Skills for students….training for librarians
Drawing some conclusions from the JISC funded UK survey of information skills training for
students
Information skills training provision for students
survey present practice
to identify instances of ‘good practice’
to develop an Information skills resource base
to make recommendations for future developments
Literature review
Audit
Case studies
Project website
Toolkits
Final report
Dissemination activities
Issues from the literature review
Literature Review
Lifelong learning & Employability
Partnerships & collaboration
Librarians as educators
Survey resultsJust over 55% of institutions include IS in their Learning & Teaching strategy
Rises to 80% for libraries
Responsibility for training lies mainly with librarians
55% of respondents evaluate IS, most popular form is printed questionnaire
Around half of the institutions include IS training as part of an assessed module
www.mmedia.is/ah/northern.htm
review reflect revise review reflect revise review reflect revisreview reflect revise review reflect revise review reflect revise review e review reflect revise review reflect revise review reflect revise reviereflect revise review reflect revise review reflect revise review reflect w reflect revise review reflect revise review reflect revise review reflecrevise review reflect revise review reflect revise review reflect revise t revise review reflect revise review reflect revise review reflect revisreview reflect revise review reflect revise review reflect revise review e review reflect revise review reflect revise review reflect revise reviereflect revise review reflect revise review reflect revise review reflect w reflect revise review reflect revise review reflect revise review reflecrevise review reflect revise review reflect revise review reflect revise t revise review reflect revise review reflect revise review reflect revisreview reflect revise review reflect revise review reflect revise review e review reflect revise review reflect revise review reflect revise reviereflect revise review reflect revise review reflect revise review reflect w reflect revise review reflect revise review reflect revise review reflecrevise review reflect revise review reflect revise review reflect revise t revise review reflect revise review reflect revise review reflect revisreview reflect revise review reflect revise review reflect revise review e review reflect revise review reflect revise review reflect revise reviereflect revise review reflect revise review reflect revise review reflect w reflect revise review reflect revise review reflect revise review reflecrevise review reflect revise review reflect revise review reflect revise t revise review reflect revise review reflect revise review reflect revisreview reflect revise review reflect revise review reflect revise review e review reflect revise review reflect revise review reflect revise reviereflect revise review reflect revise review reflect revise review reflect w reflect revise review reflect revise review reflect revise review reflecrevise review reflect revise review reflect revise review reflect revise t revise review reflect revise review reflect revise review reflect revisreview reflect revise review reflect revise review reflect revise review e review reflect revise review reflect revise review reflect revise reviereflect revise review reflect revise review reflect revise review reflect w reflect revise review reflect revise review reflect revise review reflecrevise review reflect revise review reflect revise review reflect reviset revise
Addresses the Information Need•determines how to address the
information need•formulates keywords & search strategies
•selects and evaluates information sources
Retrieves Information•interrogates a range of sources
•selects, reviews, retains & discardsresults as necessary
Recognises an Information Need• determines the nature & extent
of the need•confers with others e.g. peers, tutors
•aware of range of info resources
Adapts Information•interprets information found to match
information need•creates new knowledge for self &
others•recognises accumulation of new
knowledge
Reviews the Process
•reflects whether the original informationneed has been met
•repeats process if necessary•understands process & reuses
in other contexts(lifelong learning)
Organises Information•keeps accurate records of sources
and references•cites references using appropriate method
•aware of issues of copyright &plagiarism
Communicates Information•disseminates information effectively to
others•uses appropriate methods
Evaluates Information Critically•assesses quality, quantity & relevance
of retrieved information•revises search strategy and repeats
as necessary•assesses quality of information retrieved
for bias, currency & authority
The Information
LiteratePerson
Your 5 steps to success
Step 5communicate
review &
Step 2get hold ofinformation
Step 3evaluate
information
Step 1define topic
& plan search
Step 4organise & use
information
Ask yourself…
Is it up to date? Does this help me answer my assignment question?
Is it biased?
http://www.constructech.com/online_news/survey.asp
Evaluating information foundon the Internet
Coverage
Objectivity
Currency
Organisation
Authority
Think cocoa!http://www.goldeneaglerestaurant.com/breakfast.htm
Challenges & Opportunities
www.verdevalleyschool.org/ admissions.htm
National coherent
strategy
Training the trainers
Curriculum & assessment
Professional development programmes
Embedded Information
skills
Expertise & partnerships
A final thought
“With Information literacy as their ticket, academic librarians have an opportunity to re-enter the teaching and learning arena in a new guise and carve out a challenging, unique role in the world of academia – that is to re-invent themselves in a new image”
Judith Peacock
ACURIL XXXII: the new librarian.com, 2002
Project website : http://www.leeds.ac.uk/bigblue