Silas Oluka CENTRE FOR ACADEMIC DEVELOPMENT UNIVERSITY OF BOTSWANA

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Developing an Information Literacy Programme for Lifelong Learning for Africa: Information Literacy Toolkits for Universities Silas Oluka CENTRE FOR ACADEMIC DEVELOPMENT UNIVERSITY OF BOTSWANA

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Developing an Information Literacy Programme for Lifelong Learning for Africa : Information Literacy Toolkits for Universities. Silas Oluka CENTRE FOR ACADEMIC DEVELOPMENT UNIVERSITY OF BOTSWANA. AGENDA. Share the CBU and UB journey into the Information Literacy Toolkit development process - PowerPoint PPT Presentation

Transcript of Silas Oluka CENTRE FOR ACADEMIC DEVELOPMENT UNIVERSITY OF BOTSWANA

INTEGRATING INFORMATION LITERACY THROUGHOUT THE CURRICULUM

Developing anInformation Literacy Programme for Lifelong Learning for Africa:Information Literacy Toolkits for UniversitiesSilas OlukaCENTRE FOR ACADEMIC DEVELOPMENTUNIVERSITY OF BOTSWANA

AGENDAShare the CBU and UB journey into the Information Literacy Toolkit development processHighlight key elements of each of the four toolkits developedReflect on lessons learnt and way forward2S Oluka for UB DELPHE IL TeamQUALITY OF LEARNING IN AFRICAN UNIVERSITIESMost students are unable to execute thinking, reasoning, and understanding. There is less inquiry learning, more rote learning. Higher education graduates from most universities are labeled by the job market as being impractical, theoretical, unproductive, unskilledOur countries are vying for an educated citizenry, but tertiary institutions lack a clear framework of defining, and implementing what is true quality education.

This is an education that would not suit an industrial age, let alone an information age society.

S Oluka for UB DELPHE IL Team3HIGHER EDUCATION CHALLENGEUniversities are grappling with producing graduates who have: self directed lifelong learning skills; critical, analytical and creative thinking skills; communication skills; research skills and information literacy. In industrialised nations: Information Literacy systems exist to develop and strengthen these skills;graduates are well-positioned to manage and investigate information, think critically and carry out thorough and high-quality research;IL has been well embraced at all levels of learning and work environments to bring about productivity, effective leadership, change management through lifelong learningS Oluka for UB DELPHE IL Team4DELPHE FUNDED IL PROJECTGOAL 1: Link institutional teaching and learning strategies with information literacy developments through the establishment of collaborative partnerships between academics and librarians;GOAL 2: Promote institutional recognition of the importance of integrating IL in the curriculum for lifelong learningGOAL 3: Advocate for institutionally recognized frameworks which will assist librarians and academics to embed IL in their programmesGOAL 4: Create opportunities for staff development and training in higher education teaching methods

5S Oluka for UB DELPHE IL TeamPROCESS: DESIGN OF BASELINE STUDIES AT UB AND CBUThe studies were designed to establish extent to which IL is practitioner-centred.Focus: curriculum-based information activities; the learning process from the an institutional effectiveness/ academic quality perspective. Data was variously collected: surveys; a series of focus groups; and individual discussions and interviews with subject faculty, students and library professionals The data elicited related to IL conceptions, IL and IT skills and knowledge presence in the curriculum; IL and IT in course learning and assessment activities; and institutional support for IL-IT 6S Oluka for UB DELPHE IL TeamPROCESS: ANALYSIS AND INTERPRETATION OF FINDINGSAt least 6 rounds of group discussions with teaching academics and librarians at UB and CBU gathered additional views and conceptions through reflective workshops. Dissemination of baseline findings: a reflective process; path-finding:Joint Project workshops (what, how, why, with whom)Video conferencing with UADPiloting IL integration in GE courses - UB CSSU ExperienceFocus on implications/ lessons learnt7S Oluka for UB DELPHE IL TeamPROCESSLiterature search: (what, how, why, with whom)ACRLSCONULALAAustralian ModelUniversity of Abertay modelWhat wil best serve AU? Drafting of IL toolkitsStrategic Approach: Periodic briefs to institutional management and staff: feedback and advocacy

