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Developing Information Literacy
Transcript of Developing Information Literacy
Achieve better results
Develop critical evaluation skills
Develop technical/digital skills
Cope with information overload
Help them to make the most efficient use of their time
Prepare for information-seeking in work environment It's not just academic... "Information Literacy lies at the core of lifelong learning. It empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion of all nations." UNESCO Supporting your students to: SCONUL "Seven Pillars" There are several different models of information literacy... Modification acknowledges different needs at different stages
Different stages represented by “lenses”- with slightly different focus on skill levels
Open Content lens
Digital literacy lens SCONUL Seven Pillars Kolb’s theory of experiential learning states:
People learn from experience
Experience alters attitudes and approaches
This creates new experiences, and so on… Why Information Literacy Sessions? Ausubel pointed to these cognitive linkages being what moves learning from SURFACE to DEEP approach
Entwistle and Ramsden’s STRATEGIC approach Surface vs deep Kolb, 1984 Experience
Thinks about it
Works something out
Applies new knowledge Kolb’s learning cycle (modified by Anderson & Krathwhol , 2001) Moving up the pyramid as you develop skills
About understanding objectives set- translating into a common language
Criticised as learning is not a linear exercise Bloom’s taxonomy Ripple model
Feedback- assessments Race and Brown Guidance to help bridge gap between current knowledge and where need to be
Support gradually withdrawn Vygotsky’s scaffolding Information skills are increasingly desirable to employers
“Developing employability skills should be a core part of a student’s university experience”.
Wales Library services have just started the first stage of a project mapping the SCONUL seven pillars to the CBI CBI Employability We get the students we deserve! Which basically means… Anderson, L. and D. Krathwohl eds. (2001) A taxonomy for learning, teaching and assessing: a revision of Bloom’s taxonomy of educational objectives. Longman; New York.
Ausubel, D et al (1968) Educational psychology: a cognitive view 2nd edition. Holt, Reinhart and Winston; New York.
Biggs, J. (2003) Teaching for quality learning at university. 2nd edition. Society for research into Higher Education and Open University Press; Maidenhead
CBI (2009) Future fit: preparing graduates for the world of work. CBI; London.
Godwin, P. (2007) Information literacy and the internet generation Update 6(3): 36-39.
Honey, P. and A. Mumford (1986) The manual of learning styles. Peter Honey; Maidenhead.
Kolb, D. (1984) Experimental learning: experience as the source of learning and development. Prentice Hall; New Jersey
Race, P. and Brown, S. (1998) The lecturer’s toolkit 1st edition. Kogan Page; London.
Ragains, P. eds. (2006) Information literacy instruction that works- a guide to teaching by discipline and student population. Neal-Schuman; New York.
SCONUL Seven Pillars of Information Literacy, Core Model for Higher Education, (2011). URL: https://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html [31.07.2012].
Vygotsky, L. (1962) Thought and language MIT Press; Cambridge MA. Bibliography and more information "The Google Effect" Significant age-related differences in article discovery methods (CIBER 2008) The Google Generation & Information Literacy Examined impact of blending conventional IL instruction with online social network learning
Incorporated discussion, reflection and peer-to-peer assessment
Results show the complexity of the information behaviours associated with IL including the cognitive, behavioural, cognitive and affective elements.
Insight given into an IL intervention that fosters the capability to interact critically and reflectively with information.
Interventions took a blended approach and combined face-to-face and OSNL proved the most successful.
In these students cognitive and affective states were markedly improved Blended learning Library Impact Data Project,
Book Loans The Value of Academic Libraries Library Impact Data Project,
E-Resource use JISC funded project. Lead by University of Huddersfield
Aimed to prove a statistically significant correlation between library usage and student attainment.
Used large volumes of data from 8 UK institutions
Project proved that there is a statistically significant correlation across a number of universities between some library activity data and student attainment in particular book loans and e-resources use.
Project Phase II - Jan-July 2012 Library Impact Data Project Reading lists can be so much more than a collection of books and journal articles
Reading lists can be used to develop critical thinking, resource evaluation and research skills
Reading lists can encourage and support independent learning Reading lists as tools for information literacy
Present resources clearly and succinctly on separate lines
Distinguish clearly between different types of resource, particularly journal articles and book chapters
Avoid information overload – keep number of weekly readings manageable
Reading lists that are comprehensive bibliographies of the subject can be daunting (keep as separate document?)
Give topical background to readings to focus thinking around the subject
Reading lists can be study aids too! Reading list tips Encourage use of standard format & terminology
Encourage use of standard citation system appropriate to the individual course
Think of reading lists as tools to explore information literacy
Encourage the introduction of active learning elements into reading lists What can we do at SOAS? Robert Gordon University (Aberdeen) is using Talis software to facilitate the use of reading lists to foster critical and independent learning Annotated reading lists in practice (using Talis software) Annotated Reading Lists
& Information Literacy University of Northampton Research project on annotated reading lists Library guidelines
Check content for currency (broken web links, new editions etc.)
