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Maddison - The information literacy challenge in public libraries in Wales

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Maddison - The information literacy challenge in public libraries in Wales

  1. 1. Prosiect Welsh Llythrennedd Information Gwybodaeth Literacy Cymru Project 1
  2. 2. Gina Maddison Dydd Mawrth/Tuesday Mawrth/March 26 2013
  3. 3. Information Literacy is . . . “…knowing when and why you need information, where to find it and how to evaluate use and communicate it in an ethical manner” Chartered Institute of Library & Information Professionals (CILIP) 2004 3
  4. 4. Wales is … Beth ydych chi'n ei wybod am Gymru? What do you know about Wales? 4
  5. 5. Googling Wales … • First hit: Wikipedia • Second hit: Visit Wales (commercial) • The Welsh Government (which is the official site for information about Wales) is fifth on the list! (followed by Wales Online and BBC Wales) 5
  6. 6. Facts about Wales … • Anthem: Hen Wlad fy Nhadau / Land of my fathers • Capital City: Cardiff, population 345,442 • Other major towns/cities: Swansea, Newport, Wrexham Official Languages: Welsh, English • Government: Welsh Government • First Minister for Wales: Carwyn Jones AM (Assembly Member) • Area: 20,780km2 (8023m2) Population: 3,063,758 (StatsWales 2011) • Population density: 147 persons per square kilometre • Patron Saint: St David 6 • Currency: Pound Sterling (£)
  7. 7. Employment and Education • The highest economic activity rate in the United Kingdom • 8.4% are out of work • 25% economically inactive • Estyn (the inspection board) has recently expressed concerns about literacy and numeracy levels in schools and say that LEAs are not performing as well as they should (BBC Wales 7 Online)
  8. 8. Wales in the News March 11th 2013 (BBC Wales online): The deprivation gap is growing - children in deprived parts of Wales are now performing worse at school than ever before. In 2012 90% of children living in poverty achieved worse Key Stage 3 results than in 2008. This was the same at GCSE Level. 8
  9. 9. Higher Education in Wales • (source of information) • Applications to Universities in Wales January 2013 increased by 7.3% • 64,948 applications • Increase in overseas applications • Welsh applications to the rest of the UK fell by -2.1% • Welsh applicants to England fell by 0.5% and to Wales by 2.7% • Reflects a declining younger population (up to 2020) 9
  10. 10. In the beginning … 10
  11. 11. Aim • The Welsh Information Literacy Project aims to promote the understanding and development of Information Literacy in education, the workplace, and the wider community in Wales. 13
  12. 12. Objectives Phase 1 & 2: • Overarching statement on Information Literacy in Wales • Web presence for the project and advocacy materials • A report on Information Literacy provision in across library sectors in Wales • An Information Literacy framework for Wales • Accredited units of learning in Information Literacy • An analysis of information literacy in the employability sector 14
  13. 13. Objectives Phase 3 & 4: • Three strands: i) Work with Schools ii) Advocacy iii) Public Libraries 15
  14. 14. Citizenship Bilingual E-Safety access Digital Community Inclusion Information Literacy Academic Independent standards learning Employ- Basic skills Health ability Literacy
  15. 15. Agored Units • Developed in partnership with Agored Cymru • Levels - Entry to Level 8 • Credits • Qualifications • Concurrent • Supported • Adding Value 23
  16. 16. Information Literacy in Wales – the workplace • 73% of workplaces in Wales use the Internet for advice guidance and information. • 36% use it to search for information on competitors. • 16% of Welsh employers stated that there were gaps between the skills held by their ICT staff and those needed by the firm. • 33% of search engine users understand that the accuracy of the information given on websites is variable. • An average of 12.7 hrs per week are spent using the Internet. • An average of 6.4 hours is spent looking for information. • The cost to the UK of inefficient information searching and retrieval is between £3.7 billion/£8.2 billion per year. 26
  17. 17. Objectives Phase 3 & 4: • Three strands: i) Work with Schools ii) Advocacy iii) Public Libraries 27
  18. 18. How Information Literacy supports the Welsh Government Agenda • Children and Young People’s Plan (WPLS 4 & 5, WPLPI 2, 6, 7 & 8) (Literacy and Numeracy Framework) • Health and Well-being (WPLS 4, 5, 6 & 7) • Social Care and Older People (WPLS 1, 2 & 3) • Equality and Diversity (WPLS 1, 2, 3, 6, 9, WPLPI 2) • Digital Inclusion (WPLS 4, WPLPI 2, 3 & 7) • Reading and Literacy (WPLS 4, 5, 6, 8 & 9 WPLPI 6 & 7) • Employment (WPLS 4) 28 • Lifelong Learning and Re-skilling (WPLS 4, 7 & 8)
