Researching information literacy: theory and practice

Researching information literacy: theory and practice

Dr Jane SeckerLSE Centre for Learning Technology

Department of Information Studies, Aberystwyth University 1st December 2011

Dr Jane SeckerLSE Centre for Learning Technology

Department of Information Studies, Aberystwyth University 1st December 2011

OverviewOverview

• Introduction and my background• Definitions of information and digital literacy

and useful models• Discussion in pairs

• Information & digital literacy in practice at LSE• Researching information literacy: the DELILA

project• Researching information literacy: Arcadia

Fellowship May - July 2011

• Introduction and my background• Definitions of information and digital literacy

and useful models• Discussion in pairs

• Information & digital literacy in practice at LSE• Researching information literacy: the DELILA

project• Researching information literacy: Arcadia

Fellowship May - July 2011

Introduction to meIntroduction to me

My background: librarian and e-learning specialist, PhD in information science

Publications and significant web presence

Twitter Blog? LSE website? What else

My background: librarian and e-learning specialist, PhD in information science

Publications and significant web presence

Twitter Blog? LSE website? What else

The practitioners perspectiveThe practitioners perspective

Copyright and Digital Literacy Advisor at LSE Primarily supporting staff in their use of technologies

for teaching Also teach on PG Cert (HE teaching qualification +

research skills for PhD students) How can librarians and other academic support

staff best help students, research students, academic staff and other staff in higher education?

Why research in information literacy is important?

Copyright and Digital Literacy Advisor at LSE Primarily supporting staff in their use of technologies

for teaching Also teach on PG Cert (HE teaching qualification +

research skills for PhD students) How can librarians and other academic support

staff best help students, research students, academic staff and other staff in higher education?

Why research in information literacy is important?

Definition of information literacyDefinition of information literacy

…Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.

CILIP (2004) Information literacy definition

Information literacy 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 in all nations.

UNESCO (2005) Alexandria Proclamation

…Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.

CILIP (2004) Information literacy definition

Information literacy 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 in all nations.

UNESCO (2005) Alexandria Proclamation

Definition of digital literacyDefinition of digital literacy

“…the skills, knowledge and understanding that enables critical, creative, discerning and safe practices when engaging with digital technologies in all areas of life”

FutureLab, (2010)

“…the skills, knowledge and understanding that enables critical, creative, discerning and safe practices when engaging with digital technologies in all areas of life”

FutureLab, (2010)

New SCONUL modelNew SCONUL model

FutureLab (2010) model of digital literacy

FutureLab (2010) model of digital literacy

What are the issues?What are the issues?

Jones et al (2010) highlights the generational debate.

If you were born after 1982 = Generation Y In pairs - reflect on:

What is digital and information literacy to you? How did you become information literate as an

undergraduate? What training / skills should those in higher education

be focusing on to support learning? Do you feel this is an important role for librarians?

Jones et al (2010) highlights the generational debate.

If you were born after 1982 = Generation Y In pairs - reflect on:

What is digital and information literacy to you? How did you become information literate as an

undergraduate? What training / skills should those in higher education

be focusing on to support learning? Do you feel this is an important role for librarians?

IL in practice at LSEIL in practice at LSE

Information skills classes run by Library Open to all students – focus on PGTs and UGs Optional – run each term Covers using library resources, literature searching,

internet searching, citing and referencing, Endnote, keeping up to date

Taught by Library staff Full programme listed on LSE Library website

Information skills classes run by Library Open to all students – focus on PGTs and UGs Optional – run each term Covers using library resources, literature searching,

internet searching, citing and referencing, Endnote, keeping up to date

Taught by Library staff Full programme listed on LSE Library website

Embedding IL in undergraduate study

Embedding IL in undergraduate study

LSE100 is a core course for all undergraduate students (pilot in 2009/10 now compulsory)

Understanding the cause of things: thinking like a social scientist

Tackles the big questions in the social sciences and taught by leading academics

Has information, methodological and communication skills embedded

An online tutorial is available to students in Moodle to support the essay writing process

Evidence suggests students who use the tutorial perform better in final exam - need further research

LSE100 is a core course for all undergraduate students (pilot in 2009/10 now compulsory)

Understanding the cause of things: thinking like a social scientist

Tackles the big questions in the social sciences and taught by leading academics

Has information, methodological and communication skills embedded

An online tutorial is available to students in Moodle to support the essay writing process

Evidence suggests students who use the tutorial perform better in final exam - need further research

