stellenbosch university infolit story 24 may 2016

UNIVERSITY OF STELLENBOSCHInfolit Story

SU Infolit story Information

literacy framework

Standards

Training types

Library guides

E-modules

Information literacy framework

Why?

• to provide structure for an effective information literacy skills training program

• world trend to revisit Information literacy frameworks e.g. ACRL framework

Information literacy framework

Information literacy framework Definition

Information Literacy StandardsSU Library and Information Service information literacy standards are based on the Australian and New Zealand information literacy framework. There are five core competencies/standards

Standard Purpose Learning outcome

UNDERSTANDING/STARTING OUT

Recognises the need for information and

determines the nature and extent of the

information need

To enable users to describe the information need

in terms of the core issues or relevant keywords,

use of Boolean operators

• Defines and articulates the information need• Understands the variety of information

resources• Re-evaluates the nature and extent of the

information need

FIND

Finds information effectively and efficiently

To enable users to retrieve, and use the various

databases to locate relevant resources

or information

• Selects the most appropriate methods or

tools for finding information• Constructs and implements effective search

strategies

EVALUATE

Critically evaluates information and the

information seeking process

• Assesses the usefulness and relevance of the

information obtained• Defines and applies criteria for evaluating

information• Reflects on the information seeking process

and revises the search strategies

Information Literacy Standards continueStandard Purpose

Learning outcome

USE RESPONSIBLY

Manages information collected or generated.

Uses information responsibly. Understands and

acknowledges cultural, ethical legal and social

issues surrounding the use of the information

Addresses relevant ethical and legal concerns

such as plagiarism and copyright. Makes use of

referencing methods applying tools that make the

academic venture easier e.g. Turnitin, EndNote,

Refworks etc.

• Records the information and its sources• Organises the information in

folders/files/according to a logical system e.g.

bibliography, literature review• acknowledges cultural, ethical and socio-

economic issues related to access to, and use

of information• recognises that information is underpinned by

values and beliefs• conforms with appropriate use of information

legally obtains, stores and disseminates text,

data, images or sound, and intellectual

property

STORE & COMMUNICATE

Applies prior and new information to construct

new concepts or create new understandings

• Compares and integrates new

understandings with prior knowledge to add

value• Applies the information to create a new

knowledge base, or to find solutions to

problems• Communicates knowledge and new

understanding effectively articles, PowerPoint

presentations, assignments

Information Literacy training typesTypes Assessment (refers to measuring and

describing student learning)

Evaluation (feedback regarding the

effectiveness of the program)

Impact

Orientation and general library usage Evaluation Not always directly measurable

Generic

Contact group – not subject specific

training

E-learning – self pased

EvaluationNot always directly measurable

Curriculum

Related - self-paced and contact

Integrated – E- learning - self passed and contact

Evaluation and feedback from lecturer about assignment

Assessment

Not always directly measurable

Measurable impact

Individual training: In person Def. Curriculum related/ Curriculum integrated or Generic personal training of an individual/s with an information need or problem (drop in or by appointment). (15 or more minutes)

Evaluation Not always directly measurable

Training results 2015

Academic partnering and buy-in are critical, especially with credit-bearing information literacy programmes where information literacy outcomes are assessed. We continued to increase our reach, with almost 200 more undergraduate students attending curriculum-integrated training sessions in 2015. Most first-year undergraduate students in all faculties from 2014 have the opportunity to be enrolled in a module in which information literacy is integrated and assessed. The best outcome would be for all these modules to be compulsory and repeated in a final year on a more advanced level of information literacy.

Curriculum Integrated Training: Examples

Curriculum Integrated Training: Scientific Communication Skills

Curriculum Integrated Training:Scientific Communication Skills

1) PDF to full text of article

2) Journal title: Food Control

3) Volume, issue, pages

4) Authors5) Abstract

Curriculum Integrated Training:Scientific Communication Skills – Magazine vs Peer Review Journal

Curriculum Integrated Training:Legal Skills


Library assessments

There will be three test opportunities in the year. Your test mark will be calculated on the following basis- the best two obtained marks will be divided by two The class mark will be calculated on the following basis: • 75% of the class mark is determined by the test mark • 25% of the class mark is determined by your mark for the legal sources and tutorials component which will be evaluated by continuous evaluation (library responsible for this part)


Introduction to Law 171Group assignment

Provide a critical assessment regarding assisted suicide/active euthanasia in light of the judgment (and reasoning) by Judge HJ Fabricius in the case of Stransham-Ford v Minister of Justice and Correctional Services.

Your assessment should refer to, inter alia, the Common Law, the Constitution, case law and the approach of other jurisdictions.

Curriculum Integrated Training: Psychology 347 – 2 tests forms part of the class point

Curriculum Integrated Training: Psychology 347 – 2 tests forms part of the class score

Curriculum Integrated Training: Psychology 347 – 2 tests forms part of the class point

378 of the 419 Psychology 348 students completed the first test. The average point was 8.32 out of 10.

Online IL developments & Library guides for the selfie generation

“The way young people use Facebook, YouTube, YouNow, Instagram, Pinterest, Twitter and Co actually tells us everything we need to know for adapting our “old systems” to the challenges of present times – we just need to watch and learn.”

Online IL developments & Library guides for the selfie generation

Library guides

Library guides – subject guides

User guide for Postgraduates and Researchers

Library guides

In March 2015 Library guides received 36 150 views. This coincides with the times of the year most students from all faculties are busy with research for their written assignments.

Most popular library guides 2015

The enhanced How do I find, access and use information effectively: A step-by-step guide was again the most popular guide, with 72 580 views for 2015 alone.

The most popular subject-specific library guides for the year were Law and government publications and the Education library guide.

The “Research process” and “Where to publish your research article” guides are listed among the top 10 popular library guides for 2015.

SUNLearn Library module for Postgraduates and Researchers

The aim of the module will be to develop the skills and knowledge of emerging Stellenbosch University researchers and postgraduate students and to equip them with practical knowledge to find the relevant resources, services and assistance available for each step in a typical research project.

But why do we need a library guide (libguide) and a library model?

THANK YOU!

As long as we have users with information needs, and creators who want to help

users find their way through the maze, SULIS Information literacy framework will develop and change over time.

Floris Leeuwenberg. 2013. [Online]. Available: http://www.newscientist.com/data/images/ns/cms/dn23321/dn23321-1_300.jpg [2013, September 30].

Thank you