  19. 19. Targets 2012/13 1. Two pilots embedding IL framework in schools 2. Identify IL Champions amongst each local authority library service 3. Support IL training of public library staff in 5 authorities 4. Support the delivery of Agored IL units to public library users in two authorities 29
  20. 20. Information Literacy Skills: 1. A need for information 2. The resources available 3. How to find information 4. The need to evaluate results 5. How to work with or exploit results 6. Ethics and responsibility of use 7. How to communicate or share your findings 8. How to manage your findings 30
  21. 21. Advocacy • • • documents-and-links/ • • • E zine for Information Literacy Champions and now for School Librarians also 31
  22. 22. And even more …. • • • • • (US based but has good discussions) 32
  23. 23. More still … • (Information Literacy for beginners) • (tips for teaching) • (for school librarians) 33
  24. 24. And more … 34
  25. 25. Work with Schools • Ongoing advocacy with schools and Teacher Training Colleges • 2 Case Studies – Holyhead School (North Wales), and Llanishen (South Wales) • Contact made with Welsh Baccalaureate qualification (WJEC); representative invited to sit on Steering Group • Information Literacy Framework mapped to Literacy and Numeracy Framework 35
  26. 26. Why do school pupils need information literacy? Information (of varying quality) is increasingly abundant New technologies have led to diverse ways of delivering information Information literacy will empower pupils to navigate this changing information landscape
  27. 27. 2 • Fundamental to educational attainment – information literacy will support pupils throughout their studies in school, FE and HE • Information literacy supports lifelong learning • Central to pupils’ future employment opportunities • A lack of information literacy skills can lead to social exclusion and disempowerment 37
  28. 28. Misconception that Pupils’ “Google generation” information familiarity with social However… literacy skills technology = will vary information literacy significantly
  29. 29. What are the benefits for pupils and schools? 1. Supporting independent learning • Information literacy encourages the research and critical evaluation skills central to independent learning 2. Skills Framework for 3 to 19-year-olds • Information literacy delivers areas of Skills Framework • For example, all of the “Delivering ICT” learning objectives are based on principles of information literacy
  30. 30. What are the benefits for pupils and schools? 3. Literacy skills • Information literacy develops pupils’ literacy skills • Reading skills practised in task-orientated way when seeking information • Writing skills reinforced when recording and presenting information 4. Transition • Information literacy supports pupils’ transition between key stages and sectors
  31. 31. What are the benefits for pupils and schools? 5. Digital inclusion • Pupils who can find and exchange information using digital means are digitally included. They are empowered to benefit from the financial, economic and social advantages that the internet can offer 6. E-safety • Pupils are better able to protect themselves online if they have the critical evaluation skills of information literacy
  32. 32. How will information literacy enhance teaching? Information literacy will Provides opportunities further pupils’ educational for interactive and achievement engaging lessons Information literacy Encourages your will support the pupils to develop school curriculum lifelong skills
  33. 33. Example information literacy topics 7-9 Year Year 10-13 • Introduction to the school • Welsh Baccalaureate – library or local public • Information literacy based library service independent project • What is plagiarism and • Information literacy can how to avoid it? be used to develop and illustrate WBQ key skills • Searching the internet – importance of critically • Careers - pupils develop evaluating internet and use information resources and e-safety literacy skills to research career opportunities
  34. 34. Year 8 lesson idea • Topic: Exploration • Task: Pupils complete an historical investigation into an individual explorer of their choice. They build a picture of his early life, his motivation for going exploring, and the consequences and impact of his exploration, identifying relevant print and online sources, presenting their information on a bio-cube for a classroom display, one side of which includes references for their sources. • Information literacy skills developed: • Pupils gain practice in developing and using mini research questions to direct and structure their research • Pupils develop skills in scanning sources for appropriate information (e.g. skim and scan activity) • Pupils understand the need to gather specific information systematically from a range of sources (e.g. through using notes grids) • Pupils learn how to evaluate websites and gain an awareness of the need to check the validity of their sources (e.g. starter activity - pupils evaluate 2 websites given to them, one of which is a spoof site with inaccurate information, followed by class discussion) [Lesson idea provided by Liz Smith, Librarian, Pembroke School ]
