ancil at lse
DESCRIPTION
Presentation given atTRANSCRIPT
Dr Jane Secker & Maria Bell
University of York 26th March 2012 12pm
Implementing ANCIL at LSE: Implementing ANCIL at LSE: A New Curriculum for Information LiteracyA New Curriculum for Information Literacy
Background to ANCIL• Developed as part of Arcadia Programme at
Cambridge University Library• Academic advisor: Prof. John Naughton• Research remit: Develop a new, revolutionary
curriculum for information literacy in a digital age in 10 weeks!– Understand the needs of undergraduates entering HE over
the coming 5 years
– Map the current landscape of information literacy
– Develop practical curriculum and supporting resources
MethodologyModified Delphi study
– means of obtaining expert future forecasting
– consulted widely in the fields of information and education
Literature review– theoretical overview of the field
– revealed conflicts in terminology, pedagogic approach, values
Expert workshop– method, findings and preliminary curriculum presented
– curriculum refined in light of feedback
What do we mean by information literacy?
Digital fluency
Rehabilitating information literacy
IL is:
•a continuum of skills, abilities, values and attitudes around analysing, evaluating, managing and assimilating information
•fundamental to the ongoing development of the individual, social as well as academic
IL is not:
•seen as part of the mainstream academic mission
•merely functional/technological skills
•the preserve or saviour of the library
“Information literacy empowers people in all walks of life to seek, evaluate, use and create information
effectively to achieve their personal, social, occupational and educational goals.
“It is a basic human right in a digital world and promotes social inclusion in all nations.”
UNESCO (2005) Alexandria Proclamation
The expert consultation• Consulted librarians, researchers, educators,
trainee teachers, school librarians• How you teach at least as important as what
you teach• Must be embedded into the academic
curriculum and disciplines will vary• Must be based on real needs: students are not
homogeneous• Must be opportunities for reflection
Our key curriculum attributesHolistic – supporting the whole research process
Modular – ongoing ‘building blocks’ forming a learning spiral
Embedded within the context of the academic discipline
Flexible – not tied to a specific staff role
Active and assessed – including peer assessmentTransitional : Transferable : Transformational
Curriculum strands1. Transition from school to higher education2. Becoming an independent learner3. Developing academic literacies4. Mapping and evaluating the information landscape 5. Resource discovery in your discipline 6. Managing information7. Ethical dimension of information 8. Presenting and communicating knowledge 9. Synthesising information and creating new knowledge10. Social dimension of information literacy
Information literacy is a continuum of skills, behaviours, approaches and values that is so deeply entwined with the uses of information as to be a fundamental element of learning,
scholarship and research.
It is the defining characteristic of the discerning scholar, the informed and judicious citizen, and
the autonomous learner.
ANCIL definition of information literacy (2011)
ANCIL Phase 2• October - December 2011• ‘Strategies for implementing the Curriculum
for Information Literacy’ Dr Helen Webster & Katy Wrathall
• Work undertaken at Cambridge, University of Worcester and York St Johns
@Xavierkuai on flickr
ANCIL at LSE
ANCIL at LSE• Information and digital literacy primarily
supported by Library
• CLT offer classes for staff and research students – IL part of PGCert
• Optional programme for students
• Liaison librarians teaching on request integrated with some programmes in some departments
• LSE100 Information Skills materials
Why carry out an audit?• To help us provide better support for
undergraduates
• To understand where there is good practice and where there are gaps
• To explore how joined up provision is with other support departments
• To explore how embedded IL is in academic programmes
Careers UnitAlumni Office
Student ServicesResearch Support Unit
FacultyLearning Development
Learning DevelopmentStudent ambassadorsInternational Office
Disability UnitStudent Services
Careers Unit
FacultyLibrary
LibraryLibraryStudent ambassadors
LibraryFaculty
Learning DevelopmentFaculty
FacultyResearch Support
Unit
How?• @SmilyLibrarian to the rescue!
• Interviews with key members of staff to explore provision in other central support departments, e.g. Language Centre, Teaching and Learning, Careers, IT, Student Services
• Interviews with academic staff - sample
• Questionnaire to Academic Support Librarians
What will we do with it?
• Inform our own provision: review our portfolio of support for undergraduates
• Encourage support services to collaborate
• Put information literacy on the agenda at LSE in academic departments
• Possible papers to committees
@Kaiho on flickr
Watch this space!
ANCIL outputsPhase 1 reports•Executive summary, expert consultation report, and theoretical background•Curriculum and supporting documents
http://newcurriculum.wordpress.com/ Phase 2 resources and case studies•Case studies - University of Worcester, York St John University•Cambridge resources
http://implementingancil.pbworks.comYouTube Video•Search for “ANCIL curriculum”
http://www.youtube.com/watch?v=vY-V2givIiE
LSE links
• ANCIL audit project at LSEhttp://clt.lse.ac.uk/digital-and-information-literacy/ANCIL-audit.php
• Library http://www2.lse.ac.uk/library/services/training/Home.aspx
• Centre for Learning Technology http://clt.lse.ac.uk/
Thank you
Image: ‘Tulip staircase at the Queens House, Greenwich’ by mcginnly, flickr.com