Presented at LILAC 2018

2. Raewyn Riach and John Quinn
The Info Lit Journey: Improving Information Literacy
Engagement Through Student-led Immersive and Collaborative
Non-hierarchical Learning Activities.
Link to the Info-Lit Journeys here- scroll down and select from A
Student’s Perspective
https://www.uws.ac.uk/library/using-the-library/support-from-
uws-library/

3. Project Aspirations
We will have a tangible resource in the video for promotion
purposes which will have been made by students for students
through a process of student led learning.
It will provide an opportunity for students to develop and
showcase their professional skills at the same time that they are
communicating information literacy skills to new students.

4. Information Literacy Definition
CILIP defines information literacy as:
Knowing when and why you need information, where to find it and how to
evaluate, use and communicate it in an ethical manner.
Information literacy has relevance for democracy and active citizenship and
is something which happens or needs to happen outside of formal education
and throughout an individual’s lifetime as well as within educational
institutions.
Chartered Institute of Library and Information Professionals (2004) Information Literacy – Definition
[Online] Available: http://www.cilip.org.uk/cilip/advocacy-campaigns-awards/advocacy-
campaigns/information-literacy/information-literacy [Accessed 12 March 2018].

5. Project Impact
•The visibility of the Library within the academic
and student community will have been
enhanced.
•It will give the students a sense of ownership of
the Library. We want them to think of it as 'their
Library' as opposed to 'the Library'.
•Increase in information literacy amongst the
project participants
•Contribution towards raising attainment levels
amongst project participants
•Contribution towards student retention by
creating the view of the Library as a valuable and
comfortable place to go
•Increase the use of Library resources and Library
spaces by profiling the benefits of using the
Library in the film
•Films disseminated via social media and present on
big screens throughout UWS
•Students involved in the process of ownership of the
Library and redefined it to fit their understanding –
this is now being shared with the wider UWS
community
•Participants familiarised themselves with the
processes of the Library, mediating their
interpretation for the rest of the student body
•Participants gained in confidence, technical skills,
teamworking, project and conflict management
•To be measured through student feedback
•The film made clear the benefits of integrating the
Library directly into the activities of teaching and
learning by drawing on triumphalist student voices
Goals Evidence

6. Contact us with questions:
Raewyn Riach Raewyn.riach@uws.ac.uk
Liaison Librarian, Media, Culture & Society
Dr John Quinn John.quinn@uws.ac.uk
Lecturer, Performance Programmes

7. References…
Alexander, R. (2006) Towards Dialogic Teaching: Rethinking classroom talk. 3rd Cambridge: University
of Cambridge Dialogos.
Ashford-Rowe, K., Herrington, J., and Brown, C. (2014) Establishing the critical elements that
determine authentic assessment. Assessment & Evaluation in Higher Education. Vol.39(2), pp.205-
222.
Bialka, C. S., and Havlik, S. A. (2016) Partners in Learning: Exploring Two Transformative University and
High School Service-Learning Partnerships. Journal of Experiential Education. Vol.39(3), pp.220-237.
Bourdeau, D., Roberts, D., Wood, B., and Korioth, J. (2017) A Study of Video-Mediated Opportunities
for Self-Directed Learning in Required Core Curriculum. International Journal of Educational
Methodology. Vol.3(2).
Chartered Institute of Library and Information Professionals (2004) Information Literacy. [Online]
Available: http://www.cilip.org.uk/cilip/advocacy-campaigns-awards/advocacy-
campaigns/information-literacy/information-literacy [Accessed 12 March 2018].

8. References cont…
Dawes, L. (2017) Faculty perceptions of teaching information literacy to first-year students: A
phenomenographic study. Journal of Librarianship and Information Science. Vol.0(0), pp.1-16.
Haber-Curran, P., and Tillapaugh, D. W. (2014) Student-Centered Transformative Learning in Leadership
Education: An Examination of the Teaching and Learning Process. Journal of Transformative Education.
Vol.13(1), pp.65-84.
Hains, B. J., and Smith, B. (2012) Student-Centered Course Design: Empowering Students to Become
Self-Directed Learners. Journal of Experiential Education. Vol.35(2), pp.357-374.
Herman, G. L. (2012) Designing contributing student pedagogies to promote students' intrinsic
motivation to learn. Computer Science Education. Vol.22(4), pp.369-388.
Kimbark, K., Peters, M. L., and Richardson, T. (2017) Effectiveness of the Student Success Course on
Persistence, Retention, Academic Achievement, and Student Engagement. Community College Journal
of Research and Practice. Vol.41(2), pp.124-138.

9. References cont…
Koltay, T. (2011) The media and the literacies: media literacy, information
literacy, digital literacy. Media, Culture & Society. Vol.33(2), pp.211-221.
Lock, J., and Duggleby, S. (2017) Authentic Learning in the Social Studies
Classroom: Connecting Globally. One World in Dialogue. Vol.4(1), pp.20-27.
McKinney, P. (2014) Information literacy and inquiry-based learning:
Evaluation of a five-year programme of curriculum development. Journal of
Librarianship and Information Science. Vol.46(2), pp.148-166.
Salisbury, F., and Sheridan, L. (2011) Mapping the journey: Developing an
information literacy strategy as part of curriculum reform. Journal of
Librarianship and Information Science. Vol.43(3), pp.185-193.