Implementing A New Curriculum for Information

Literacychallenges, opportunities and

strategies for success

Emma Coonan, Cambridge University Library

Jane Secker, LSE

flickr.com/photos/mcginnly/2197675676

Project background

What’s different about ANCIL?

How could I use ANCIL in my own practice?

Session overview

Arcadia Programme

20 Arcadia Fellows over 3 years Many from outside Cambridge, not all librarians Exploring the role of academic libraries in a digital

age

Based at Cambridge University Library

Academic advisor: Prof. John Naughton

Develop a new, revolutionary curriculum for

information literacy in a digital age Understand the needs of undergraduates entering

HE over the coming 5 years Map the current landscape of information literacy Develop a practical curriculum and supporting

resources All in 10 weeks: May-July 2011

Remit

MethodModified Delphi study

means of obtaining expert future forecasting

consulted widely in the fields of information and education using interviews and questionnaire

Literature review theoretical overview of the field

revealed conflicts in terminology, pedagogic approach, values

Expert workshop method, findings and preliminary curriculum presented

curriculum refined in light of feedback

The expert consultation

We asked what should be in the curriculum and they spent as much time telling us how it should be taught

Importance of embedding in the academic curriculum Delivered at point of need - flexible, customisable Less ‘training’, more teaching - with opportunities for

reflection Not based on specific tools and technologies but broader

knowledge, skills and behaviour

Our key curriculum attributes

Holistic

Modular

Embedded

Flexible

Active and assessed

Transitional : Transferable : Transformational

An interprofessional approach

Second joint fellowship project: Oct-Dec 2011 Katy Wrathall and Helen Webster explored strategies

for implementing the new curriculum

Helen explored bottom-up approaches at Cambridge Resources for supervisors and colleges Information Literacy First Aid Model

Katy started top-down at York St John and University of Worcester ANCIL as an institutional audit tool Lesson plans, teaching resources

Implementation

Information and digital literacy primarily supported by Library - liaison librarians teaching in some programmes

Optional information skills programme LSE100 contains Information Skills materials in Moodle Centre for Learning Technology offer classes for staff and

research students Awareness of IL in teaching course (PGCert)

ANCIL at LSE

Careers Alumni Office

Student Services

DepartmentsTeaching and Learning Centre

Language Centre

Teaching and Learning Centre

Language CentreDisability Office

Departments

DepartmentsLibrary

LibraryLibraryInformation Skills

LibraryCentre forLearning

Technology

Centre for Learning Technology

CareersDepartments

Departments

Interviews with key members of staff to explore provision in central support departments

Interviews with Deans of UG and PG Studies Interviews / online survey with academic staff Questionnaire for academic support librarians How they support students, formally or informally, which

of the 10 strands of ANCIL and when they do it Focus groups with students to capture their perspective

Audit process

Workshop

Create an audit of your institution’s provision under each strand (5 minutes: individually or with colleagues)

Evaluate provision from the student’s perspective and identify overlaps, gaps, and

potential for joining up (15 minutes: discuss and compare in groups)

Create an action plan for taking your findings forward

Thoughts?

ANCIL outputs

Phase 1Executive summary, expert consultation report, and theoretical backgroundCurriculum and supporting documentsPhase 2Implementation case studies: University of Worcester, York St John UniversityTeaching resources

Find out more

Blog newcurriculum.wordpress.comWiki implementingancil.pbworks.com