8S Oluka for UB DELPHE IL TeamCHALLENGES FACED BY STUDENTSIL is mastery of subject matter as provided by teacherFailure to manage transition from secondary to tertiary mode of learning and teaching (learning and delivery mode at secondary school different from university calls for independent learning)Education system promotes dependence notes, discussions, recall-nature of assessmentStudent laziness Google Student read to pass exams9S Oluka for UB DELPHE IL TeamCHALLENGES FACED BY STUDENTSStudents background : urban vs rural: private vs publicIntroduction to new methods of teaching -learning and research approachesTeacher makes no mistake, One text book as gospelTransition challengesPersonal attitudes of students

10S Oluka for UB DELPHE IL TeamCHALLENGES FACED BY STUDENTSBandwidth challenge which limits access to resources ( downloading takes forever)Students not having laptops and access to computer labs after working hoursLack of remote access to resources off -campus11S Oluka for UB DELPHE IL TeamCHALLENGES FACED BY STUDENTSSize of classes e.g. most class are so large creates a challenge e.g: interaction; access to computers Students are adolescents still growing up and struggle to balance independent learning responsibilities and freedomPart-time students conflicting responsibilities (work, family and student life)Curriculum is fully packed with discipline content and students perpetually engaged in class; no room to be in the library and engage in other activitiesDistance education student teacher centred material, very limited deep learning opportunities

12S Oluka for UB DELPHE IL TeamCHALLENGES ACADEMICS AND LIBRARIANSCurriculum that is not flexible and too compactTeaching strategies do not promote IL Lack information/understanding on the role of the librarians;IL competencies and lessons by Librarians to students are a waste of time, or an add-on that is not assessed (= not important)Issues of plagiarism inadequately pursued at institutional level

13S Oluka for UB DELPHE IL TeamIL IN THE CURRICULUM AND INSTITUTIONAL SUPPORTThere is no concentrated effort on the part of technology specialists, faculty, librarians, and administrators, on integrating information literacy and technology into the academic curriculum in a meaningful way Proficiency entails knowing the mechanisms of computer use as well as applying advanced cognitive skills in retrieving, evaluating and communicating information14S Oluka for UB DELPHE IL TeamIL IN THE CURRICULUM AND INSTITUTIONAL SUPPORTBasic computer competencies such as learning how to use email, operating systems, word processors, graphics programs, and spreadsheets are taught at both institutions

Higher cognitive skills (information competencies) that engage students in higher level thinking and problem-solving skills so that they can locate and retrieve information; determine relevant information; develop strong search strategies, and critically evaluate, manage, and communicate information are generally lacking15S Oluka for UB DELPHE IL TeamAFRICAN UNIVERSITIES CHALLENGEto prepare students effectively for life, work, and citizenship so that they will be able to contribute to economic and social development, adapt to change and provide leadership.

UB Learning and Teaching Policy Statement: p.3

Need for Information Literacy Toolkits

S Oluka for UB DELPHE IL Team16AFRICAN UNIVERSITIES CHALLENGE: Towards IL Toolkits How can we move forward with the current understanding and experience, in advancing the IL agenda to use IL as a catalyst to transforming the information culture of higher education students?What strategies and mechanisms need to be pursued to leverage our key clienteles (the students) experiences towards a learning society for tomorrow?

17S Oluka for UB DELPHE IL TeamIL TOOLKIT 1: AN IL FRAMEWORKVision:Champion development of information literacy and use of digital technology and communications tools, and/or networks in Africa context to access, manage, integrate, evaluate, create and communicate information in order to function in a knowledge society.

MissionTo provide a harmonized approach for development, assessment, diagnosis, and continuous improvement of basic information and communications (ICT) digital literacy skills for tertiary level students and workforce for sub-Sahara Africa by building upon:The definition of information and ICT literacy in the ACRL and other international associations and organizations as cited across the document.The demands that a functionality of the knowledge society for the 21st Century hinges on information and ICT literacy.Global trends, standards and performance indicators for Information and ICT literacy.

