Information literacy @ CPUT

Information literacy @ CPUT

Janine Lockhart

INFOLIT Day - Gauteng31 August 2016

Introduction

Information Literacy policy

Information Literacy Committee (ILC)

Certificate of Information Literacy (CIL)

Advanced Information Literacy Programme

•Since 2009

•All academic programmes must include IL

•Responsibility part of normal academic management process

•Sub-committee of Senate Teaching & Learning committee

•Monitor implementation of policy

•To support faculty

•Offered mostly to 1st and ECP students

•Lecturer book CIL with their librarian : time-tabled

•Refresher courses available

•For M & D students

•Implementation 2016

•Not formally assessed at this stage

Information Literacy

Certificate

Curriculum

• Search strategyModule

1

• Information tools

• Information sourcesModule

2

• Evaluating informationModule

3

• Copyright

• PlagiarismModule

4

• Bibliographic referencingModule

5

Over 5 weeks

45 - 90 min per module

Subject essay assingment

Rubric: 30% for IL

Information Literacy

Certificate

Assessment Summative assessment

Multiple-choice

100 questions, random 50

60 minutes

LMS, Blackboard

50% and above =

pass

Included in year marks

Validity & reliability research

Information Literacy

Certificate

Administrative

process

Registration

Training intervention

Assessment

Submit results

Issue certificates

Distribute certificates

Statistics

Librarians submit statistics by:

• Attendance registers to QA librarian

• Upload to the CPUT libraries statistical database

Total number of students and sessions per year

2009 2010 2011 2012 2013 2014 2015

6673 361 6873 371 9577 436 12193 600 16206 935 18799 943 21382 1008 IL statistics 2009-2015

Description 2015 2014 2013

Nr of registrations 3804 3079 2756

Nr of courses/groups registered 87 63 64

Nr of students completing test 3804 2707 (88%) 1977 (71%)

Average % for test 64% 66% 66%

Nr of students who failed 186 (5%) 191 (7%) 91 (5%)

IL Certificates 2013-2015

Challenges

•Monitor statistics per librarian and provide resources when needed

•Limit of 8 groups per cycle per librarianIncreased teaching load

•Use of library and faculty venues

•Data projectors, laptops, screens and speakersTeaching venues

• Shared online booking calendarScheduling sessions

•Incorporating clips, screencasts, PowToons, etc. in classroom, upload to LMS

•CIL online development (2016) – OERs, CC

Large classes, manageable groups, repetition

Teaching skills for librarians

Continuous staff

development

Train-the-Trainer

certification

Regular information sessions

IL group on LMS

Peer-observation

What next?

Retention and skills transfer

Short-term vs long-term retention

Skills transfer takes time

Departmental approach

Assess IL across subjects and levels

What next? (cont.)

Wang, L. 2011. An information literacy integration model and its

application in higher education. Reference Services Review, 39(4): 703-

720.

What next? (cont.)

• IL as Graduate Attribute – CPUT GA Task Team

IL in FYE

• Curriculum Mapping for IL

• Departmental Approach to IL

• CIL as online development

Conclusion

• Having an IL policy is key, but only the start

• Information Literacy Committee to oversee implementation

and awareness of policy

• Constant awareness: Senate committees, faculty committees,

task teams, etc.

• Teaching certificate with subject-specific essay assignment

• Rubric – heavy weightings for IL

• Academic program to continuously test students and integrate

IL into the curriculum

• IL as graduate attribute

Thank you!