DL in practice at LSEDL in practice at LSE

Digital literacy classes run by CLT and Library Open to all staff and PhD students Optional – run each term Cover using web 2.0 tools (social networking, social

bookmarking, Twitter, blogging), internet searching, keeping up to date, managing your web presence

Taught by CLT and Library staff Further information on CLT website

Digital literacy classes run by CLT and Library Open to all staff and PhD students Optional – run each term Cover using web 2.0 tools (social networking, social

bookmarking, Twitter, blogging), internet searching, keeping up to date, managing your web presence

Taught by CLT and Library staff Further information on CLT website

Supporting PhD Students: the MY592 programme

Supporting PhD Students: the MY592 programme

Information and digital literacy course comprising of six 2 hour workshops

Aimed primarily at new PhD students Builds up skills over programme Specialist advice and support from liaison

librarians Taught by CLT / Library staff Supported online in Moodle

Information and digital literacy course comprising of six 2 hour workshops

Aimed primarily at new PhD students Builds up skills over programme Specialist advice and support from liaison

librarians Taught by CLT / Library staff Supported online in Moodle

Course contentsCourse contents

Week 1: Starting a literature search Week 2: Going beyond Google Week 3: Locating research publications Week 4: Specialist materials: primary sources Week 5: Managing information: Endnote, Zotero,

Mendeley Week 6: Publication, ethical issues and keeping up

to date Overview on LSE Library website

Week 1: Starting a literature search Week 2: Going beyond Google Week 3: Locating research publications Week 4: Specialist materials: primary sources Week 5: Managing information: Endnote, Zotero,

Mendeley Week 6: Publication, ethical issues and keeping up

to date Overview on LSE Library website

Course structureCourse structure

Pre-course assessment Activity based workshops all in computer

classrooms Support in Moodle but primarily F2F Based around SCONUL 7 pillars and designed

(and redesigned) to support student learning Post course evaluation Tailored feedback given to each student

Pre-course assessment Activity based workshops all in computer

classrooms Support in Moodle but primarily F2F Based around SCONUL 7 pillars and designed

(and redesigned) to support student learning Post course evaluation Tailored feedback given to each student

Gathering feedbackGathering feedback

Course evaluation forms used routinely in information and digital literacy classes. More detailed form used in MY592 programme

Analysed usage stats of information literacy resources in Moodle for undergraduate core course (LSE100)

Carry out staff survey every year and ask about training

Informal feedback from workshops and events such as LSE Teaching Day - Google Generation debate in 2010 and skills debate in 2011

Course evaluation forms used routinely in information and digital literacy classes. More detailed form used in MY592 programme

Analysed usage stats of information literacy resources in Moodle for undergraduate core course (LSE100)

Carry out staff survey every year and ask about training

Informal feedback from workshops and events such as LSE Teaching Day - Google Generation debate in 2010 and skills debate in 2011

IL research: DELILAIL research: DELILA

Research not core to role at LSE so often externally funded

Recently managed 12 month JISC / HEA project in open educational resources programme

DELILA: Developing Educator Learning and Information Literacies for Accreditation

Converted LSE and Birmingham’s IL resources into OERs

Specifically releasing content for those seeking accreditation for their teaching from the HEA

Research not core to role at LSE so often externally funded

Recently managed 12 month JISC / HEA project in open educational resources programme

DELILA: Developing Educator Learning and Information Literacies for Accreditation

Converted LSE and Birmingham’s IL resources into OERs

Specifically releasing content for those seeking accreditation for their teaching from the HEA

DELILA: research issuesDELILA: research issues

IL / DL not explicit in teaching courses but underpins it: thus mapping important

IL / DL needs to be embedded in PGCerts and other accredited teaching courses

IL / DL resources contain 3rd party content that is often inappropriate to copyright clear

IL / DL resources may be more context specific than other teaching resources

Creative commons licensing could be used more routinely to help librarians share resources and good practice

IL / DL not explicit in teaching courses but underpins it: thus mapping important

IL / DL needs to be embedded in PGCerts and other accredited teaching courses

IL / DL resources contain 3rd party content that is often inappropriate to copyright clear

IL / DL resources may be more context specific than other teaching resources

Creative commons licensing could be used more routinely to help librarians share resources and good practice

DELILA BlogDELILA Blog

Arcadia FellowshipArcadia Fellowship

Short projects to explore future of academic libraries - led by Cambridge University Library

Academic advisor Prof John Naughton Undertook research from May - July 2011 3 month sabbatical from LSE Worked with Dr Emma Coonan from CUL Developed a new undergraduate curriculum for

information literacy Literature review and Delphi study - interviewed

experts in the field

Short projects to explore future of academic libraries - led by Cambridge University Library

