Presentation at University of York Library

1. Implementing ANCIL at LSE:
A New Curriculum for Information Literacy
Dr Jane Secker & Maria Bell
University of York 26th March 2012
12pm

2. Background to ANCIL
• Developed as part of Arcadia Programme at
Cambridge University Library
• Academic advisor: Prof. John Naughton
• Research remit: Develop a new, revolutionary
curriculum for information literacy in a digital age in
10 weeks!
– Understand the needs of undergraduates entering HE over
the coming 5 years
– Map the current landscape of information literacy
– Develop practical curriculum and supporting resources

3. Methodology
Modified Delphi study
– means of obtaining expert future forecasting
– consulted widely in the fields of information and education
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

4. What do we mean by
information literacy?
Digital fluency

6. Rehabilitating information literacy
IL is not:
•seen as part of the mainstream academic mission
•merely functional/technological skills
•the preserve or saviour of the library
IL is:
•a continuum of skills, abilities, values and attitudes around
analysing, evaluating, managing and assimilating
information
•fundamental to the ongoing development of the individual,
social as well as academic

7. “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

8. The expert consultation
• Consulted librarians, researchers, educators,
trainee teachers, school librarians
• How you teach at least as important as what
you teach
• Must be embedded into the academic
curriculum and disciplines will vary
• Must be based on real needs: students are not
homogeneous
• Must be opportunities for reflection

9. Our key curriculum attributes
Holistic – supporting the whole research process
Modular – ongoing ‘building blocks’ forming a
learning spiral
Embedded within the context of the academic
discipline
Flexible – not tied to a specific staff role
Active and assessed – including peer assessment
Transitional : Transferable : Transformational

10. Curriculum strands
1. Transition from school to higher education
2. Becoming an independent learner
3. Developing academic literacies
4. Mapping and evaluating the information landscape
5. Resource discovery in your discipline
6. Managing information
7. Ethical dimension of information
8. Presenting and communicating knowledge
9. Synthesising information and creating new knowledge
10. Social dimension of information literacy

12. Information literacy is a continuum of skills,
behaviours, approaches and values that is so
deeply entwined with the uses of information
as to be a fundamental element of learning,
scholarship and research.
It is the defining characteristic of the discerning
scholar, the informed and judicious citizen, and
the autonomous learner.
ANCIL definition of information literacy (2011)

13. ANCIL Phase 2
• October - December 2011
• ‘Strategies for implementing the Curriculum
for Information Literacy’ Dr Helen Webster &
Katy Wrathall
• Work undertaken at Cambridge, University of
Worcester and York St Johns

14. @Xavierkuai on flickr
ANCIL at LSE

15. ANCIL at LSE
• Information and digital literacy primarily
supported by Library
• CLT offer classes for staff and research
students – IL part of PGCert
• Optional programme for students
• Liaison librarians teaching on request
integrated with some programmes in
some departments
• LSE100 Information Skills materials

16. Why carry out an audit?
• To help us provide better support for
undergraduates
• To understand where there is good
practice and where there are gaps
• To explore how joined up provision is with
other support departments
• To explore how embedded IL is in
academic programmes

17. Careers Unit
Alumni Office
Student Services
Learning Development
Research Support Unit Student ambassadors
International Office
Disability Unit
Student Services
Careers Unit
Faculty
Research Support
Unit
Learning Development Faculty
Faculty Learning Development
Faculty
Library
Library
Faculty
Library Library
Student ambassadors

18. How?
• @SmilyLibrarian to the rescue!
• Interviews with key members of staff to
explore provision in other central support
departments, e.g. Language Centre,
Teaching and Learning, Careers, IT,
Student Services
• Interviews with academic staff - sample
• Questionnaire to Academic Support
Librarians

19. What will we do with it?
• Inform our own provision: review our
portfolio of support for undergraduates
• Encourage support services to collaborate
• Put information literacy on the agenda at
LSE in academic departments
• Possible papers to committees

20. @Kaiho on flickr
Watch this space!

21. ANCIL outputs
Phase 1 reports
•Executive summary, expert consultation report, and
theoretical background
•Curriculum and supporting documents
http://newcurriculum.wordpress.com/
Phase 2 resources and case studies
•Case studies - University of Worcester, York St John
University
•Cambridge resources
http://implementingancil.pbworks.com
YouTube Video
•Search for “ANCIL curriculum”
http://www.youtube.com/watch?v=vY-V2givIiE

22. LSE links
• ANCIL audit project at LSE
http://clt.lse.ac.uk/digital-and-information-literacy/ANCIL-audit.php
• Library
http://www2.lse.ac.uk/library/services/training/Home.aspx
• Centre for Learning Technology http://clt.lse.ac.uk/

23. Thank you
Image: ‘Tulip staircase at the Queens House, Greenwich’
by mcginnly, flickr.com