University of Hertfordshire - Resume of slides from Library Teach Meet June 2014
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Transcript of University of Hertfordshire - Resume of slides from Library Teach Meet June 2014
CILIP Information Literacy Group
Follow us: @infolitgroupFind out more:
www.informationliteracy.org.uk
This teach meet is sponsored by:
Information Literacy meets…Employability and Graduate Skills
Library TeachMeet@University of Hertfordshire
Wednesday, 25 June 2014 13:30 to 16:30 Sponsored by
General outline of the afternoon2.00-2.15pm – Welcome and Introductions2.15-3.00pm - Presenters and discussion3.00pm-3.30pm – Refreshments, cake and chat!3.30-4.00pm – Presenters and discussion4.00pm-4.30pm – Feedback (sheets) and voting4.30pm onwards – Goodbyes!
Sarah Flynn and Helen Barefoot
University of Hertfordshire Graduate Attributes
University of Hertfordshire Graduate Attributes
Dr Helen BarefootLearning and Teaching Institute @helenbarefoot
Sarah FlynnLearning and Teaching Institute @sarahjaneflynn
What are Graduate Attributes
“Graduate attributes are the qualities, skills and understandings a university community agrees its students should develop during their time with the institution. These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are qualities that also prepare graduates as agents of social good in an unknown future”
Bowden, Hart, King, Trigwell & Watts (2000)
“…the qualities, skills and understandings a university community
agrees its students should develop
during their time with the university”
Bowden et al. (2002)
West Review (1998)
Framework of generic attributes that every graduate should have: • The capacity for critical, conceptual and reflective thinking in all aspects of intellectual and practical activity • Technical competence and an understanding of the broad conceptual and theoretical elements of his or her fields of specialisation • Intellectual openness and curiosity, and an appreciation of the interconnectedness, and areas of uncertainty, in current human knowledge • Effective communication skills in all domains (reading, writing, speaking and listening) • Research, discovery, and information retrieval skills and a general capacity to use information • Multifaceted problem solving skills and the capacity for team work • High ethical standards in personal and professional life, underpinned by a capacity for self-directed activity.
Engaging staff with the Graduate Attributes
Engaging students with the Graduate Attributes
Averil Robertson
Assessing the impact of an embedded information skills programme on
student learning.
Nathan Rush
Carving the Information Literacy Niche Within Graduate Employability at De
Montfort University
Stephane Goldstein
Information literacy at the juncture between education and employment
Information literacy at the juncture between education and employment
A consultation with selected organisations on the interface between the worlds of HE and employment to develop an understanding of the place of IL in policy and practice IL as an implicit component of more obvious attributes: not recognised as such, but
closely related to other competencies that are more widely sought after, e.g. analytical and problem-solving skills.
For some professions, ability to make sophisticated use of information is inherent to achieving professional competence and success; strong expectation that those entering the profession will be equipped with the appropriate information skills and know-how.
In some disciplinary areas, particular components of IL are explicitly set out as a contribution to the attainment of professional standards.
Notwithstanding this, there is often a difficulty in applying to professional environments or career development the sort of IL-related know acquired during study.
Emma Coonan
Aligning our thinking: IL + employability = graduate identities?
IL + employability = graduate identities?
Dr Emma Coonan, University Of East Anglia
Aligning our thinking
www.slideshare.net/jisc-elearning/current-issues-and-approaches-in-developing-digital-literacy
www.slideshare.net/jisc-elearning/current-issues-and-approaches-in-developing-digital-literacy
‘I am …’
‘I do …’
‘I can …’
‘I have …’
Values
Intellect
Performance
Engagement
Reflection
Image: ‘Vogel’s Pit Viper’ by Bernard Dupont, CC BY-NC-SA 2.0
ACRL (2014) Framework for Information Literacy for Higher Education (Draft 2). http://acrl.ala.org/ilstandards/wp-content/uploads/2014/02/Framework-for-IL-for-HE-Draft-2.pdf
Beetham, Helen and Sharpe, Rhona (2010) Digital literacy framework. http://jiscdesignstudio.pbworks.com/w/page/46740204/Digital%20literacy%20framework
Hinchliffe, Geoffrey and Jolly, Adrienne (2011) Graduate identity and employability, British Educational Research Journal 37(4), 563-584
Holmes, Len (2001) Reconsidering graduate employability: the ‘graduate identity’ approach, Quality in Higher Education 7(2), 111-119
Secker, Jane and Coonan, Emma (2011) A New Curriculum for Information Literacy. http://newcurriculum.wordpress.com/project-reports-and-outputs/
Towlson, Kaye and Rush, Nathan (2013) Carving the information literacy niche within graduate employability, New Review of Academic Librarianship 19(3), 300-315
Carolyn Smith
i-Spy something beginning with Graduate Attributes
i-Spy something to share on…
Graduate Attributes
Carolyn SmithInformation ManagerInformation Hertfordshire
i-Spy a potted history
Development started in 2006Sector leader in online information literacy provision
i-Spy an opportunityLearning and research skills Professionalism and
employabilityIntellectual depth and breadth Respect for others Social responsibility
• Imposing structure to make sense of information
• Citing and referencing appropriately
• Focussing (including keywords, formulating questions)
• Browsing (purposeful and serendipity)
• Identifying sources• Filtering• ‘Knowing enough’ (is more
information necessary?)• Reflecting• Questioning and
challenging the information• Problem definition: focus
and boundaries• Communicating in an
appropriate variety of formats
• Picture building: exploring, mapping the scene and gaining an overview
• Reviewing existing knowledge and gaps
• Locating sources and information
• Problem definition: focus and boundaries
• Applying information when problem-solving, decision making and in critical thinking
• Applying information when problem-solving, decision making and in critical thinking
• Keeping ‘up to date’ – social media use
• Problem definition: focus and boundaries
• Communicating in an appropriate variety of formats
• Networking• Restructuring information
for different purposes (including transforming information into different media
• Picture building: exploring, mapping the scene and gaining an overview
• Reviewing existing knowledge and gaps
• Problem definition: focus and boundaries
• Building and maintaining a professional online presence
• Filtering• Questioning and challenging
the information• Synthesising and analysing• Constructing new concepts,
knowledge, arguments• Refining and interpreting
(fitness for purpose)• Taking ownership of what
has been learnt by expressing its complexity and richness, using appropriate media
• Evaluating and verifying• Reflecting on the
experience and the outcome• Applying information when
problem-solving, decision making and in critical thinking
• Problem definition: focus and boundaries
• Awareness of positive use for social media and avoiding negative issues.
• Questioning and challenging the information
“At Airbus Defence and Space, good information handling skills
are a key support to your work. The ability to research
efficiently will allow you to quickly acquire the new knowledge
and skills to undertake unfamiliar tasks that you will face in
your work… efficient research, along with good evaluation and
report writing skills is essential.”
Ben Bowen MEng
Graduate Stress Engineer
Space Systems
Airbus Defence and Space, Stevenage
i-Spy the way forward
“As a result of attending university, I know where to go
to get the relevant journals and I can apply this to
various reports and presentations which are
fundamental within my role. I will be able to use these
skills for future jobs which will enhance my ability to do
well and advance within my role! “
Daniel CooperGeography Student & Environmental Projects Officer at
Affinity Water
Neville Kemp
Online Bonanza!http://prezi.com/b0awk815g-p6/?utm_campaign=share&utm_medium=copy&rc=ex0share