CILIP | Teaching information literacy in HE: what, where and how

9 December 2008, London

Information Literacy work is growing exponentially across higher education. Librarians are working to engage as many students as possible, producing materials/tutorials for the digital environment as well as devising face-to-face activities. What is likely to make this ’teaching’ most interesting and effective? What different approaches are possible? This course will address the issues and practicalities associated with designing effective IL activities/sessions.

Benefits of attending
This course provides participants with an opportunity to:

review what aspects of information literacy they currently teach and how they teach them; share ideas and examples with colleagues; begin to adapt their teaching sessions/materials using current ideas from international research and practice. By the end of the event participants will have:
considered the elements which comprise information literacy for the 21st Century
shared ideas about the contexts in which IL is taught most productively (e.g. online? Disciplinary context? )
reviewed the design and scope of learning outcomes
considered a range of teaching strategies and activities (face-to-face and online) that can be used to promote student learning;
dapted or planned an IL session/activity for online or face-to-face use.

Who should attend
HE library staff who teach information literacy to groups and/or write IL online resources and want to review and adapt their existing practice.

Special notes: Participants must already have a grasp of learning theory and principles. This course is not about the skills of teaching (e.g. how to manage groups).

Programme

Information Literacy for the 21st Century (input; discussion) What do you teach? What are the key elements of IL? What messages about IL should we give to students / academics / management? Where should we focus our input/support? Where and when should we intervene in student learning?
At what points do students need the most IL help to support their learning? In what contexts is IL taught/learned most effectively? What can online resources achieve? How can we support transfer?
Learning outcomes (input; small group activity) What types of outcomes support effective IL learning? How can we integrate content and process? Writing learning outcomes for a session/online activity.
Structuring a teaching session or an online activity (small group activity and discussion) What principles can you use to structure your IL teaching? What difference does a sound structure make to learning? What does an effective session/activity structure incorporate? Choosing the most appropriate strategies/activities (input; small group activity; discussion)
Matching activities to learning outcomes; what strategies are most appropriate for developing IL? The need for variety to support learning
Designing/adapting an IL session (small group activity). Planning for further development of your IL teaching. What will you take forward to implement? What will your time-scale be?

Course leader: Sharon Markless

9.15 Registrations & coffee - 9.45 Start - 13.00 Lunch - 16.30 Close.

Fees
CILIP personal members: £200 plus VAT £235.00
CILIP organisation members: £235 plus VAT £276.13
Non members: £275 plus VAT £323.13

Updated: 24 June 2008