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Presentation given at the University of Kent on 4th December 2013
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RETHINKING INFORMATION LITERACY: FROM THEORY TO PRACTICE AT LSE'Dr Jane Secker
London School of Economics and Political Science
University of Kent. 4th December 2013
LibChat
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
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
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?
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 Pillars
Digital Literacy: "the ‘savvyness’ that allows young people to participate meaningfully and safely as digital technology becomes ever more pervasive in society.” Future Lab
By 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
THE LITERACY LANDSCAPE
WHY DOES THIS STILL MATTER?
Photo by Flickingerbrad licensed under Creative Commons Photo by starmanseries licensed under Creative Commons
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
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)
ANCIL: A NEW CURRICULUM FOR INFORMATION LITERACY
Secker & Coonan (2011)
Careers Language Centre
Teaching & Learning CentreLanguage Centre
LSE100Departments
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Technology
DepartmentsLSE100
Teaching & Learning Centre
DepartmentsLanguage Centre
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Teaching & Learning CentreDepartments
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Language CentreTeaching & Learning Centre CareersDepartmentsLSE100
ANCIL IN PRACTICE
Secker & Coonan (2011)
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
CASCADE PROJECT (EXETER)
Developing digital scholars - champions Developing the digital curriculum Developing the digital university
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
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 framework
Image cc from http://www.flickr.com/photos/notkaiho/5716096442/
Undergraduate support at LSE: the ANCIL report http://eprints.lse.ac.uk/48058/
WHAT DO WE NEED?
A new curriculum?
WHAT DO WE NEED?
A new curriculum? A strategy or framework?
WHAT DO WE NEED?
A new curriculum? A strategy or framework? A shared aim and vision
across the institution?
WHAT DO WE NEED?
A new curriculum? A strategy or framework? A shared aim and vision
across the institution?
Organisational change
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)
JOINING UP SUPPORT
CHALLENGING PERCEPTIONS ….
“… if the teachers, whether they’re school or university teachers, don’t have the same view of IL that we do, it’s always going to be [about] the skills. And the
skills are fine but anybody can teach the skills; it’s teaching the changing attitude and the different approach that I think
has to come from the teachers.”
(ANCIL Expert Consultation Report, 2011)
CREDIBILITY AND CAPABILITY
QUALIFICATIONS AND STAFF DEVELOPMENT
STUDENT AMBASSADORS
“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)