Academic advisor Prof John Naughton Undertook research from May - July 2011 3 month sabbatical from LSE Worked with Dr Emma Coonan from CUL Developed a new undergraduate curriculum for

information literacy Literature review and Delphi study - interviewed

experts in the field

Rehabilitating information literacyRehabilitating information literacy

IL is:•a continuum of skills, abilities, values and attitudes around analysing, evaluating, managing and assimilating information

•fundamental to the ongoing development of the individual, social as well as academic

IL is not:

•seen as part of the mainstream academic mission

•merely functional/technological skills

•the preserve or saviour of the library

“Information literacy 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 in all nations.”

UNESCO (2005) Alexandria Proclamation

The expert consultationThe expert consultation

Consulted librarians, researchers, educators, trainee teachers, school librarians

How you teach at least as important as what you teach

Must be embedded into the academic curriculum and disciplines will vary

Must be based on real needs: students are not homogeneous

Must be opportunities for reflection

Consulted librarians, researchers, educators, trainee teachers, school librarians

How you teach at least as important as what you teach

Must be embedded into the academic curriculum and disciplines will vary

Must be based on real needs: students are not homogeneous

Must be opportunities for reflection

What our experts said…What our experts said…

Modular, flexibleholistic, embedded,Relevant to students

Format and structure of the curriculum

Online / face to faceActive learning: discussion

and reflectionTraining > Teaching

Teaching style and method of delivery

Who teaches?

When?

And don’t forget….And don’t forget….Use of audits

Meaningful assessment Learning outcomes

How to market IL to different audiences

Assessment

Marketing / hooks

Aligning the curriculum content to discipline specific knowledge, skills and behaviour

Our key curriculum attributesOur key curriculum attributesHolistic – supporting the whole research process

Modular – ongoing ‘building blocks’ forming a learning spiral

Embedded within the context of the academic discipline

Flexible – not tied to a specific staff role

Active and assessed – including peer assessment

Transitional : Transferable : Transformational

Holistic – supporting the whole research process

Modular – ongoing ‘building blocks’ forming a learning spiral

Embedded within the context of the academic discipline

Flexible – not tied to a specific staff role

Active and assessed – including peer assessment

Transitional : Transferable : Transformational

Curriculum strandsCurriculum strands1. Transition from school to higher education2. Becoming an independent learner3. Developing academic literacies4. Mapping and evaluating the information landscape 5. Resource discovery in your discipline 6. Managing information7. Ethical dimension of information 8. Presenting and communicating knowledge 9. Synthesising information and creating new knowledge10. Social dimension of information literacy

1. Transition from school to higher education2. Becoming an independent learner3. Developing academic literacies4. Mapping and evaluating the information landscape 5. Resource discovery in your discipline 6. Managing information7. Ethical dimension of information 8. Presenting and communicating knowledge 9. Synthesising information and creating new knowledge10. Social dimension of information literacy

Using the curriculumUsing the curriculum

The strands cover 5 broad learning categories, from functional skills up to high-level intellectual operations

Classes can incorporate multiple strands at the same level Classes should be active, reflective, relevant to student

need You could use the curriculum to audit your own (or your

department’s) teaching provision

The strands cover 5 broad learning categories, from functional skills up to high-level intellectual operations

Classes can incorporate multiple strands at the same level Classes should be active, reflective, relevant to student

need You could use the curriculum to audit your own (or your

department’s) teaching provision

Next steps, October - December 2011Next steps, October - December 2011

‘Strategies for implementing the Curriculum for Information Literacy’

Dr Helen Webster & Katy WrathallArcadia Fellows, Oct-Dec 2011

http://arcadiaproject.lib.cam.ac.uk/projects/strategies-for-implementation.html

ANCIL outputs, July 2011ANCIL outputs, July 2011

Executive summary The curriculum and supporting documents ‘Teaching learning: perceptions of information literacy‘

(theoretical background) Expert consultation report

Free to download at http://newcurriculum.wordpress.com/

Executive summary The curriculum and supporting documents ‘Teaching learning: perceptions of information literacy‘

(theoretical background) Expert consultation report

Free to download at http://newcurriculum.wordpress.com/

Challenges of researching ILChallenges of researching IL

In pairs: What do you think the challenges of carrying

out research in this area might be? Is it important to be a researcher practitioner? What sort of activities are important to

researcher practitioners?

In pairs: What do you think the challenges of carrying

out research in this area might be? Is it important to be a researcher practitioner? What sort of activities are important to

researcher practitioners?

