A New Curriculum for A New Curriculum for Information LiteracyInformation Literacy

Dr Jane Secker & Dr Emma Coonan

Sheffield Hallam University, 24th January 2012 10-12pm

The Arcadia Programme• Based at Cambridge University Library• Academic advisor: Prof. John Naughton• Exploring the role of academic libraries in a digital age

• 20 Arcadia Fellows in 3 years• Many from outside Cambridge, not all librarians

Our research remit:

Develop a new, revolutionary curriculum for information literacy in a digital age

Aims: 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

Method

Modified 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

What our experts said…

Modular, flexibleholistic, embedded,Relevant to students

Format and structure of the curriculum

Online / face to faceActive learning: discussion

and reflectionTraining > Teaching

Teaching style and method of delivery

Who teaches?

When?

And don’t forget….

Use of auditsMeaningful assessment

Learning outcomes

How to market IL to different audiences

Assessment

Marketing / hooks

Aligning the curriculum content to discipline specific knowledge, skills and behaviour

Our key curriculum attributes

Holistic – 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 assessment

Transitional : Transferable : Transformational

Curriculum strands

1. 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)

Phase 2, October - December 2011

‘Strategies for implementing the Curriculum for Information Literacy’

Dr Helen Webster & Katy WrathallArcadia Fellows, Oct-Dec 2011

http://arcadiaproject.lib.cam.ac.uk/projects/strategies-for-implementation.html

Embedding information literacy learning at Sheffield Hallam

… tell us more!

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

Thank you

Image: ‘Tulip staircase at the Queens House, Greenwich’ by mcginnly, flickr.com