Information literacy for the social services workforce

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CILIPS IL Event January 2011Ian Watson and Michelle Drumm

Text of Information literacy for the social services workforce

  • 1. Information literacyfor thesocial services workforce Ian Watson MichelleDrumm IRISS Institute for Research and Innovation in Social Services Institute for Research and Innovation in Social Services. This work is licensed under the Creative Commons Attribution-Non-Commercial 2.5 UK: Scotland License.To viewa copy of this licence, visithttp://creativecommons.org/licenses/by-nc/2.5/scotland

2. IRISSwww.iriss.org.uk MissionTo promote positive outcomes for the people who use Scotlands social services byenhancing the capacity and capability of the social services workforce to access and make use of knowledge & researchfor service innovation & improvement A charitable company set up in 2003 3. A competent, confident workforce, capable of delivering services in a changing environment andcommitted to developing a culture of learning . Social work services must develop alearning culturethat commits all individuals and organisations to lifelong learning and development. Policy Background Changing Lives: Report of the 21st Century Social Work Review(2006) http://www.scotland.gov.uk/Publications/2006/02/02094408/0 4. http://lx.iriss.org.uk/content/sharing-knowledge-improving-practice-changing-lives-knowledge-management-strategy-and-action 5. -by making information and learning available- when and where needed,- in the format required, and -by developing skills and confidence in using information A culture ofasking questions ,finding ,evaluating and sharing information , andputting it into practiceshould become an integral part of day to day work VisionHow ? 6. Information Literacy NHS Education Scotland model ofInformation literacyThe Information Literacy Cycle 7. Information Literacy Workshops Practical instruction on some of the stages in the cycle. At the end of the workshop participants should: Know how to search the web more effectively Know how to construct search strategies Know where to look Know how to evaluate information and information sources Be able to use a simple, six-stage model of information literacy Understand copyright fundamentals Be able to use Social Services Knowledge Scotland (SSKS) Recognise the benefits of being information literate 8. Six simple stepsto information literacy A model for practice. 9. Six simple stepsof information literacy: Question recognise information needSource know where to look for information Find search for the information Evaluate judge the value of the information Combine organise and manage information Share and apply communicate knowledge 10. Recognising your information need Building the search question 11. Example of building the search question

  • Scenario
  • You are working with a 5-year old boy with behavioural problems. His aggressive behaviour is upsetting the other siblings in the family and his parents are struggling to cope.
  • Possible search questions
  • What coping strategies are available for parents of children with aggressive behaviour?
  • What support services are available for children with behavioural problems?

12. Copyright crucials: 1. Terms and conditions Always check and abide by the "terms and conditions" section that appears on most websites and publications. 2. Cite sources Always cite the source of materials you make use of, for example in reports or training packs. If you don't you could be accused of plagiarism: passing off someone else's work as your own. 3. A good rule of thumb Think about whether your action is likely to harm the business of the copyright holder. Reproducing a journal article, for example, is likely to harm the publisher who derives revenue from selling subscriptions. However, there will be circumstances where a copyright holder is likely to be 'pleased or indifferent' about you using their materials. 13. Copyright risk assessment

  • Risk factor = A x B x C x D
  • where
  • A is the probability that you are infringing copyright;
  • B is likelihood the the copyright owner finds out;
  • C is the likelihood that they will care enough to take any action and
  • D is the compensation they are likely to seek.
  • Example
  • I copy the findings of a research report produced by a campaigning group, Action for More Cycle Lanes, and include them, with acknowledgement, my website (100% certain this is infringement).I think they could easily find out (90% likely). But I also think they will be happy that I have used the finding to promote their cause(1% likely to take action) and will not seek compensation (0):
  • Risk factor = 100 90 x 1 x 0 = 0
  • Apply the same to a Warner Brothers film clip:
  • Risk factor = 100 100 x 100 1,000,000 = serious trouble!

Copyright should always be respected but sometimes it can be troublesome to seek formal permission to copy.This formula offers a rough and ready risk assessment 14. Information Literacy IRISS web-based tutorialhttp://content.iriss.org.uk/informationliteracy 15. Information Literacy Workshops Lessons learned Participants generally have low level ofITliteracy Practical approach, emphasising benefits in terms of time and efficiency, is preferable The concept ofinformation literacyis alien and rather abstract More effective to set information literacy training in context Some doubts as to whether it in practice IL is a cyclical, or linear, process