Silas Oluka CENTRE FOR ACADEMIC DEVELOPMENT UNIVERSITY OF
BOTSWANA
Slide 2
Share the CBU and UB journey into the Information Literacy
Toolkit development process Highlight key elements of each of the
four toolkits developed Reflect on lessons learnt and way forward 2
S Oluka for UB DELPHE IL Team
Slide 3
Most students are unable to execute thinking, reasoning, and
understanding. There is less inquiry learning, more rote learning.
Higher education graduates from most universities are labeled by
the job market as being impractical, theoretical, unproductive,
unskilled Our countries are vying for an educated citizenry, but
tertiary institutions lack a clear framework of defining, and
implementing what is true quality education. This is an education
that would not suit an industrial age, let alone an information age
society. S Oluka for UB DELPHE IL Team 3
Slide 4
Universities are grappling with producing graduates who have:
self directed lifelong learning skills; critical, analytical and
creative thinking skills; communication skills; research skills and
information literacy. In industrialised nations: Information
Literacy systems exist to develop and strengthen these skills;
graduates are well-positioned to manage and investigate
information, think critically and carry out thorough and
high-quality research; IL has been well embraced at all levels of
learning and work environments to bring about productivity,
effective leadership, change management through lifelong learning S
Oluka for UB DELPHE IL Team 4
Slide 5
GOAL 1: Link institutional teaching and learning strategies
with information literacy developments through the establishment of
collaborative partnerships between academics and librarians; GOAL
2: Promote institutional recognition of the importance of
integrating IL in the curriculum for lifelong learning GOAL 3:
Advocate for institutionally recognized frameworks which will
assist librarians and academics to embed IL in their programmes
GOAL 4: Create opportunities for staff development and training in
higher education teaching methods 5 S Oluka for UB DELPHE IL
Team
Slide 6
The studies were designed to establish extent to which IL is
practitioner-centred. Focus: curriculum-based information
activities; the learning process from the an institutional
effectiveness/ academic quality perspective. Data was variously
collected: surveys; a series of focus groups; and individual
discussions and interviews with subject faculty, students and
library professionals The data elicited related to IL conceptions,
IL and IT skills and knowledge presence in the curriculum; IL and
IT in course learning and assessment activities; and institutional
support for IL-IT 6 S Oluka for UB DELPHE IL Team
Slide 7
At least 6 rounds of group discussions with teaching academics
and librarians at UB and CBU gathered additional views and
conceptions through reflective workshops. Dissemination of baseline
findings: a reflective process; path-finding: Joint Project
workshops (what, how, why, with whom) Video conferencing with UAD
Piloting IL integration in GE courses - UB CSSU Experience Focus on
implications/ lessons learnt 7 S Oluka for UB DELPHE IL Team
Slide 8
Literature search: (what, how, why, with whom) ACRL SCONUL ALA
Australian Model University of Abertay model What wil best serve
AU? Drafting of IL toolkits Strategic Approach: Periodic briefs to
institutional management and staff: feedback and advocacy 8 S Oluka
for UB DELPHE IL Team
Slide 9
IL is mastery of subject matter as provided by teacher Failure
to manage transition from secondary to tertiary mode of learning
and teaching (learning and delivery mode at secondary school
different from university calls for independent learning) Education
system promotes dependence notes, discussions, recall-nature of
assessment Student laziness Google Student read to pass exams 9 S
Oluka for UB DELPHE IL Team
Slide 10
Students background : urban vs rural: private vs public
Introduction to new methods of teaching - learning and research
approaches Teacher makes no mistake, One text book as gospel
Transition challenges Personal attitudes of students 10 S Oluka for
UB DELPHE IL Team
Slide 11
Bandwidth challenge which limits access to resources (
downloading takes forever) Students not having laptops and access
to computer labs after working hours Lack of remote access to
resources off - campus 11 S Oluka for UB DELPHE IL Team
Slide 12
Size of classes e.g. most class are so large creates a
challenge e.g: interaction; access to computers Students are
adolescents still growing up and struggle to balance independent
learning responsibilities and freedom Part-time students
conflicting responsibilities (work, family and student life)
Curriculum is fully packed with discipline content and students
perpetually engaged in class; no room to be in the library and
engage in other activities Distance education student teacher
centred material, very limited deep learning opportunities 12 S
Oluka for UB DELPHE IL Team
Slide 13
Curriculum that is not flexible and too compact Teaching
strategies do not promote IL Lack information/understanding on the
role of the librarians; IL competencies and lessons by Librarians
to students are a waste of time, or an add-on that is not assessed
(= not important) Issues of plagiarism inadequately pursued at
institutional level 13 S Oluka for UB DELPHE IL Team
Slide 14
There is no concentrated effort on the part of technology
specialists, faculty, librarians, and administrators, on
integrating information literacy and technology into the academic
curriculum in a meaningful way Proficiency entails knowing the
mechanisms of computer use as well as applying advanced cognitive
skills in retrieving, evaluating and communicating information 14 S
Oluka for UB DELPHE IL Team
Slide 15
Basic computer competencies such as learning how to use email,
operating systems, word processors, graphics programs, and
spreadsheets are taught at both institutions Higher cognitive
skills (information competencies) that engage students in higher
level thinking and problem-solving skills so that they can locate
and retrieve information; determine relevant information; develop
strong search strategies, and critically evaluate, manage, and
communicate information are generally lacking 15 S Oluka for UB
DELPHE IL Team
Slide 16
to prepare students effectively for life, work, and citizenship
so that they will be able to contribute to economic and social
development, adapt to change and provide leadership. UB Learning
and Teaching Policy Statement: p.3 Need for Information Literacy
Toolkits S Oluka for UB DELPHE IL Team 16
Slide 17
How can we move forward with the current understanding and
experience, in advancing the IL agenda to use IL as a catalyst to
transforming the information culture of higher education students?
