Strategi aproaches to Information Literacy Development: a CETL perspective
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Transcript of Strategi aproaches to Information Literacy Development: a CETL perspective
Centre forInquiry-basedLearningin the Arts and Social Sciences
www.shef.ac.uk/cilass
Pam Bing, Learning Development and Research AssociateDr Philippa Levy, Academic Director
LILAC, March 28th 2006
CILASS: a national CETL• 5 year programme• £4.5M, initially funded by HEFCE + £350K additional capital funding• Impacting on 10,000 students• Arts, Social Sciences and Law as ‘core’
community• Extending to other disciplines• Impacting nationally and internationally
Inquiry-based Learning
• Student-directed, open-ended inquiry• Problems, case scenarios, small and large
investigations• Individual and collaborative projects• Appropriately scaled from Level 1• Participation in communities and culture
of inquiry• Capabilities for scholarship, employability,
lifelong learning
Information Literacy and IBL• Information literacy - a key theme for
CILASS• Strong information literacy
capabilities are fundamental to the success of IBL
• Specialist educational development support from CILASS team: Learning Development and research Associate (Information Literacy)
SCONUL model: Seven Pillars of Information Literacy
Embedding information literacy Working with key partners: CILASS project
leaders • Explore conceptions of information literacy
• Familiarise them with the SCONUL model
• Identify areas where their students are ‘weak’ in terms of information literacy competencies
• Develop strategies for addressing these skills within the context of their IBL project
• Discuss and recommend support from the Library
• It doesn’t have to be complicated: annotated bibliographies and reflection
Embedding information literacy Working with key partners: The Library
• SEIL: Student Engagement with Information Literacy
• Promoting and adapting existing “Information skills” WebCT module
• Developing and promoting “Talis List” Resource Lists service, including funding staff time
• Proving specialist support for CILASS project leaders
• Potential to assess competencies in information literacy through information skills module
Embedding information literacy Working with key partners: Department of Information Studies
• Information literacy audit• Undergraduate and postgraduate
programmes• Involving students as IL researchers• Interviews with all module leaders, student
focus groups, analysis of module outlines• Methodology scalable to other
departments
Embedding information literacy Working with key partners: Department of Information Studies
• Using the SCONUL framework to map the extent of IL teaching: • where does IL occur in the programme?
• how is it ‘delivered’?
• Is it assessed?
• Are activities explicitly labelled “IL”?
• Is IL mentioned in the learning outcomes?
Embedding information literacy:a ‘community of practice’ approach
• Information Literacy Network• Drawing together expertise in the
Department of Information Studies, Library and CILASS
• A focal point for discussion and debate• Reaching out to the wider university• Developing resources
Embedding information literacy:a ‘community of practice’ approach
• IL development made explicit in the University’s new Learning Teaching and Assessment Strategy (2005-10)
• IL awareness events for departments responding to the LTA Strategy
• Further program of events “approaching information literacy” for staff at the University
For the future• Continuing to strengthen partnership
working• Developing IL pedagogy and resources
for IBL development and innovation• Building on the aspirations of the LTA
Strategy• Holding further IL Network events• Embedding IL focus into staff
development activities relating to IBL• Conducting evaluation and inquiry into IL
Reference
SCONUL (1999) “Information Skills in Higher Education: a SCONUL position paper” [online] http://www.sconul.ac.uk/activities/inf_lit/seven_pillars.html