Jane Secker & Emma Coonan "Implementing a new curriculum for information literacy: challenges. opportunities and strategies for success"
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Jane Secker & Emma Coonan "Implementing a new curriculum for information literacy: challenges. opportunities and strategies for success"
- 1. Implementing A New Curriculum for Information Literacy challenges, opportunities and strategies for success Emma Coonan, Cambridge University Library Jane Secker, LSE flickr.com/photos/mcginnly/2197675676
- 2. Session overview ∗ Project background ∗ What’s different about ANCIL? ∗ How could I use ANCIL in my own practice?
- 3. Arcadia Programme ∗ Based at Cambridge University Library ∗ Academic advisor: Prof. John Naughton ∗ 20 Arcadia Fellows over 3 years ∗ Many from outside Cambridge, not all librarians ∗ Exploring the role of academic libraries in a digital age
- 4. Remit Develop a new, revolutionary curriculum for information literacy in a digital age ∗ Understand the needs of undergraduates entering HE over the coming 5 years ∗ Map the current landscape of information literacy ∗ Develop a practical curriculum and supporting resources ∗ All in 10 weeks: May-July 2011
- 5. Method Modified Delphi study ∗ means of obtaining expert future forecasting ∗ consulted widely in the fields of information and education using interviews and questionnaire Literature review ∗ theoretical overview of the field ∗ revealed conflicts in terminology, pedagogic approach, values Expert workshop ∗ method, findings and preliminary curriculum presented ∗ curriculum refined in light of feedback
- 6. The expert consultation ∗ We asked what should be in the curriculum and they spent as much time telling us how it should be taught ∗ Importance of embedding in the academic curriculum ∗ Delivered at point of need - flexible, customisable ∗ Less ‘training’, more teaching - with opportunities for reflection ∗ Not based on specific tools and technologies but broader knowledge, skills and behaviour
- 9. Our key curriculum attributes Holistic Modular Embedded Flexible Active and assessed Transitional : Transferable : Transformational
- 12. Implementation ∗ Second joint fellowship project: Oct-Dec 2011 ∗ Katy Wrathall and Helen Webster explored strategies for implementing the new curriculum Helen explored bottom-up approaches at Cambridge ∗ Resources for supervisors and colleges ∗ Information Literacy First Aid Model Katy started top-down at York St John and University of Worcester ∗ ANCIL as an institutional audit tool ∗ Lesson plans, teaching resources
- 13. ANCIL at LSE ∗ Information and digital literacy primarily supported by Library - liaison librarians teaching in some programmes ∗ Optional information skills programme ∗ LSE100 contains Information Skills materials in Moodle ∗ Centre for Learning Technology offer classes for staff and research students ∗ Awareness of IL in teaching course (PGCert)
- 14. Careers Alumni Office Teaching and Learning Student Services Centre Language Centre Disability Office Departments Departments Centre for Learning Technology Careers Departments Departments Teaching and Learning Centre Language Centre Library Centre for Departments Learning Library Technology Library Library Information Skills
- 15. Audit process ∗ Interviews with key members of staff to explore provision in central support departments ∗ Interviews with Deans of UG and PG Studies ∗ Interviews / online survey with academic staff ∗ Questionnaire for academic support librarians ∗ How they support students, formally or informally, which of the 10 strands of ANCIL and when they do it ∗ Focus groups with students to capture their perspective
- 16. Workshop Create an audit of your institution’s provision under each strand (5 minutes: individually or with colleagues) Evaluate provision from the student’s perspective and identify overlaps, gaps, and potential for joining up (15 minutes: discuss and compare in groups) Create an action plan for taking your findings forward
- 17. Thoughts?
- 18. ANCIL outputs Phase 1 ∗Executive summary, expert consultation report, and theoretical background ∗Curriculum and supporting documents Phase 2 ∗Implementation case studies: University of Worcester, York St John University ∗Teaching resources
- 19. Find out more Blog newcurriculum.wordpress.com Wiki implementingancil.pbworks.com
Notas del editor
- Jane to welcome/introduce and begin session
- Jane – quick overview of session format
- Jane: Arcadia background
- Jane: our remit and aims
- Jane – our methods Modified Delphi approach (used in forecasting the future) - consultation with experts in the education and information fields via e-mail questionnaire and interviews Including trainee teachers, school librarians, academic librarians, educational technologists and others Literature review Developing a curriculum plus various supporting resources Examples of best practice Evidence toolkit Mapping of curriculum to SCONUL 7 pillars Preliminary findings presented at workshop
- Jane – how the consultation informed the curriculum development
- Emma: what do we mean by information liateracy? Research based on comprehensive literature review and expert consultation with colleagues in the fields of education as well as librarianship, also interviewed trainee teachers about their own perceptions around information and their views on their learners’ information behaviour Issue of “digital fluency” (Demos), “digital literacy” (Guardian) etc., particularly in young people, is very high profile at the moment – it’s become evident that skills are not enough: informed judgement is crucial. To achieve this we need empower learners to generate their own strategies for meeting, assimilating and evaluating information in all its forms in the digital universe, including the transition to new information contexts that haven’t yet emerged. Decided that our curriculum should be transitional / transferable / transformational (empowerment) leading to our definition ...
- Emma
- Emma holistic: supporting the whole process of researching and writing rather than just teaching traditional library skills modular: ongoing classes to meet the developing needs of students during their whole academic career, not just one-shot sessions embedded and flexible: can be implemented and taught not only by librarians but by study skills advisors, learning developers, supervisors and lecturers (depending on the needs and structure of the institution) active and assessed: containing a significant element of active and reflective learning, including peer assessment elements, in order to help students develop into informed and autonomous learners Transitional Transferable Transformational Transition occurs in learners, who enter university from a wide variety of backgrounds, but often need to make the transition from school to higher education. They also have to make the transition from dependent to autonomous learning. The curriculum content needs to be transferable, forming a part of education, not simply ‘library training.’ Information literacy fosters and develops appropriatebehaviour, approaches, cognitive functions and skills surrounding the use of information. In essence information literacy equips students with the capacity to generate their own strategies for dealing with new information contexts, for example when they leave higher education and enter the workplace. Finally, information literacy should be transformational for the learner, changing their attitude, behaviour, outlook and even their world-view. Therefore this curriculum has the potential to change lives and make a real difference to society.
- Emma
- EMMA: ANCIL is a curriculum : not a competency model. The focus is on the process of learning to become information literate rather than outlining the attributes of the ideal student. Therefore it’s not about defining an ideal state: rather it’s about supplying steps or scaffolds for helping the student develop on their own terms, rather than living up to ours. It focuses on the learning process and on the emergence or development of learning identity. Takes a holistic view of IL provision, which can appear quite different when you look at it from the student’s point of view as opposed to a library’s viewpoint or a service’s, or a department’s. Interprofessional : As a result the emphasis is on a joined up IL provision that might come from any one of a number of places, and might take any one of several formats (ranging from taught sessions to a guidance leaflet, taking in ad hoc support over the issue desk on the way). Might be formal, scheduled provision; might be student-initiated. All part of the same learning landscape as experienced by the student. This means that IL no longer “belongs” exclusively to librarianship. To be implemented effectively, it has to be interprofessional.
- How MIGHT it work – in a fictional HEI?
- Story so far…… Who is interviewing?
- Emma – introduce workshop element
- Emma: invite feedback to whole group on discussion points
- Emma – find more info at ...