Debbi Boden & Sue Holloway

the Library

Imperial CollegeLondon

Debbi Boden & Sue Holloway

Information Literacy: Its not sexy but it’s clever!

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What is information literacy?

An independent learner who has the

confidence and ability to retrieve, evaluate,

exploit and manage information with an

understanding of the legal, economic and

Social issues that surround the use of

information.

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Stage 3 - DfES key skills & IL Models

‘Key skills are a range of essential skills that

underpin success in education, employment,

lifelong learning and personal development’

DfES Key skills – what are key skills? http://www.dfes.gov.uk/key skills/what.shtml

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Key skills in context

1. Consider your objectives, set appropriate targets, explore the information resources available and develop a search strategy that will enable you to achieve your goals

2. Monitor your progress, adapt the strategy as appropriate, gather evidence of your achievements and use this to aid critical reflection of your practice

3. Evaluate the overall strategy. Present your findings in a clear and concise format which demonstrates that you have identified the strengths and weaknesses of your strategy and how you would develop the process in future

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IL models

• Sconul 7 pillars• American Library Association (ALA)• Council of Australian University Librarians

(CAUL)• thebigblue

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IL competency model for Imperial

1. Recognises a need for information 2. Understands that information is available in a wide

range of formats in various geographical and virtual locations

3. Able to determine types and extent of information required to meet research objectives

4. Constructs a search strategy and understands the need for adaptation and flexibility

5. Retrieves information

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IL competency model for Imperial

4. When using information applies an ethical approach and perceives the social, legal and economic issues involved

7. Evaluates results and adapts search strategy if required

8. Organises, manages and stores information either virtually or in paper format

9. Synthesises, communicates and exploits information appropriately

10. Reviews and critically reflects on the overall strategy

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What we want!

A pedagogically sound, linear IL teaching programme, delivered by competent information professionals which is assessed, embedded in the curriculum and consistently delivered throughout the college

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: OnLine virtual information assistant

• Programme structure

The programme is modular in design, and is made

up of individual units. Delivery of each unit is either

self-paced, or used in conjunction with seminars or

lectures.

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• AimThe aim is to develop a Online teaching programme

which can be used by students either remotely or in

the classroom to develop their Information Literacy

skills, thus enhancing their learning experience and developing their skills as an independent learner.

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• ObjectivesTo provide access to an online environment which is

made up of self-contained units that can be used either

selectively according to the needs of the users, or as a

complete linear programme.

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Methodology

• Analyse target audience and levels of autonomy Prerequisites Teaching methods, delivery methods and learning

approaches Assessment procedures Learner issues

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Methodology

• Design course Course content Learning aims and objectives Learning outcomes Self tests Assessment

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Pilot – Engineering in context

• Delivering oLivia alongside an existing course• Delivery formats

Lectures Group sessions Hands on

• Self tests• Assessment

Online quiz Course portfolio to include critical evaluation of search techniques

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oLivia

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Future developments

• Evaluation of pilot• Bidding for funding for development of the

programme Development of interaction Enhanced design Anti-plagiarism module

• Rolling it out to other departments

Documents

Debbi Boden & Sue Holloway