  35. 35. Public Libraries’ Strand • Set up a network of Information Literacy Champions in 22 authorities. • Delivered Information Literacy awareness/training to five public library authorities (including Agored units). • Identified two public library authorities to deliver information literacy training to the public. 45
  36. 36. What does an Information Literacy Champion do? • To be the main contact point for all IL issues • To attend any IL meetings as appropriate • To assist in the delivery of IL training and encourage appropriate staff to partake in training • To communicate and enthuse the latest IL initiatives/campaigns to library staff and 46 users
  37. 37. • To monitor and feedback on all IL activity where necessary • To ensure local IL strategies and plans are consistent with the national strategies • To advise the WILP Development Officers about relevant activities of interest/concern • To assist in developing yearly IL plans • To contribute to advocacy 47
  38. 38. Aims and Objectives – Phase 3 – Public Libraries • To support Information Literacy skills development amongst public library staff. • To support public library services in the delivery of Information Literacy to users. 48
  39. 39. Welsh Public Library Standards • The following Standards should apply to all service points (including mobile library services) open for more than 10 hours per week • (i) Libraries will ensure that the following ICT facilities are available to users: • (j) Information literacy sessions for users (formal or informal assistance to users in developing or enhancing their use of library services and facilities. 49
  40. 40. What’s On • Gwynedd - staff awareness days. All staff to undertake Level 2/3 Agored training through the medium of Welsh Language. • Wrecsam – presentation at Staff Conference October 2012. • Monmouthshire – 2 staff awareness days December 2012. Champions to do Level 3 and mentor interested staff through Level 2 Agored training. • Cardiff Central Library – in house IL staff training programme based on Agored units. • Denbighshire – 2 staff awareness days, Welsh and English. Staff to be encouraged to take up Level 2/3 Agored training. • Merthyr Tydfil – 2 staff awareness days January 2012. Champion to do Level 3 training and mentor interested staff 50 in Level 2.
  41. 41. Staff Training Days • What Information Literacy skills help us to assist the general public? • How can we embed it into the work we do with the general public? In which fields might it be useful? • Why is it important for library staff? Why is it important for the public? 51
  42. 42. The Information Literacy skills that help us to assist the general public • Identifying what information is required. • Assessing the client’s knowledge and identify gaps. • Planning a strategy for locating the information. • Locating and access the information required. • Evaluating and assessing the information and data. located – is it what was required? (currency, bias etc). • Organising and applying the information found – does it help the client make a decision? • Presenting the results of the research appropriately. 52
  43. 43. How it can be useful • Health information • Navigating e resources • Financial information • E safety • Family and local history • Business Information • Jobseekers’ and benefits • Citizenship information • E commerce • Helping students of any • Financial Literacy age • Problem Solving • Personal interests and • E shopping hobbies • Study and research skills – avoiding plagiarism 53
  44. 44. Why it is it useful for library staff? • Assisting and supporting the general public in negotiating the increasing information landscape - beyond the Google generation! • Supports the Welsh Government’s Digital Inclusion Agenda. • Develops critical and evaluation skills in research- locating, evaluating, using and presenting information appropriately, whether for self or assisting general public. 54
  45. 45. Agored • 11.pdf 55
  46. 46. Agored Information Literacy Units • Units – now being piloted. All units have a credit value of 3 credits (1 credit = 10 learning hours). Tutor assessment about 15 hrs. • Levels – Entry Level/Level 8 (2 = GCSE, 3 ‘A’ Level) • Credits - (30 learning hours at Level 3) • Based on the Seven Pillars model for Information Literacy: Identify, Scope, Plan, Gather, Evaluate, Manage, Present. 56
  47. 47. Logbooks • Assessment is via Logbooks • Uses practical library searches and research • Can attach product evidence • Guidance notes are provided LINK to level 2 logbook 57
