CILIP | Lilac 2005: Parallel sessions

Lilac 2005: Parallel sessions

Monday

Information literacy: empowering the learner “against all odds” (PDF, 105KB)
Susie Andretta
Senior Lecturer in Information Management,
School of Information Management, London Metropolitan University,
Email : s.andretta@londonmet.ac.uk

Paper (PDF, 140KB)
Abstract
This paper focuses on the challenges of implementing information literacy education within an HE institution in the UK. The definition of information literacy presented here is the one proposed by the Australian and New Zealand Institute of Information Literacy which promotes the development of independent learning skills, also known as the “learn-how-to-learn” approach, within the wider perspective of lifelong learning. Three main contextual challenges to the successful implementation of information literacy education are explored here. From the perspectives of learners and educators the paper examines the difficulties of engaging with the learning how to learn approach exemplified by the spoon-feeding expectations of the learners and the rescue mode attitude of the educator. The third challenge is the implication for the culture of the institution implementing the embedded model of information literacy education as advocated by three national information literacy frameworks. The frameworks claim that the embedded model requires a shift from a transmissional type of provision to one that fosters the facilitation of learning within a knowledge-construction approach. Here, issues such as the need for a flexible learning environment supporting a campus-wide information literacy policy is assessed against the institutional concerns about high retention rates and the logistics of fixed programming and timetabling schedules. The impact of this pedagogical shift on provision is presented through examples from information literacy practice employed within undergraduate and postgraduate courses run by the Information Management School, London Metropolitan University. In particular the cases explored illustrate the main challenge of adhering to professional and institutional requirements while employing information literacy as the learning framework.

Teachers' real-world information literacy: a study of school teachers' use of research information in support of their own reflective evidence-informed practice.
(PDF, 75.3KB)
Dorothy Williams & Louisa Coles
Funded by the Economic and Social Science Research Council, 2002-2003
(MS Powerpoint, 116KB)

Two for the price of one : Collaborative delivery of information and blackboard skills to distance learners in Thailand (PDF, 127KB)
Moira Bent
Faculty Liaison Librarian,
Sophie Brettell
Blackboard Development Officer, University of Newcastle upon Tyne

Paper (PDF, 194KB)
Abstract
This paper describes how close collaboration between library, academic development and academic staff led to the contextualisation of IT skills within an information literacy framework, producing a practical model for delivery of these skills to MSc students based overseas. Accessibility and usability premises which underpinned the project are explained. Drawing on this experience some of the issues which arose relating to assumptions of elearning behaviour, language and technology, with particular reference to information literacy skills are discussed.

From “sssh to SURE” (PDF, 153KB)
Mala Mann and Alison Weightman
Support Unit for Research Evidence, Information Services, Cardiff University, Cardiff
Email: mannmk@cardiff.ac

Paper (PDF, 120KB)

Professional collaboration for information literacy in health and social care (PDF, 55.3KB)
Debra Morris, University of Southampton and
Roisin Gwyer, University of Portsmouth

Paper (PDF, 170KB)

Search Interfaces for Dummies? (PDF, 874KB)
Sally Rumsey
Library, London School of Economics and Political Science

Paper (PDF, 151KB)
Abstract
Some search interfaces appearing on scholarly online resources such as databases, have a similar appearance and functionality to those on popular search engine quick search pages such as Google, now a commonly accepted standard. Such designs use a single search box where the user can type in their chosen search terms to query the product. This paper explores the case for continuing to train academic users in formal techniques such as combining searches and using specific fields. The situation is informed with developments including personalisation and discusses solutions such as federated (or meta) searching.

The paper discusses topics related to searching such as defining what comprises an advanced search and whether users need to be aware of or expert in using Boolean logic and other operators. It includes some of the pitfalls and possibilities of searching using ‘quick' and ‘advanced' methods.

The librarian as information broker: the role of the school library in developing information literacy at Key Stage 3 and beyond. (PDF, 1.55MB)
Kathryn Sheard
Kirklees Education Library service

Tuesday

Changing and connecting the educational silos: the potential of the information literacy framework (PDF, 149KB)
Dr Alan Bundy
Principal consultant Auslib Library Consulting
E-mail: alan.bundy@auslib.com.au

Paper (PDF, 244KB)
Abstract
Schools, FE colleges, universities and other formal educational institutions are essentially 19 th century institutions responsible for an educational continuum but which are largely operating in unconnected curricular, pedagogical and assessment silos. None of these silos have a clear vision and framework for education for an information intensive world. At best they have paid some attention to information literacy as one generic learning skills-focused outcome. However information literacy is not ultimately about information skills, it is not about ICT, and it is not about library centric or generic approaches. It should be conceptualised as a new way of learning how to learn and as a driver of educational change to achieve liberated, not domesticated, learners. Librarians have something of real value to contribute to educational change and connection within, and across, the educational silos. First, however, they must reach a consensus on whether information literacy is just one generic attribute to be developed in learners, or whether it is now their responsibility to assert that information literacy provides the most relevant framework for educational change and connection in the 21st .

