brief overview of new curriculum for il
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Jane Secker & Emma CoonanWolfson College, Cambridge
A New Curriculum for Information Literacy
Front cover image: ‘Tulip staircase at the Queens House, Greenwich’ by mcginnly
http://www.flickr.com/photos/mcginnly/2197675676/(licensed under Creative Commons)
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What was I doing in Cambridge?Arcadia Fellow based at Wolfson
CollegeArcadia was money given to
Cambridge University Library by an anonymous donor to explore the future of academic libraries
20 Arcadia Fellows over last 3 years – most are based in Cambridge by some from outside
Most fellows work on research projects on their own for 10 weeks
I was lucky enough to be paired up with Emma Coonan
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The researchDeveloping a new curriculum
for information literacyTo understand and meet the
needs of undergraduates entering HE over the coming 5 years
Academic advisor: Professor John Naughton
Office in Centre for Applied Research in Educational Technologies (CARET)
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Our research methodModified Delphi
approach (used in forecasting the future)
Literature reviewDeveloping a curriculum
plus various supporting resources
Preliminary findings presented at workshop and revisions made in light of feedback
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Key curriculum attributes
Grounded in a view of IL as fundamental to the ongoing development of the individual – social as well as academic
“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
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The Information Literacy landscape
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Theoretical BackgroundInformation literacy (IL) needed to be
rehabilitated as a termIL has become invisible – why?IL is so much more than skills – it underpins
learning but librarians spend too much time focusing on functional / technological skills
IL is about becoming a discerning scholar so must be taught within the subject discipline
IL is not the preserve or saviour of the library
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Our key curriculum attributes
Holistic: supporting the whole research processModular: ongoing ‘building blocks’Embedded: subject-contextualFlexible: not tied to a specific staff roleActive and assessed (including peer assessment)
Transitional : Transferable : Transformational
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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?
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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
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Technology in the curriculum
No need to teach specific tools and software as curriculum needs to evolve but …
Assumptions around technologyOwnership or access to computersOwnership or access to mobile technologyGoogle generation assumptionGreater use of cloud computingGreat use of social media - combating the filter bubble
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10 Curriculum themes Transition from school
to higher education Becoming an
independent learner Developing academic
literacies Mapping and
evaluating the information landscape
Resource discovery in your discipline
Managing information Ethical dimension of
information Presenting and
communicating knowledge
Synthesising information and creating new knowledge
Social dimension of information literacy
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Using the curriculumEach theme has multiple levelsTranslated themes > learning outcomes > example
activities > example assessmentClasses can be designed to incorporate multiple
themes at the same levelClasses and activities should be active, reflective,
relevant to student needYou could use it to audit your own training provision
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Find out more ...
Visit our wiki (http://ccfil.pbworks.com) and the project website
Download the Executive summaryIf you’re interested in why its designed the way it is –
read the Expert Report and Theoretical backgroundIf you’re interested in implementation, download the
Curriculum and supporting documents
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But seriously what was I doing?
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Cheers!