andretta_lilac05

Empowering the learner, “against all odds”

Susie Andretta

Senior Lecturer in Information Management

London Metropolitan University

www.ilit.org

Empowering the learner

• Ever-changing information environment

"To respond effectively to an ever-changing environment ..

people need more than just a knowledge base, they also

need techniques for exploring it, connecting it to other

knowledge bases, and making practical use of it. In other

words, the landscape upon which we used to stand has

been transformed, and we are being forced to establish a

new foundation called information literacy." (ALA, 1998)

Empowering the learner

• Knowledge-based economy and the learn-how-to-learn approach

“The need for continuous learning of both codified

information and the competencies to use this

information.” (OECD, 1996)

Empowering the learner

• Information Literacy: foundation of lifelong learning (ACRL, 2000; ANZIIL 2004; Abid 2004)

Relationship between information literacy, independent and lifelong learning, Bundy 2004:5

Empowering the learner the Information Literacy way

1. Students responsible for their learning

“[Information literacy] enables learners to master

content and extend their investigations, become more

self-directed, and assume greater control over their own

learning.” (ACRL 2000).

Empowering the learner the Information Literacy way

2. Campus-wide IL approach (embedded in the learning and teaching strategy)

“Information literacy isn’t just a library issue but, it is

an issue for all of HE and society as well.” (Snavely, 2001: 2)

Empowering the learner the Information Literacy way

3. Educators as facilitators of learning

“We remove ourselves as the ‘sage on the stage’,

thus de-emphasising the role of the instructor as yet

another infallible source of information, becoming

instead the guide on the side” (Doherty et al 1999)

Against all odds - challenges from a learner’s perspective

Spoon-feeding expectations of learners

• “Non-compulsory attendance was not good because

sometimes I need some kind of obligation to force

myself to go to college and study.” (undergraduate)

• To begin with I have found the volume of work very

hard as I felt a bit like I had been thrown in at the deep

end.” (postgraduate)

Against all odds - challenges from an institutional perspective

Clash of pedagogical cultures

University: “What use is made of the available information

for tracking student attendance? Are efforts made to

make it clear to students that their chances of success

are greatly improved by regular attendance?”

IL module: “Students’ experience of the different modes of

learning where the emphasis is on the quality of

engagement with the learning resources.”

Against all odds - challenges from an institutional perspective

• Unversity’s response to the culture clash:

“The matter of tracking student attendance has been

endorsed by the University Executive.. Ms Andretta, has

expressly refused to provide a register for the module on

the grounds that 'it is pedagogically inappropriate to do so'

claiming that to 'monitor attendance will undermine the

module's pedagogic strategy’.. students simply MUST

attend a significant number of sessions, particularly at the

early stages.. To claim that attendance can not be

monitored is simply unacceptable.”

Against all odds - challenges from the educator’s perspective

Facilitation of learning is effortful (Paul 1992) and feedback on formative work is not recognised as legitimate part of the workload

• 500 email messages generated by a cohort of 150 undergraduate students

• 100 scripts for a cohort of 40 postgraduate students

Empowerment seen from the learner’s perspective

“The information literacy module enables students to learn

very important skills which are needed for studying at

University. It encourages self-discipline .. I feel I have

benefited considerably from this module as it has enabled

me to develop skills which will be beneficial for my

forthcoming studies .. I have learnt different ways of

retrieving information which I did not know before and I have

also learnt to work more independently.” (undergraduate)

Empowerment seen from the learner’s perspective

“[AIR] has given me a greater confidence when dealing with

academics/academia. It has made me look, increasingly, to

evidence-based decision making when confronted with

changes in the work environment.” (postgraduate)

“A great deal working in a public library in a diverse London

Borough. It will enable me to look at the community from

their perspective and provide them with what they want, not

what I think they need!” (postgraduate)

How do we even the odds?

London Metropolitan University:

• Support for IL education at departmental level

• Develop retention strategies suited to IL

provision

How do we even the odds?

Future role of IL education in the UK?

• Foundation of Lifelong Learning (CHE, 1995; Candy et al 1994; DfES 2003)

• Re-defining the identity of information professionals (ACRL, 2000; ANZIIL 2004)

User/Provider Learner/Facilitator

Additional references

Candy, P., Crebert, G. and O’Leary, J., 1994. Developing Lifelong learners through undergraduate education. Camberra: AGPS

Commission on Higher Education (CHE), 1995. Information Literacy Lifelong Learning in the Middle States Region. Boyer Commission on Educating Undergraduates in the Research University - Reinventing Undergraduate Education: a Blueprint for America's Research Universities: 1-19.

Department for Employment and Skills (DfES), 2003. Towards a Unified e-learning Strategy, available at: http://www.dfes.gov.uk/consultations2/16/ (accessed 12 June 2004).