18S Oluka for UB DELPHE IL TeamIL TOOLKIT 1: AN IL FRAMEWORKElement 1: Environmental ScanElement 2: Vision and Mission of IL programmeElement 3: Goals and Objectives of IL programmeElement 4: Strategic and Operational PlanningElement 5: Management and Institutional Support Element 6: Articulation with the Institutional CurriculumElement 7: Information and ICT Literacy PedagogyElement 8: StaffingElement 9: Collaboration Element 10: OutreachElement 11: Assessment/Monitoring and Evaluation19S Oluka for UB DELPHE IL TeamTOOLKIT 2: INFORMATION LITERACY CURRICULUMVision:Embed information literacy across course structures for excellence and lifelong learning

Mission:To proactively advance the development and implementation of information literacy in higher education in order to: foster students abilities to build upon the foundation of information literacy knowledge by successfully transferring this learning from course to course, understanding the critical and empowering role of information in providing solutions, and producing new ideas and directions for the future for a free and democratic society, and demonstrating ethical behavior and academic integrity as consumers, as well as producers, and users of information.20S Oluka for UB DELPHE IL TeamTOOLKIT 2: INFORMATION LITERACY CURRICULUMInformation Literacy Competency Standards for Higher Education - ACRL

determines the nature and extent of needed information;accesses needed information effectively and efficiently;evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system;uses information effectively to accomplish a specific purpose;understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally

21S Oluka for UB DELPHE IL Team22S Oluka for UB DELPHE IL Team22TOOLKIT 3: INFORMATION LITERACY PEDAGOGICAL FRAMEWORKToolkit Vision:To build optimal human resource capacity with competencies in information literacy pedagogical knowledge and skills

Toolkit Mission:facilitate an interdisciplinary discourse on the relationship information literacy competencies, ICTs, library skills, and institutional education strategies in higher education for social changegenerate pedagogical methodologies and competencies for successfully introducing information literacy within developing countriesensure that student assignments act as public resources through our class wikidevelop explore strategies for use of library resources for teaching ICTs and information literacy promote peer learning and interdisciplinary collaboration among academics, librarians and students in IL pedagogy23S Oluka for UB DELPHE IL TeamTOOLKIT 3: INFORMATION LITERACY PEDAGOGICAL FRAMEWORK24S Oluka for UB DELPHE IL TeamTOOLKIT 4: ADVOCACY FOR ADVANCING INFORMATION LITERACYToolkit Vision:to equip academic staff, librarians, academic and professional development providers with mechanism and information tools for grassroots information literacy (IL) advocacy. Toolkit Mission:Developing the self-confidence and advocacy skills of information literacy providers, so that they can advocate for their IL engagements on campuses, within academic departments and other campus units, within college and university senate governance, and/ or within their library settings. To that end, this toolkit is designed to provide participants with the knowledge, skills, and abilities to integrate knowledge and understanding of leadership, power and persuasion into the organization to drive academic excellence for lifelong learning.25S Oluka for UB DELPHE IL TeamTOOLKIT 4: ADVOCACY FOR ADVANCING INFORMATION LITERACYReciprocation

People feel indebted to those who do something for them

Social Proof

People want to know what everyone else is doing especially their peers. Commitment and Consistency

People do not like to back out of deals

Liking

People tend to prefer to say yes to those they know and like.Authority

People want to follow the lead of real experts Scarcity

The more rare and special a thing, the more people want it26S Oluka for UB DELPHE IL Team Psychology of persuasion, Robert Cialdini, 1993LEARNING POINTS AND WAY FORWARDThere is no institution that is in a better position to provide citizens with the information skills and literacy that they need than (one) which forms a part of compulsory curriculum.The vision of the information literate community is that skills for searching for information and handling of data will be integrated with the subject teaching. Children of the future should learn how to deal with information at the same time as they learn their subjects. That is the only way we can prepare them for an uncertain future (Sigrun Hannesdottir, 1999)27S Oluka for UB DELPHE IL TeamTHANK YOU28S Oluka for UB DELPHE IL Team