Challenges of being a researcher / practitionerChallenges of being a

researcher / practitioner Finding time - the day job

gets in the way of research and writing!

Credibility as a researcher when working in an institution that doesn’t have an education or information science department

Where to publish - the librarian’s echo chamber

Finding time - the day job gets in the way of research and writing!

Credibility as a researcher when working in an institution that doesn’t have an education or information science department

Where to publish - the librarian’s echo chamber

Tips for successTips for success

Apply for external or internal project funds to facilitate research Can give you time and project staff

Build reflection and feedback into your regular processes - e.g. annual surveys

Get published - even if just internally Network, network, network Find a like-minded friend / colleague

Apply for external or internal project funds to facilitate research Can give you time and project staff

Build reflection and feedback into your regular processes - e.g. annual surveys

Get published - even if just internally Network, network, network Find a like-minded friend / colleague

What next for me?What next for me?

Mapping our provision to the new curriculum - who does what? Are there any gaps?

More closely align training programmes to the Researcher Development Framework

Continue to work collaboratively with other training providers across LSE to avoid duplication / better target training

Continuing to develop MY592 More research on impact of LSE100 New seminar series:

NetworkED: technology in education

Mapping our provision to the new curriculum - who does what? Are there any gaps?

More closely align training programmes to the Researcher Development Framework

Continue to work collaboratively with other training providers across LSE to avoid duplication / better target training

Continuing to develop MY592 More research on impact of LSE100 New seminar series:

NetworkED: technology in education

Contact detailsContact details

Email j.secker@lse.ac.uk Twitter @jsecker Personal Blog

http://elearning.lse.ac.uk/blogs/socialsoftware/

Email j.secker@lse.ac.uk Twitter @jsecker Personal Blog

http://elearning.lse.ac.uk/blogs/socialsoftware/

Useful referencesUseful references Jones, C, Ramanau, R, Cross, S and Healing, G (2010) ‘Net generation or Digital Natives: Is there a

distinct new generation entering university?’, Computers & Education, 54, (3), 722-732. Margaryan, A and Littlejohn, A. (2009). Are digital natives a myth or reality? Students use of

technologies for learning. Available at: http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf (Accessed 2nd June 2010)

Rowlands, I. et al ‘The Google generation: the information behaviour of the researcher of the future’, Aslib Proceedings New Information Perspectives, 60, (4) 290-310.

SCONUL (2011) The SCONUL 7 Pillars Core model. Available at: http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html

Secker, Jane and Macrae-Gibson, Rowena. (2011) Evaluating MI512: an information literacy course for PhD students. Library Review, 60 (2). pp. 96-107. ISSN 0024-2535. Available at: http://eprints.lse.ac.uk/32975/

Secker, Jane and Chatzigavriil, Athina and Leape, Jonathan (2010) The impact of technologies in a first year undergraduate course for social scientists. In: European Conference on E-learning (ECEL 2010), 4 - 5th November 2010, Porto, Portugal. Available at: http://eprints.lse.ac.uk/32968/

Secker, Jane and Coonan, Emma (2011). A New Curriculum for Information Literacy. Available at: http://newcurriculum.wordpress.com

Jones, C, Ramanau, R, Cross, S and Healing, G (2010) ‘Net generation or Digital Natives: Is there a distinct new generation entering university?’, Computers & Education, 54, (3), 722-732.

Margaryan, A and Littlejohn, A. (2009). Are digital natives a myth or reality? Students use of technologies for learning. Available at: http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf (Accessed 2nd June 2010)

Rowlands, I. et al ‘The Google generation: the information behaviour of the researcher of the future’, Aslib Proceedings New Information Perspectives, 60, (4) 290-310.

SCONUL (2011) The SCONUL 7 Pillars Core model. Available at: http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html

Secker, Jane and Macrae-Gibson, Rowena. (2011) Evaluating MI512: an information literacy course for PhD students. Library Review, 60 (2). pp. 96-107. ISSN 0024-2535. Available at: http://eprints.lse.ac.uk/32975/

Secker, Jane and Chatzigavriil, Athina and Leape, Jonathan (2010) The impact of technologies in a first year undergraduate course for social scientists. In: European Conference on E-learning (ECEL 2010), 4 - 5th November 2010, Porto, Portugal. Available at: http://eprints.lse.ac.uk/32968/

Secker, Jane and Coonan, Emma (2011). A New Curriculum for Information Literacy. Available at: http://newcurriculum.wordpress.com