SlideShare utilise les cookies pour améliorer les fonctionnalités et les performances, et également pour vous montrer des publicités pertinentes. Si vous continuez à naviguer sur ce site, vous acceptez l’utilisation de cookies. Consultez nos Conditions d’utilisation et notre Politique de confidentialité.
SlideShare utilise les cookies pour améliorer les fonctionnalités et les performances, et également pour vous montrer des publicités pertinentes. Si vous continuez à naviguer sur ce site, vous acceptez l’utilisation de cookies. Consultez notre Politique de confidentialité et nos Conditions d’utilisation pour en savoir plus.
Learning on the job or is that the library lab? Developing skills programmes for future careers
Learning on the job or is that the library lab?
Developing skills programmes for future careers
CILIP: Academic & Research Libraries Group
23rd-25th June, 2014. University of Sussex
Dublin City University
• Graduate Attributes in DCU
• Mapping information literacy
• Professional Practice
- for librarians
- for academics
- for students
• Workshop tasks
The Library, Dublin City University
Information Literacy – A Graduate Attribute
“Preparing students for success in life and especially in the workforce now means
equipping them with a set of personal skills to enable them to navigate the challenges of
a globalised society and an increasingly knowledge based workplace”
Students will be encouraged to
develop a high level of information
literacy that encompasses a
sophisticated, considered and critical
approach to sourcing, organising,
evaluating and using information.
Teaching Online Module – Learning Outcomes
• Evaluate your teaching & identify opportunities to include
technology in your teaching
• Critique range of e tools & identify how appropriate they are to
your own competencies
• Reflect on your own experience of being a learner and how it
informs your teaching
• Develop learning resources to be incorporated into at least one
Develop learning resources to
be incorporated into at least
My professional practice
could inform the
professional practice of
academics and students
Co creating resources with
faculty who understand the
skills required by graduates
would ensure their
By TakingITGlobal (http://www.sproutecourse.org/) [Attribution], via Wikimedia Commons
1. Determine the extent of information needed
2. Access the required information effectively & efficiently
3. Evaluate information & its sources critically
4. Incorporate selected information into one’s knowledge base
5. Use information effectively to accomplish a specific purpose
6. Understand the economic, legal & social issues surrounding the use of
information & access & use information ethically & legally.
Field, T., MacMillan, M., 2011. Toward Development of Collaborative,
Comprehensive Information Literacy and Research Skills Program inside
the Journalism Curriculum. Journalism & Mass Communication
Educator. Summer 2011, 66 (2), p176 -186.
• Standard One: PLAN. Identifies needed resources, determines where to
find them and estimate time & financial costs to access information.
• Standard Two: FIND. Begins research using search strategies that are
effective and efficient
• Standard Three: EVALUATE. Appraises information gathered for accuracy,
balance and relevance
• Standard Four: DRAFT & CREATE. Writes the story by integrating the
• Standard Five: ETHICAL & LEGAL. Applies professional standards
throughout the research process
ACRL, 2011. Information Literacy Competency Standards for Journalism
Students and Professionals
Less of this.....
And more of this...
Source: Image courtesy of IWMF http://english.alarabiya.net/en/media/print/2013/10/24/Syrian-Afghan-female-
F2F Library Session: Development of Search Strategy
Nexis UK (News & Business)
The new Lexis-Nexis platform for news and business, containing
full text access to thousands of newspapers and company, financial
and market research data.
Hosts statistics and factbooks for the 34 OECD member states and
for selected non-OECD countries. Areas of focus include:
economics, education, health, goverance and science and
Company accounts, ratios, activities, ownership and management
for the largest 2.6 million UK and Irish companies, summary
information for a further 1 million smaller businesses.
Reports on global markets, countries, industries, company and
country profiles; company market share and brand share rankings.
A look at the
“Last year for the first time we integrated
a new library resource into the advanced
feature writing module for final year
journalism students. The resource was
targeted at providing more advanced
research techniques for the journalists.
Some of the practical aspects such as
advanced boolean search techniques
proved extremely useful. The students
benefitted from understanding how to
search library sources on company
databases and many went on to use these
in investigative features”.
“The embedding of the library's digital literacy skills within the journalism
module allowed students to put their learning into practice in an
immediately rewarding and practical manner. In this particular instance,
the journalism students were able to use these skills for their
assignments, but also realised that proper use of the library's digital
resources would be of great use to them in their later professional lives.
This initiative has transformed the integration of library training skills into
the mainstream of journalism education”.
“Just to let you know I had the best
feedback with regards to our library
session. They were all extremely positive
and indeed said it should be on offer to
every year and they wished they had it
earlier in their careers here it would have
been so much help. One even asked if
there could be a whole module of it!”
Professional Themes: Twitter
Citizen Journalism: from content creation to content curation
Professional Themes: Data Journalism
Over to you – in groups of 4
• Share any experience you have of delivering IL
sessions that address skills for specified
• What are the challenges for librarians in
participating in such programmes?
• What are the opportunities?
• Could you apply the model described here to
students on other programmes?