Out-of-print books (are there open-access e-copies available?)
Essential texts – library will buy e-books if possible in addition to print copies
Journal articles (select those that are available electronically – subscription or open-access) Reading Lists & Information Literacy What is Digital Literacy? "the ability to use information and communication technologies to find, evaluate, create, and communicate information requiring both cognitive and technical skills." OITP Taskforce definition (2012) http://www.districtdispatch.org/2012/04/defining-digital-literacy/ Chartered Institute of Information Professionals (CILIP), 2011 http://www.cilip.org.uk/get-involved/advocacy/information-literacy/pages/skills.aspx More information http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html http://www.vitae.ac.uk/CMS/files/upload/Vitae_Information_Literacy_Lens_on_the_RDF_Apr_2012.pdf Vitae - Researcher Development Framework Essential skills for researchers
Information literacy lens now available Information/digital literacy skills Citing & referencing Using blogs & wikis Evaluating web-sites Using Google Using academic journal articles Recognising bias Understanding reading lists Using multimedia Effective use of computer progams Embedding Information Literacy in your teaching What makes an academic journal article
different from an article in a publication
like History Today or New Scientist? Using reading lists as a starting point, ask students to
identify the key types of information that
are important in their discipline discuss
those that they are familiar with and those that they
have not used before Compare writing style, structure, and use
of evidence across a range of papers on
the same topic students vote for best
paper and discuss why it met their criteria Practical examples from Secker, J & Coonan, E (2011). A New Curriculum for Information Literacy. Arcadia Project, Cambridge University Library http://arcadiaproject.lib.cam.ac.uk/docs/ANCIL_final.pdf Students explore a number of sources
for instance real and spoof websites (e.g.
http://www.dhmo.org/) and consider
how they identify trustworthy sources Students locate a book, a journal article and a website not on their reading list and consider in pairs the relative value of what they have
found to their assignment Choose a noteworthy author in the
discipline and evaluate his/her impact
through citations. Does this author qualify
as an expert? Justify. Distinguish and discuss how you might use
source material (to check facts, to grasp
background information, to support your
argument, to undermine someone else’s
argument). Look at a sample text and categorise the
reasons why they have used source
material Discuss the differences between academic
finding aids and freely available search
engines (e.g. will Google tell you what
books are in the library?)
list the different types of information you
need to find out, and match them up with
the various aids which fits your need
best? Give students some raw data and ask
them to identify what subject disciplines
might use it, and how. Would it be useful
for your own subject? Discuss the relative value of using social
media (e.g. blogs/Facebook/Twitter) as a
source of information Choose a prominent networked scholar and explore his/her academic research, popular profile, and use of social media Compare a subject entry in Wikipedia with
an entry in a noncurrent encyclopedia
and discuss their relative value http://www.sconul.ac.uk/groups/information_literacy/publications/coremodel.pdf The SCONUL Seven Pillars of
For Higher Education, April 2011 Beacons of the Information Society: the Alexandria Proclamation on Information Literacy and Lifelong Learning. Adopted in Alexandria, Egypt at the Bibliotheca Alexandrina on 9 November 2005 http://bit.ly/cJnysw What is the "Google generation"?
CIBER (UCL Centre for Information Behaviour & Evaluation of Research) research reports
Information Behaviour of the Researcher of the Future ('Google Generation' project) http://www.jisc.ac.uk/whatwedo/programmes/resourcediscovery/googlegen.aspx Tara Brabazon (2006). The Google Effect: Googling, Blogging, Wikis and the Flattening of Expertise. Libri, 2006, vol. 56, pp. 157–167 http://librijournal.org/pdf/2006-3pp157-167.pdf See also Dr Stephen Thornton (2009). Lessons from America: teaching politics with the Google generation. ELiSS, Vol 1 Issue 3, April 2009. http://www.heacademy.ac.uk/assets/documents/subjects/csap/eliss/1-3-Thornton.pdf Association of College and Research Libraries. Value of Academic Libraries: A Comprehensive Research Review and Report. Researched by Megan Oakleaf. Chicago: Association of College and Research Libraries, 2010. Published online at: http://www.acrl.ala.org/value Articles & conference papers online: http://library.hud.ac.uk/blogs/projects/lidp/articles-and-conference-papers/ Walton, G. and Hepworth M. (2011). A longitudinal study of changes in learners' cognitive states during and following an information literacy teaching intervention. Journal of Documentation 63 (3), 449-479 Reading list tips at SOAS THE LIBRARY CAN HELP – ASK YOUR SUBJECT LIBRARIAN http://www.slideshare.net/infolit_group/rose-siddall The students were surveyed on what they thought made a good reading list. The results were not surprising... Accuracy and currency of texts and web resources
Consistency of terminology (“key”, “core”, “recommended”, “essential” … )
Citation (clear, consistent, accurate style reflecting that used on the coursework)