Breaking down barriers to information: the HE Library's role in Widening Participation (PDF, 34.8KB)
Judith Stewart
University of the West of England

"Information literacy: New pedagogic challenges for the university library"
Maria-Carme Torras
http://www.splq.info/issues/vol37_3/05.htm

Conceptions of pedagogy for information literacy in two disciplines: English and Marketing: a comparison, and implications for librarians (PDF, 72.9KB)
Sheila Webber, University of Sheffield
Stuart Boon, University of Sheffield
Bill Johnston, University of Strathclyde

Information literacy is important – the faculty academic staff say so! (PDF, 57KB)
Jacqui Weetman
Academic Librarian and Team Leader
Kimberlin Library, De Montfort University, The Gateway, Leicester, LE1 9BH
E-mail: jweetman@dmu.ac.uk

Paper (PDF, 239KB)
Abstract
During Spring 2004, a survey was conducted with De Montfort University teaching staff to obtain their perceptions of information literacy and to ascertain how skills relating to information and research are incorporated into student learning. The research into staff perceptions centred around the American Library Association's definition of information literacy and the SCONUL 'Seven pillars of wisdom' model. The main findings were that, whilst the skills are highly valued by staff, there are lower levels of activity in terms of incorporating them into teaching, learning and assessment. The results involving the 'Seven pillars' model were particularly interesting as they showed an overwhelming faculty academic staff approval for the appropriateness of the model.

This paper looks at the research findings and their implications for collaborative work between librarians and faculty academic staff.

Promoting information literacy through involvement in educational initatives (PDF, 229KB) Jeanne Galvin
Kingsborough Community College, City University of New York, Brooklyn, New York USA

Paper (PDF, 370KB)
Abstract
It is widely believed that information literacy (Association of College and Research Libraries, American Library Association, 2000, 2001, 2003) is best acquired when the requisite competencies are taught in the context where they will be used. Much has also been written about the need for collaboration between faculty and librarians. What is being suggested here is that, as colleges and universities implement educational initiatives based on a pedagogy of active, collaborative learning, information literacy is an appropriate component in such initiatives. The initiatives being considered here are Writing Across the Curriculum, the Freshman Year Experience, and Learning Communities. These initiatives are certainly worthy and are appealing to faculty, since they are sometimes supported by extra compensation, released time or guaranteed smaller class sizes.

An additional benefit from these initiatives comes from the fact that most institutions do some kind of assessment in connection with them. Participation in these initiatives puts the library in a position to have the outcomes of its information literacy instruction included in institutional assessment. Currently, assessment of the outcomes of information literacy instruction is not well documented by most institutions. A 2003 ACRL survey (ACRL, 2003b) indicated that only 35.8% of the institutions reporting stated that assessment of information literacy was part of a departmental or campus-wide assessment of student learning. Only 14.4% reported that their institutions had gathered evidence that students were information literate when they graduated.

What will be discussed are the appropriate place of information literacy in those initiatives, accounts of successful collaborations, assessment of information literacy in the context of the various initiatives and remaining challenges to incorporation of information literacy in these initiatives.

Creating a Comprehensive Information Literacy Program: One U.S. Library's Experience (PDF, 221KB)
Diane K. Harvey
Undergraduate Studies Librarian,
University of Maryland Libraries, College Park, MD, USA

Paper (PDF, 109KB)
Abstract
Designing and implementing a comprehensive Information Literacy (IL) program can be a daunting task. Drawing on the experience of libraries that have implemented such programs can provide valuable suggestions as well as cautionary tales.
http://www.lib.umd.edu/UES/lilac.html

Plagiarism Detection Software and Academic Integrity: The Canadian Perspective (PDF, 933KB)
Lorie Kloda & Karen Nicholson
McGill University Libraries

Paper (PDF, 155KB)

Exploring multimedia for engaging children with libraries in Windsor and Maidenhead (PDF, 151KB)
Andrew Lewis
Library and Information Services, Royal Borough of Windsor and Maidenhead

Abstract
This paper accompanies the presentation given at LILAC 2005, and outlines the work of Multi-Lib, an electronic service development sub-programme looking at multimedia in libraries primarily aimed at children, within Library and Information Services in the Royal Borough of Windsor and Maidenhead. Multi-Lib aims to explore the ways in which libraries' work and missions can be promoted using the media that are embedded in children's everyday lives. It explores ways of using multimedia for delivering core library service to children such as reading, using ICT and access to and the use of information, and the marketing of these services.

