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Researching information literacy: theory and practice Dr Jane Secker LSE Centre for Learning Technology Department of Information Studies, University of Sheffield: 19th May 2011
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Researching information literacy: theory and practice
Researching information literacy: theory and practice
Dr Jane SeckerLSE Centre for Learning Technology
Department of Information Studies, University of Sheffield: 19th May 2011
Dr Jane SeckerLSE Centre for Learning Technology
Department of Information Studies, University of Sheffield: 19th May 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 …. but what did you find?
Twitter Blog? LSE website? What else
My background: librarian and e-learning specialist, PhD in information science
Publications and significant web presence …. but what did you find?
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
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
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 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
“…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
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 did you think of the article? How did you become information literate? Do you think there are any gaps / areas you need more
help? What training / skills should those in higher education
be focusing on to support learning?
Jones et al (2010) highlights the generational debate.
If you were born after 1982 = Generation Y In pairs - reflect on:
What did you think of the article? How did you become information literate? Do you think there are any gaps / areas you need more
help? What training / skills should those in higher education
be focusing on to support learning?
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
The MI512 programmeThe MI512 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 Week 6: Next steps 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 Week 6: Next steps 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 MI512 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 MI512 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 externally funding
Currently managing 12 month JISC / HEA project in open educational resources programme
DELILA: Developing Educator Learning and Information Literacies for Accreditation
Turning 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 externally funding
Currently managing 12 month JISC / HEA project in open educational resources programme
DELILA: Developing Educator Learning and Information Literacies for Accreditation
Turning LSE and Birmingham’s IL resources into OERs
Specifically releasing content for those seeking accreditation for their teaching from the HEA
DELILA: emerging issuesDELILA: emerging issues
IL / DL not explicit in UKPSF 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 UKPSF 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 and supervised by Prof John Naughton
Currently undertaking research from May - July 2011 and on sabbatical from LSE
Working with Emma Coonan from CUL Developing an undergraduate curriculum for
information literacy for 2016 Desk research and interviews with experts in the
field
Short projects to explore future of academic libraries - led by Cambridge University Library and supervised by Prof John Naughton
Currently undertaking research from May - July 2011 and on sabbatical from LSE
Working with Emma Coonan from CUL Developing an undergraduate curriculum for
information literacy for 2016 Desk research and interviews with experts in the
field
How to approach IL research?How to approach IL research?
Literature review: LISA / LISTA but also advanced Google searching and searching educational databases
Search limited to very recent material Search terms problematic: information
literacy is a library term Limited scope of a 10 week study But need to produce something practical
Literature review: LISA / LISTA but also advanced Google searching and searching educational databases
Search limited to very recent material Search terms problematic: information
literacy is a library term Limited scope of a 10 week study But need to produce something practical
Work to dateWork to date
Brainstorming with project partner Discussions with librarians at Cambridge -
reaction to revised SCONUL 7 pillars Semi-structured interviews with IL experts (RIN
Information Handling Group) Questions emailed to other education and
technology experts Lots of reading and thinking!
Brainstorming with project partner Discussions with librarians at Cambridge -
reaction to revised SCONUL 7 pillars Semi-structured interviews with IL experts (RIN
Information Handling Group) Questions emailed to other education and
technology experts Lots of reading and thinking!
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 at LSE?What next for me at LSE?
Drafted an information and digital literacy strategy for LSE
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
Follow on course to MI512 More research on impact of LSE100
Drafted an information and digital literacy strategy for LSE
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
Follow on course to MI512 More research on impact of LSE100
Contact detailsContact details
Email [email protected] Twitter @jsecker Personal Blog http://elearning.lse.ac.
uk/blogs/socialsoftware/ DELILA Project Blog http://delilaopen.wordpress.com
Arcadia Fellow for Easter Term based at Wolfson College / CARET so do get in touch!
Email [email protected] Twitter @jsecker Personal Blog http://elearning.lse.ac.
uk/blogs/socialsoftware/ DELILA Project Blog http://delilaopen.wordpress.com
Arcadia Fellow for Easter Term based at Wolfson College / CARET so do get in touch!
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/
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/
