Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Embedding digital and informtion literacies into undergraduate teaching at LSE
1. Developing digital and
information literacies in LSE
undergraduate students
Jane Secker and Maria Bell
London School of Economics and Political Science
3. A New Curriculum for Information
Literacy (ANCIL)
http://newcurriculum.wordpress.com
4. LSE Context
LSE : specialist social science
institution – world class library
Highly ranked for research
Cosmopolitan students - relatively
small undergraduate population
Compulsory core course for
undergraduates (LSE100)
Traditional teaching and assessment
Moodle used by all courses for
readings and resources
5. Why audit?
Image cc fromhttp://www.flickr.com/photos/notkaiho/5716096442/
To inform Library / CLT teaching provision
To highlight good practice and any gaps in provision
Put information literacy on the agenda at LSE
6. Methodology
Interviews with key members of staff to explore
provision in central support departments,
Interviews with Deans of UG and PG Studies
Interviews / online survey with academic staff
Questionnaire for Academic Support Librarians
Student focus groups
How prepared are they for study at LSE
What support students they need
Their preference for delivery
7. Results of the audit
Not embedded
Belief that IL is important: find,
evaluate and manage
Some good practice but
inconsistent
Time main barrier
Students ‘should’ have IL skills
Information use largely driven by
reading lists and resources in
Moodle
Photo by starmanseries licensed under Creative Commons
8. Careers
Language Centre
Teaching & Learning Centre
Language Centre
LSE100
Departments
Library
Teaching & Learning
Centre
Departments
Language Centre
Library
Departments
LSE100
Language Centre
Teaching & Learning Centre
Careers
Departments
LSE100
Teaching & Learning Centre
Departments
Language Centre
Library
Centre for Learning
Technology
Library
Library
Library
9. Developing an LSE Framework
Covers digital and
information literacy
Based on ANCIL and other
frameworks
Purpose to inform
academics and provide
examples
Enable mapping of existing
provision
Tool can be used by
teaching librarians and
learning technologists
Image cc from http://www.flickr.com/photos/markhillary/302630220/in/set-72157594327649691 /
10. Building IL partnerships
Collaboration with academics
Closer working between
librarians and learning
technologists
Aligning digital and information
skills programmes
Working with Teaching and
Learning Centre and educational
developers
Joined up approach to liaising
with academic departments
12. Student ambassadors
Used in several JISC Digital
Literacy projects
Will be piloting this as part
of 1 year SADL project
Recruiting 20
undergraduates from
Statistics and Social Policy
Planning workshops,
reflection, peer support
and more…
Photo by Flickingerbrad licensed under Creative Commons
http://lsesadl.wordpress.com
14. What does success look like?
How do we measure
embedded IL?
Is it sustainable and
scalable?
Are there staff
development needs?
Do we repeat the audit?
The future……
15. Further reading and resources
LSE Digital and Information Literacy
Framework (2013) Available at:
http://bit.ly/1gq63IO
Bell, Maria and Moon, Darren and Secker,
Jane (2012) Undergraduate support at LSE:
the ANCIL report. The London School of
Economics and Political Science, London,
UK. Available at:
http://eprints.lse.ac.uk/48058/
Secker, Jane and Coonan, Emma. (2012)
Rethinking Information Literacy: a practical
framework for support learning. Facet
Publishing: London
Wrathall, Katy (2012) Strategies for
Implementing ANCIL in Non-Cambridge HEIs
http://bit.ly/16kKb8b
16. Thank you
Maria Bell m.bell@lse.ac.uk @bellmari
Jane Secker j.secker@lse.ac.uk @jsecker
Hinweis der Redaktion
Jane to introduce talk 2 minsIntroduce each other and where we are coming from
JaneIt shouldn’t matter, but it does. I think a clear definition is crucial. So we decided at LSE to call it digital and information literacy which seems to work well, but we provide a clear definition of what we mean by it as well (with examples).We’re all tired of the terminology debate, but we do need to recognise that information literacy overlaps with what other professionals call other literacies (or fluences or competencies).
Jane - overview of what ANCIL is 3 mins max - to point people to the blog and hand out flyers for the book. I’ll quote the ANCIL definition of IL, and also talk about it being a curriculum, but also an approach to IL that is holistic, reflective, seeing IL as being part of the learning process. But also learner centred. And composed of more than just skills, but attitudes, knowledge and behaviour.
Maria LSE has around 9000 students in total, 4500 are undergraduates. The rest are postgraduate and come from over 140 countries. Largest departments Economics and Accounting and Finance but strong qualitative departments: Anthropology, Political Science, Sociology, International Relations, Philosophy, Social Policy, Geography, International History etc. 16 Nobel Prize winners from LSE – the first being George Bernard Shaw who was one of the founders of the school34 past or present world leaders have studied ot taught at LSE.
MariaMuch provision informal, standalone, not assessed - Services often not coordinated•However◦Belief that IL is important, needs to be embedded and student learning should be scaffoldedfocus on online information: find, evaluate and manage skills •Highlights examples of good practice and suggested skills embedded at some level - inconsistent •Time a factor in UG curriculum•Assumptions that students ‘should’ have IL skills when they arrive are problematic•Belief that embedding is difficult by librarians •Information use by students is largely driven by reading lists and resources in MoodleStudents dependent on lecturers for direction•More likely to seek support from Careers, IT Training, TLC rather than Library and only at point of need.
JaneFollowingour findings being endorsed at the Teaching, Learning and Assessment committee we spent some time devising an appropriate IL frameworkPurpose to inform academics of info & digital literacy skills with examplesEnable mapping of existing provisionTool can be used by teaching librarians and learning technologists when planningInformed by work of other institutions 8 competencies
Jane
Jane – time is a factorOnline compliments face to faceNeed to embed resources into Moodle to make it sustainable and scalable
Jane
Maria Explain widening participation is opening up access to higher education to people from who have not traditionally thought about attending. Lots of interest in helping students before they come to LSE - Saturday School programme, LSE Choice – joined up approach in CLT and Library to induction sessionPilot project with City and Islington Sixth form college in London and working to develop some IL resources for 16-18 ages.
Maria
Jane - just show the slide (no time to talk to it)