  48. 48. Where to find the Logbooks • units/resources/ 58
  49. 49. The process …. 10 week checklist:  staff complete enrolment form  They choose a suitable enquiry  They gather evidence  They complete logbook  They send draft completed logbook to assessor  They revise logbook based on feedback  They submit completed logbook with product evidence 59  Staff mentoring throughout the process
  50. 50. Assessment and IVing • Professional staff are assessing logbooks completed by front line staff • All staff completing logbooks register with Agored • Logbooks must meet Learning Outcomes • Sample of completed logbooks are then Internally Verified (IVed) for Quality Assessment • Gwynedd are registered via the college; Monmouthshire and Merthyr Tydfil are working with their internal Ivers • Agored recommends award of credit 60
  51. 51. Learning Outcomes 1. Understand the preparation necessary when choosing information to meet a specific purpose 2. Understand the advantages and limitations of a range of information sources. 3. Know how to gather required information and assess its relevance. 4. Be able to communicate information gained according to purpose and audience. 61
  52. 52. Selected Topics - sample • Dyslexia and Irlens’ Syndrome • Senile dementia and care options • The artist Kyffin Williams/the poet R. S. Thomas • Reading options for clients with a visual impairment • Local History (eg the castles of North Wales) • Jobseekers’ information • Family history • The poet Dylan Thomas • Recycling • Manchester United Football Club! • The Universal Credit System 62
  53. 53. Best Practice Day January 2013 • Mapping of good Information Literacy Practice across North Wales • Presentations by Public Library services, schools, Colleges and Universities • studies/north-wales-information-literacy-best-practice- sharing-day-2013/ • Highlighted the importance of linking Information Literacy to ‘Digital Inclusion’ or ‘Digital by Default’ 63
  54. 54. Highlights of the day • Information Literacy ‘by stealth’, at ‘point of need’ and supporting skill development using topic based ‘hooks’ were the most successful approaches for learners involved in both formal and informal training activities. • The opportunity to explore the potential collaborative opportunities between Information Literacy activities currently taking place in North Wales both linked to, and independent of, the WILP. • There was a general consensus that the term ‘Information Literacy’ and how this is relevant to their lives should be introduced to learners later in their learning journey. • Accredited units are a valuable motivation tool for younger learners. • Greater acknowledgement of the value of Information Literacy skills to Work Based Learning and Employability needs to be more visible in Community based, School and Graduate education delivery. • Support to establish an all Wales joint FE and HE Information Literacy 64 Champions Network/Community of Practice .
  55. 55. What Next? • Establish a Champions Network for School Librarians and Colleges of FE • To develop bilingual support materials for the Agored units • To re-visit the employability agenda • To develop further links with the Digital Inclusion and ‘digital by Default’ agenda • To continue advocacy work in schools etc, and target Teacher Training Colleges • Complete Case Studies in schools and public libraries • Deliver Information Literacy units to members of the public in at least 2 authorities 65 • To develop an exit strategy
  56. 56. Diolch yn fawr
  57. 57. Any questions? Unrhyw gwestiynau? Diolch yn fawr ! Contact details: Gina Maddison • (schools) • (advocacy) 67

Notas del editor

  • We are using the Chartered Institute of Library and Information Professionals definition of information literacy for the Welsh Information Literacy project.The CILP definition involves several skills:1. A need for information 2. The resources available 3. How to find information 4. The need to evaluate results 5. How to work with or exploit results 6. Ethics and responsibility of use 7. How to communicate or share your findings 8. How to manage your findings
  • Wales has lost many of its traditional employment: mining, fishing, agriculture (horsemeat)Small shops and town centres in declineAgeing population – many young people leaving
  • WG has upped the qualifications for trainee teachers
  • University of Wales Conference Centre, GregynogThe project dates from the Gregynog Conference in 2009. This was a cross sectoral IL conference with representatives from DCELLS, CyMAL, Public libraries, FE, HE, Schools and from the Scottish information literacy project. Concern that information of varying quality was increasing all the time. Library staff have a role in empowering the general public to navigate this changing landscape.The project was set up and funded by CyMAL.