Digital Libraries and Information Literacy Issues within Virtual Learning Environments: An e-Learning Impasse? (PDF, 459KB)
George Macgregor
Centre for Digital Library Research,
Department of Computer & Information Sciences, University of Strathclyde, Glasgow G1 1XH, Email: george.macgregor@strath.ac.uk

Lou McGill
Learning Technologist,
Department of Learning Services, University of Strathclyde, Glasgow, UK.
Email: louise.k.mcgill@strath.ac.uk

Paper (PDF, 797KB)
(MS Powerpoint, 488KB)
Abstract
The DIDET digital library and VLE approach places much of the responsibility for managing the digital library work flow into the hands of students, as well as academics and librarians. Student responsibilities include the application of metadata, as well as conventional information literacy competencies such as ascertaining information resource provenance, investigating intellectual property rights and/or digital rights management implications, before depositing digital resources within the library.

This has obviously laid bare numerous research issues relating to future digital library and VLE design, student information literacy, the use of ICT in education and design, and related pedagogical issues, all of which are worthy of further investigation within the UK HE community and will be elucidated in this paper. More importantly, this paper will argue that such a model signifies a definite impasse in the evolution of e-learning models and questions the degree to which current information literacy models are effective in specific e-learning contexts. The paper will conclude by further recognising that greater student information literacy skills are necessary to unlock the potential of such radical approaches to e-learning and digital library creation.

How can the development of Information Literacy in student learning become transparent to all educators in a school? (PDF, 326KB)
Anna-Stina Axelsson
School librarian in Upper Secondary School, called Bildningscentrum Jan Fridegård in the municipality of Håbo.
Malin Ögland
Library director in Håbo - a small municipality of Sweden. Responsible for the public library and for the development of the school libraries.

Paper (PDF, 191KB)

How information literate are our incoming undergraduates? (PDF, 178KB)
PowerPoint (318KB)
Dr Amanda Harrison
Lecturer in the Institute of Psychological Sciences and Angela Newton Faculty Team Librarian, University of Leeds
email: a.a.harrison@leeds.ac.uk a.j.newton@leeds.ac.uk

Abstract
Background: Although there are many models of information literacy for higher education there is little known about the true information literacy skills of incoming first year undergraduates. Without specific measurement of the abilities of new students it is difficult to provide them with targeted and appropriate training.

A new Information Literacy training programme for psychology undergraduate students at the University of Leeds was launched in 2003. In order to ensure that the training programme addressed the needs of the students in a timely manner, the current study aims to assess the information literacy skills of incoming first and second year undergraduate psychology students who have participated in the first part of the training programme.

Methods: First and second year undergraduate students of the Institute of Psychological Sciences, University of Leeds, completed an Information Literacy questionnaire during their first week of study. The questionnaire consisted of 20 multiple choice questions, assessing six key areas of information literacy, and was based on a survey undertaken by the Working Group on Library Instruction of the Subcommittee on Libraries of the Conference on Rectors and Principles of Quebec Universities (QREPUQ) (Mittermeyer and Quiron, 2002).

Results: Second year students were more information literate than first year students. Although first year students were capable of recognising their need for information and the type of information required, they lacked the skills or knowledge to fulfil this information need appropriately. In contrast, second year students used more academically valid sources of information but lacked the sophisticated search skills necessary to take full advantage of them.

Blended learning: a mutual approach to embedding information literacy into the curriculum (PDF, 117KB)
Lyn Parker
Email: l.a.parker@sheffield.ac.uk
Margaret Freeman
University of Sheffield
Email: m.freeman@sheffield.ac.uk

Paper (PDF, 208KB)
Abstract
It is apparent from the recent literature that many academics and librarians have recognised the potential for radical changes in their concepts of learning, teaching and the promotion of information literacy, as a result of the continuing developments in networked technology. There has been a growing awareness that new modes of collaboration are needed to facilitate the mastery of information literacy as an integral part of the student learning experience. This, in turn, has led to a significant increase in online information skills tutorials, available either via the Web or through Virtual Learning Environments. However, several questions remain about how to disseminate the use of these resources throughout every department; how far these developments have impacted on all students within the university and how far individual course tutors have accepted the need to teach information skills explicitly.

This paper describes the development and use of an online information skills resource, produced by the University Library in collaboration with a small group of subject specialists and WebCT enthusiasts in the University of Sheffield. The main aim of the design is to provide a resource, which can be embedded within the curriculum, and is readily adapted to specific course requirements. Here, we reflect on the process of introducing the tutorials to staff and students within one department, and compare their reaction to other departments who have piloted the resource. We have found that individual lecturers and students respond to innovations such as this in various ways, from enthusiasm and adoption to conservatism and resistance. We suggest our experience demonstrates that the process of embedding information skills into the curriculum requires a flexible approach and the employment of a range of strategies. These are discussed in the paper.

Updated: 13 October 2005

CSG Information Literacy Group

Lilac 2005: Parallel sessions

Monday

Tuesday