Digital and information literacy: Kent LibChat

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Presentation given at the University of Kent on 4th December 2013

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  • 1. RETHINKING INFORMATION LITERACY: FROM THEORY TO PRACTICE AT LSE' Dr Jane Secker London School of Economics and Political Science University of Kent. 4th December 2013LibChat

2. OVERVIEW Defining digital literacy / information literacy Introducing ANCIL theory and practice Digital literacies: interim findings from JISC Digital literacies at LSE Key challenges for the future 3. OVERVIEW Defining digital literacy / information literacy Introducing ANCIL theory and practice Digital literacies: interim findings from JISC Digital literacies at LSE Key challenges for the future 4. WHAT IS INFORMATION AND DIGITAL LITERACY? What do these terms mean to you? Are they different or the same? How do they relate to teaching and learning? Why might they be important to your students? Why might they be important to your staff? 5. Information literate people will demonstrate an awareness of how they gather, use, manage, synthesise and create information and data in an ethical manner and will have the information skills to do so effectively. SCONUL 7 PillarsDigital Literacy: "the savvyness that allows young people to participate meaningfully and safely as digital technology becomes ever more pervasive in society.Future LabBy digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society: for example, the skills to use digital tools to undertake academic research, writing and critical thinking; as part of personal development planning; and as a way of showcasing achievements. JISC 6. THE LITERACY LANDSCAPE 7. WHY DOES THIS STILL MATTER?Photo by Flickingerbrad licensed under Creative CommonsPhoto by starmanseries licensed under Creative Commons 8. ANCIL: A New Curriculum for Information Literacy Research was part of Arcadia Programme at University of Cambridge (with Emma Coonan) We sought to understand the needs of undergraduates entering HE over the coming 5 years Develop a practical curriculum and supporting resources (all in 10 weeks from May July 2011) Methodology: expert consultation and literature review 3 reports: many resources all on website Followed up by Katy Wrathall and Helen Webster 9. 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. (Secker and Coonan, ANCIL definition of information literacy, 2011) 10. ANCIL: A NEW CURRICULUM FOR INFORMATION LITERACYSecker & Coonan (2011) 11. ANCIL IN PRACTICE Careers Language CentreTeaching & Learning Centre Language Centre LSE100 Departments LibraryTeaching & Learning Centre Departments Language Centre LibraryDepartments LSE100Language Centre Teaching & Learning Centre Careers Departments LSE100Teaching & Learning Centre Departments Language CentreLibraryLibrary Centre for Learning TechnologyLibraryLibrarySecker & Coonan (2011) 12. JISC DIGITAL LITERACIES PROGRAMME Many parallels with this programme and ANCIL Digital literacies Looking to the Future: recommendations for institutions Audit tool and guidelines 1.5 million / 12 projects ended July 2013 Tackling both staff and students Many resources on The Design Studio 13. CASCADE PROJECT (EXETER) Developing digital scholars - champions Developing the digital curriculum Developing the digital university 14. SEEDPOD (PLYMOUTH) Carried our a digital literacies review of staff, students and institutional practice Looking to embed DL in the curriculum delivery and design processes Guides for academic staff Video case studies 15. DIGITAL LITERACIES AT LSE Workshops for staff and PhD students since 2006 Embedded in PGCert since 2010 Currently reviewing undergraduate support Need to join up provision Need for consistency and standards Need more integration D& IL frameworkUndergraduate support at LSE: the ANCIL report http://eprints.lse.ac.uk/48058/ Image cc from http://www.flickr.com/photos/notkaiho/5716096442/ 16. WHAT DO WE NEED? A new curriculum? 17. WHAT DO WE NEED? A new curriculum? A strategy or framework? 18. WHAT DO WE NEED? A new curriculum? A strategy or framework? A shared aim and vision across the institution? 19. WHAT DO WE NEED? A new curriculum? A strategy or framework? A shared aim and vision across the institution? Organisational change 20. EMBEDDING VS INTEGRATING?The immediate connotation of the term embedding is placement and addition. While present in the [curriculum] it is neither integral nor integrated. It is there as an add-on and can possibly be done without. (Victor Lim Fei, 2012) 21. JOINING UP SUPPORT 22. CHALLENGING PERCEPTIONS . if the teachers, whether theyre school or university teachers, dont have the same view of IL that we do, its always going to be [about] the skills. And the skills are fine but anybody can teach the skills; its teaching the changing attitude and the different approach that I think has to come from the teachers. (ANCIL Expert Consultation Report, 2011) 23. CREDIBILITY AND CAPABILITY 24. QUALIFICATIONS AND STAFF DEVELOPMENT 25. STUDENT AMBASSADORS 26. It is as absurd to try and solve the problems of education by giving people access to information as it would be to solve the housing problem by giving people access to bricks. (Diana Laurillard, 2002) 27. THANK YOU!j.secker@lse.ac.uk / @jseckerhttp://newcurriculum.wordpress.com