper outlines the practice of teaching
information literacy using IBL during Semester One 2008 and our reflections on this
experience as teachers.
Elizabeth Tilley
University of Cambridge
eat21@cam.ac.uk
Measuring the impact of skills training
A longitudinal impact study began in October 2008 to discover whether skills sessions
provided for freshers have an impact on subsequent study behaviour. The research was
considered useful for two reasons: firstly as a means of evaluating a newly-established skills
programme offered to freshers, and secondly as a means of discovering the kind of impact,
training, such as this, has on student study behaviour. This research is ongoing and some
results will not be available until later in the academic year.
Overall it seemed useful to ascertain if there was any long-term impact of skills training. Other
factors will influence student study behaviour in the tactics that they employ for researching
essay topics. It was hoped that these could also be identified. Ultimately, the impact evidence
would be measured against Brophy's (2002) impact measure model.
The research itself involved establishing clear impact indicators with appropriate success
criteria and relevant indicators. Groups were pre-determined simply by the fact that they were
College groups whose Director of Studies had booked skills sessions with the Library. Groups
were give"n a pre-session test, followed by a post-session test. Analysis of the results of this
will be compared to Brophy's impact measure model. The second part of the post-session test
will be re-issued to the students after 3 months, with a follow-up interview with each one.
Brophy's impact levels will be applied again. Further follow up with all students in the form of
a focus group will take place at the end of the academic year.
75

)
)
'
I
)
)
;
)
)
Paul Verlander & Catherine Scutt
Liverpool Hope University
verlano@hooe.ac.uk
scuttc@hooe.ac.uk
Teaching information skills to large groups with limited time and resources: a practical
toolkit
"My students need to know how to use the library. There are 80 in the group; you can have an
hour with them." The above encapsulates a familiar scenario for academic librarians involved
in the teaching of information skills. Evidence would suggest that teaching information skills
effectively should be undertaken in small groups in an environment where students get
hands-on practice using resources. However, the combined limitations of few available .staff
and limited time in an already packed teaching curriculum means that often the only
opportunity for librarians to engage with students will be to large groups in lecture theatres.
Increasingly the traditional academic lecture is acknowledged as flawed as a means of
effective teaching. "Most people tire of lectures in ten minutes; clever people can do it in five.
Sensible people never go to lectures at all" (Stephen Leacock in Sherin (1995), 104) The
limitations of the lecture are even more pertinent when the material we are teaching requires
students to search for information using online resources.
Based on the practical experience of trialling a range of methods with students at Liverpool
Hope University during the current academic year, this poster will explore various teaching
techniques to assist in the delivery of information literacy skills when large group teaching is
the only available option. This will include an outline of a variety of aides to interactive
teaching within the lecture. We will also discuss the use of post-session follow up actions to
ensure that students receive hands-on practice using resources, student comprehension is
evaluated and areas of misunderstanding are addressed.
Ruth Wilson & Andy Tomkins
Edge Hill University
wilsonr@edaehill.ac.uk
andrew.tomkins@edaehill.ac.uk
Researchers and reading groups: a new partnership in research support
Context
Researchers and information literacy would seem to be so closely interwoven as to need far
less promotion than many undergraduate programmes. Sadly, experience has shown this not
always the case and any approaches which yield positive results in terms of the recognition of
information services expertise and assistance available at advanced level have to be
welcomed. One such opportunity presented itself at Edge Hill University in 2008 and will be
outlined here in a study of a collaborative partnership to form an academic reading group and
at the same time, raise the profile of the advisory team to one key group of researchers,
namely academic staff.
Case study
Edge Hill was awarded research degree awarding powers in 2008 and all staff are
encouraged to be research active and indeed many are working towards doctorates and
higher degrees and recent appointments reflect an emphasis in this area. The Faculty of
Education has in the past 6 months appointed both a Head of Research and Reader in
Education- part of· both roles is to encourage and support their teaching colleagues in
scholarly activity. This study is concerned with an initiative originating from these
appointments.
Development of the Project
The Reader in Education approached us to explore ways in which we could support an
academic reading group which he was proposing to set up. We saw this as an exciting way of
developing our collaborative work with the Faculty of Education and at the same time
76
i
I
I

supporting the development of the research culture within the University. It was decided that
the group would meet on a fortnightly basis and the Reader selected five chapters for the
group to read prior to each meeting. These were a mixture of academic texts and works of
fiction and were chosen either because they concern education or because they have
influenced educational research. Our involvement included:
• Provision of suitable, informal space appropriate for discussion
• Facilitation of texts needed through digitization
• Participation in group to increase information literacy awareness
The longer term aim is for members of the group to recommend texts for discussion, once the
group has become more established. The Reader has started a blog for the group and this
will facilitate the development of further discussions around each text. Initial interest has been
encouraging and an evaluation will be conducted over the next 3 months.
The poster will attempt to illustrate aspects of the project, ascertaining the thoughts of the
participants and examining the successes and challenges to the collaborative team.
References
Reilly, MA. (2008) Occasioning possibilities, not certainties: professional learning and peer
led book clubs,Teacher Development, 12, 3, 211-221. 'http://O
www.swetswise.com.librarv.edaehill.ac.uk/ (Retrieved 20 November 2008).
Wenger, E R. McDermott, and W.M. Snyder. (2002). Cultivating Communities ofPractice.
Boston: Harvard Business School Press
Katy Wrathall
University of Worcester
k.wrathall@worc.ac.uk
The SMILE project - a blended learning approach to information literacy
The SMILE (Study Methods and Information Literacy Exemplars) project is run by a
Consortium representing Imperial College London, Loughborough University and University of
Worcester. University of Worcester is lead institution.
Employers are concerned that graduates leaving university do not have adequate
employability skills (Braid 2007). University lecturers are also concerned that students are
coming to university with poor learning skills (Shepherd 2006). Discussions in Higher
Education (HE) are focusing on who should be developing student learning and employability
skills, with the consensus being that it should be the responsibility of both employers and
universities (Kosviner 2007).
The aim of the SMILE project is to support HE learners from the beginning of their
assessment process to the end.Accessing information and evaluation of material is essential
in today's digital society. The programme will give learners the understanding of the different
types of information available, how to search effectively and evaluate the quality of the
information they retrieve and an understanding of plagiarism and the issues surrounding the
ethical use of information. The programme will also help them to understand the principles of
academic study and writing thus enabling them not only to find information and evaluate it
effectively but also to communicate their findings. This process should empower students to
become independent learners who are confident in their abilities and who will be able to
transfer these skills into the work place.
A study skills module (JACS code X220 Study skills) that can be delivered in a blending
learning environment has been designed. The SMILE materials have been created and are
being used to support the teaching of UMSC1500 at University of Worcester.
It is intended to adapt the materials for use in the workplace as part of a self-directed learning
package (SMILE@Work).
77

LILAC 2009 Full Programme

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (19)

Similaire à LILAC 2009 Full Programme

Similaire à LILAC 2009 Full Programme (20)

Plus de IL Group (CILIP Information Literacy Group)

Plus de IL Group (CILIP Information Literacy Group) (20)

Dernier

Dernier (20)

LILAC 2009 Full Programme