  • And the event was well attended by key figures from across Wales who have continued to be consistent and enthusiastic supporters of the project and it has grown and developed. The importance of cross-sectoral collaboration was clear to the success of the project and we realised that this needed to be an ongoing feature. Therefore a steering group was set up with representatives from all geographic and sectoral areas and a project officer was appointed.
  • This talk is called creating a structure without walls and John Crawford showed us that in sharing good practice in the field of information literacy we should think across borders too as he spoke about the challenges that he had faced in the development of the Scottish IL Framework John Crawford highlighted the key lessons such as partnerships with those beyond the library world, finding successful case studies and hanging IL off other partners’ own strategic objectives.
  • The words at the very heart of our aim are about overcoming barriers.Supporting the wider understanding of information literacy and to develop it across sectors.
  • Phase 1 & 2 of the project were hosted by Cardiff University. Web presence: project officers developed the framework, developed Agored qualifications in Information Literacy, did a mapping exercise on good practice and did an employability study.
  • Now hosted at GrŵpLlandrilloMenai. One Project Manager and three part time Project Development Officers.
  • Report printed for influential people in and outside libraries to show them the good work done now and how it supports THEIR objectives. This is available for download from our website in English and in Welsh but we also had about 100 printed and sent to key decision and policy makers across the political and educational landscape of Wales in order to raise the profile of the excellent work we encountered.
  • CQFW – ticking all the right boxesWe then went on to map each of these external drivers to evidence in the form of a range of case studies
  • The Current Practice report includes a small selection of 10 or so of our 25 cross sectoral case studies showing the applicability of IL across all sectors. Report available on the web in eng and welsh.
  • Using frameworks common in other sectorsSchools / FE/ UniversityWorkplace / CPDCredit and Qualification Framework for WalesAlso the skills curriculum – in schools. Topic areas (p7) and ICT (p8)
  • Framework – so what does IL “look like” for different sectors. How does it tie in with other imperatives? And with the way other bodies look at skills development?
  • SCONUL 7 pillarsSkills curriculum 3-19Through mapping to skills curriculum and CQFW, truly cradle to grave Also by using frameworks from other sectors we hope that we have helped to break down the barriers that exist between the sectors. This is vital as information literacy is such an all encompassing concept that it required partnership (such as that between librarians, teachers and work based learning trainers.) to achieve the holistic vision captured in Gregynog.
  • AgoredCymru is the Welsh awarding organisation specialising in meeting the needs of all learners in Wales.We develop qualifications and accreditation opportunities to meet the priorities of the Welsh Government in supporting learners of every age in Wales, helping individuals, communities and employers, from all walks of life to gain access to the benefits of learning.With over 20 years of experience in awarding credit in Wales, our team of specialists operates across Wales providing support in curriculum development and quality assurance and is committed to promoting the Welsh language by encouraging assessment through the medium of Welsh.Cardiff and Vale College, Blaenau Gwent
  • Which brings us back to the range of benefits which are supported by information literacy.
  • Which brings us back to the range of benefits which are supported by information literacy.
  • Now hosted at GrŵpLlandrilloMenai. One Project Manager and three part time Project Development Officers.Steering Group.Funding for 2013/14.
  • The CILIP definition involves several skills:What kind of information , how much information and why do you need it.What resources are available to you, how to access them, what resource types to useAn ability to search appropriate resources effectively and identify relevant information. Evaluating results for authenticity, accuracy, currency, value and bias.To understand, compare, combine, annotate, and apply (use) the information found. Recognise and understand a possible need for furtherinformation searching. 6. Avoiding plagiarism, bias, respecting confidentiality etc7. The ability to communicate/share information in a manner or format that is appropriate to the information, the intended audience and situation.8. Storing your results so you can find them again, sharing information and creating new content.
  • Use Pat’s Cathie document
  • How we did it – 3 awareness days
  • Netowrk of meetings
  • Followed by feedbackSignposting?Each group to do all three questions?Or three groups to do one question each
  • Product evidence – screenshots, how you presented your evidence to the user etc
  • Check choice of enquiry with assessorStaff who have completed the qualification could mentor other staff coming through
  • See powerpoint
  • Pass around cards
  • See website
  • See Andrew’s bid
  • Thank you and any questions?