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A talk given to the Finnish IL network
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Information Literacy models: Information Literacy models: learning from the past to inform the learning from the past to inform the
future.future.
Moira Bent, Newcastle UniversityRuth Stubbings, Loughborough University
What’s all the fuss about?What’s all the fuss about?
What does information literacy mean to you?
Why is information literacy important?
What has informed your thinking on IL?
What does the future hold?
Can models help us?
What does it mean to What does it mean to be information be information
literate?literate?Becoming a
Lifelong learner
Using the Library effectively
Understanding what you read
Using info wisely
Organising resources
Developing ideas
Using IT
Knowing where to look
Interpreting, summarising
Understanding how information works
Information literacy:Information literacy:what is it?what is it?
The New Zealand Government
‘The ability to use digital technology, communication tools or networks to locate, evaluate, use and create information.’
New Zealand Government (Unknown) Glossary of key terms IN Digital strategy: Smarter through digital. http://www.digitalstrategy.govt.nz/Resources/Glossary-of-Key-Terms/
CILIP UK
“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.”
The Chartered Institute of Information and Library Professionals (Unknown) Information literacy Definition. http://www.cilip.org.uk/policyadvocacy/learning/informationliteracy/definition/default.htm
The Association of College & Research Libraries (ACRL)
"To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
ACRL. Presidential Committee on Information Literacy: Final Report http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm
New SCONUL New SCONUL definitiondefinition
“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.“
Not only skills and competencies
But also attitudes and behaviours
Alexandria ProclamationAlexandria Proclamation“Information Literacy lies at the core of
lifelong learning …Life long learning enables individuals,
communities and nations to attain their goals and to take advantage of emerging
opportunities in the evolving global environment for shared benefit. It assists
them and their institutions to meet technological, economic and social
challenges, to redress disadvantage and to advance the well being of all.”
Underlying thoughtsUnderlying thoughtsPeople see teaching and learning
differentlyThe way people see information literacy
affects how they learnTeachers’ conceptions of student IL affect
how they teachLibrarians think students and teachers are
not very information literateStudent perceptions of IL affect how they
interact with the LibrarySerendipitous learning…
Teaching and learning Teaching and learning theorytheory
Learning involves the constant search for meaning by the acquisition of information,
reflection, engagement and active application in multiple contexts (Learning
Reconsidered)
Learning styles Learning attitudes, habits and behaviours Threshold concepts (Meyer and Land)
Who owns Information Who owns Information Literacy?Literacy?
“IL is an issue for librarians but it is not a library issue” (Bundy, 2004, p.7)
“What a librarian can’t do, at least not as well as the academic … is to teach students
to extract information from resources, theorise or locate meaning”
(Asher, 2003)
University of HelsinkiUniversity of Helsinki
Values:Critical thinking
CreativityQuest for knowledge and truth
“ By enhancing information literacy among teachers and students, the Library contributes to the high quality of teaching at the University of
Helsinki”
UNESCOUNESCO
‘Information Literacy is more than a library or education issue. It is
crucial to issues of economic development, health, citizenship
and quality of life.’
Problems with modelsProblems with models Inflexible
Out of date
Linear
Context specific
Country specific
“Librariany”
Off putting terminology
Hard to apply in practice
Models can helpModels can help Models help us to formulate ideas Provide a framework to plan against Give us terminology to initiate discussions Help us measure progress Allow us to articulate outcomes Give a recognisable structure/ common goals Provide hooks into other professional arenas
Need to be flexible and adaptable
When designing models When designing models we have to considerwe have to consider
Terminology
Learning theory, where does this fit?
Internationalising the curriculum
Digital Darwinism
Consumer society and value for money
Education or training?
Educational Educational changes….changes….
Changing school curricula Changing demands in universities Emphasis on the 1st year experience Continuing Professional Development Internationalisation Impact of new technologies Non traditional students Diversity Changes in learning & teaching Libraries as learning spaces
Informing the future – Informing the future – some final thoughtssome final thoughts
What attributes will we need to survive in the information world of the future?
Will IL be embedded in the mainstream curriculum? Implicit or explicit?
Who should be teaching it?
Is advocacy with academic staff a better role for us?
Will models help us get there?