Use of textual comment and keywords to encourage independent learning What makes a good reading list? Remember: 1st year students in particular may not have encountered an “academic”-style reading list before Start with background information, details of why you are directing students to a particular resource Students need to come to grips with concepts like authenticity, bias, accuracy , relevance and reliability They can use your selections as a model to stimulate their own critical thinking and later apply to making their own choice of resources Students make annotated bibliographies –(assessed?) – to monitor critical thinking & resource evaluation Use mind-mapping for essay and research topics – get students thinking about research topics, expanding & contracting research terms, keywords (this also helps with database use) Exercises on resource evaluation (critical thinking)
Ask students to explain why they selected particular resources
Bias in resources – demonstrate that even “authoritative” resources can be biased How to evaluate, communicate and use information in an ethical manner http://www.slideshare.net/infolit_group/lilac-presentations-rgu-talis1 Good practice at SOAS Some good practice at other institutions How good are your information literacy skills? https://www.projectsails.org/SkillSets
https://wiki.brookes.ac.uk/display/slidacases/Curriculum The informed researcher
http://www.vitae.ac.uk/CMS/files/upload/Vitae-The-Informed-Researcher_2012.pdf Support Library/Archives staff can advise on IL and support or lead sessions for your students
Make good use of colleagues and expertise in SOAS
Use freely available online materials e.g. JORUM http://www.jorum.ac.uk/
Adopt good practice from other universities see:
Secker & Coonan (2012). A New Curriculum for Information Literacy http://arcadiaproject.lib.cam.ac.uk/docs/ANCIL_final.pdf
Beetham, H et al (2009). Thriving in the 21st century: Learning Literacies in the Digital Age (LLiDA project) http://www.jisc.ac.uk/media/documents/projects/llidareportjune2009.pdf •Are you confident you can find the published literature on your research topic?
•Can you easily locate something you've read and reference it accurately in your papers?
•Do you have the latest research at your fingertips?
•Do you know who is citing your publications? Law undergraduate 1st year training - two lectures and two tutorials, timetabled into the legal skills course
Law MA - two lectures followed by practical exercises with feedback from librarian
LLM - two hour lecture on electronic law sources followed up by workshops for smaller groups (search by topic)
Pre-sessional MA students in Economics - two 1-hour seminars at the beginning of term (brief intro to the Library and a series of exercises focused on using e-resources). Group work & immediate feedback.
CISD - 2-hour seminars at the beginning of term (intro to Library and e-resources) & exercises & activities. Main focus on evaluation of sources, using practical examples and group discussion & feedback to the class.
MPhil Anthropology (MPhil Research Training Seminar)
"A really big factor in this [success of the session] was the engagement of the group's tutor. Throughout he questioned both me and the group, this fostered a very dynamic seminar which I feel made the students true participants in the session." Library staff member Travelling Africa: Writing the Cape to Cairo
Curating Africa: African Film and Video in the Age of Festivals
Presenting World Music on Radio http://www.soas.ac.uk/news/newsitem52297.html
Development Communication (new Development Studies course) Innovative academic teaching/assessment Newcastle University Information Literacy toolkit to support staff Chivers, Barbara. Developing a module on Information Literacy. HEA LIMES Project http://www.ics.heacademy.ac.uk/limes/CONTENT/information-literacy/index.htm Open University Information Literacy toolkit http://www.open.ac.uk/iltoolkit/index.php Open University SAFARI http://www.open.ac.uk/safari/ LSE Digital and Information Literacy http://clt.lse.ac.uk/digital-and-information-literacy/ http://www.ncl.ac.uk/library/staff/infolit/toolkit/ JISC SLiDA case studies. How can the development of digital literacies be embedded into the curriculum? Could you consider... Using the SOAS Library Archives, Manuscripts and Special Collections in your teaching? Changing your assessment method? What about asking students to produce a podcast or create a blog entry? Using social media to communicate with students or conduct research? Using your reading list to encourage critical evaluation of readings? Not using a reading list at all?? Asking students to evaluate web-sites? Including assessment of information literacy skills in your course e.g. sources used and why? Dissemination of information Effective use of data Use of new technologies http://blogs.edweek.org/edweek/marketplacek12/2012/11/can_the_digital_generation_do_anything_right.html Tomassini, J (12 Nov. 2012). Can the Digital Generation Do Anything Right? Education Week [blog post] Including information literacy learning outcomes in new course proposals? Using new technologies to support your teaching? Creating online tutorials? Using sound or video sources? Using data sources? Supporting Student Learning: developing information literacy skills Academic Development Workshop Victoria Bird - Subject Librarian for Economics, Politics, Finance & Management Studies
Beth Clark - Head of Electronic Services (Deputy Head Teaching & Research Support) How does this affect our students? Creaser & Spezi (June 2012). Working together: evolving value of academic libraries. LISU, Loughborough University. A report commissioned by SAGE.
http://libraryvalue.wordpress.com/report/ Using Moodle? Searching for information Identifying relevance Assessing credibility Critical reading Ethical use of data & information Communicate Use bibliographic software Current awareness