What strategies and mechanisms need to be pursued to leverage our
key clienteles (the students) experiences towards a learning
society for tomorrow? 17 S Oluka for UB DELPHE IL Team
Slide 18
Vision: Champion development of information literacy and use of
digital technology and communications tools, and/or networks in
Africa context to access, manage, integrate, evaluate, create and
communicate information in order to function in a knowledge
society. Mission To provide a harmonized approach for development,
assessment, diagnosis, and continuous improvement of basic
information and communications (ICT) digital literacy skills for
tertiary level students and workforce for sub-Sahara Africa by
building upon: The definition of information and ICT literacy in
the ACRL and other international associations and organizations as
cited across the document. The demands that a functionality of the
knowledge society for the 21 st Century hinges on information and
ICT literacy. Global trends, standards and performance indicators
for Information and ICT literacy. 18 S Oluka for UB DELPHE IL
Team
Slide 19
Element 1: Environmental Scan Element 2: Vision and Mission of
IL programme Element 3: Goals and Objectives of IL programme
Element 4: Strategic and Operational Planning Element 5: Management
and Institutional Support Element 6: Articulation with the
Institutional Curriculum Element 7: Information and ICT Literacy
Pedagogy Element 8: Staffing Element 9: Collaboration Element 10:
Outreach Element 11: Assessment/Monitoring and Evaluation 19 S
Oluka for UB DELPHE IL Team
Slide 20
Vision: Embed information literacy across course structures for
excellence and lifelong learning Mission: To proactively advance
the development and implementation of information literacy in
higher education in order to: foster students abilities to build
upon the foundation of information literacy knowledge by
successfully transferring this learning from course to course,
understanding the critical and empowering role of information in
providing solutions, and producing new ideas and directions for the
future for a free and democratic society, and demonstrating ethical
behavior and academic integrity as consumers, as well as producers,
and users of information. 20 S Oluka for UB DELPHE IL Team
Slide 21
Information Literacy Competency Standards for Higher Education
- ACRL 1. determines the nature and extent of needed information;
2. accesses needed information effectively and efficiently; 3.
evaluates information and its sources critically and incorporates
selected information into his or her knowledge base and value
system; 4. uses information effectively to accomplish a specific
purpose; 5. understands many of the economic, legal, and social
issues surrounding the use of information and accesses and uses
information ethically and legally 21 S Oluka for UB DELPHE IL
Team
Slide 22
TOOLKIT 2: INFORMATION LITERACY CURRICULUM Media Literacy
Visual literacy Computer literacy, etc Research & Library
Skills Searching Boolean logic Critical Literacy Critical reading
Critical thinking Information Ethics Copyright Security, privacy,
etc 22 S Oluka for UB DELPHE IL Team
Slide 23
Toolkit Vision: To build optimal human resource capacity with
competencies in information literacy pedagogical knowledge and
skills Toolkit Mission: facilitate an interdisciplinary discourse
on the relationship information literacy competencies, ICTs,
library skills, and institutional education strategies in higher
education for social change generate pedagogical methodologies and
competencies for successfully introducing information literacy
within developing countries ensure that student assignments act as
public resources through our class wiki develop explore strategies
for use of library resources for teaching ICTs and information
literacy promote peer learning and interdisciplinary collaboration
among academics, librarians and students in IL pedagogy 23 S Oluka
for UB DELPHE IL Team
Slide 24
Basics of facilitation techniques Teaching methods Assessment
for Learning Basic Generic Teaching Techniques Policy
characteristics of classroom practices implement policies
Curriculum, Assessment & Pedagogy Organisation &
Administration Staff Professional Development Information and
Technology Literacy Approach Modules Policy characteristics of
classroom practices implement policies Curriculum, Assessment &
Pedagogy Organisation & Administration Staff Professional
Development Knowledge Deepening Approach Modules 24 S Oluka for UB
DELPHE IL Team
Slide 25
Toolkit Vision: to equip academic staff, librarians, academic
and professional development providers with mechanism and
information tools for grassroots information literacy (IL)
advocacy. Toolkit Mission: Developing the self-confidence and
advocacy skills of information literacy providers, so that they can
advocate for their IL engagements on campuses, within academic
departments and other campus units, within college and university
senate governance, and/ or within their library settings. To that
end, this toolkit is designed to provide participants with the
knowledge, skills, and abilities to integrate knowledge and
understanding of leadership, power and persuasion into the
organization to drive academic excellence for lifelong learning. 25
S Oluka for UB DELPHE IL Team
Slide 26
Reciproc ation People feel indebted to those who do something
for them Social Proof People want to know what everyone else is
doing especiall y their peers. Commi tment and Consist ency People
do not like to back out of deals Liking People tend to prefer to
say yes to those they know and like. Authority People want to
follow the lead of real experts Scarcity The more rare and special
a thing, the more people want it 26 S Oluka for UB DELPHE IL Team
Psychology of persuasion, Robert Cialdini, 1993
Slide 27
There is no institution that is in a better position to provide
citizens with the information skills and literacy that they need
than (one) which forms a part of compulsory curriculum. The vision
of the information literate community is that skills for searching
for information and handling of data will be integrated with the
subject teaching. Children of the future should learn how to deal
with information at the same time as they learn their subjects.
That is the only way we can prepare them for an uncertain future
(Sigrun Hannesdottir, 1999) 27 S Oluka for UB DELPHE IL Team