See also a synopsis of the discussion here; http://www.rin.ac.uk/our-work/researcher-development-and-skills/information-handling-training-researchers/research-superv (links to an attachment lower down on the page).

1. Exploring good practice for
research supervisors in
information literacy
development
Sheila Corrall
and Ruth Stubbings

2. Presentation Overview
 RIN
 Role of research
supervisors in IL
 Activity

3. RIN 2012
Launched as a new venture that aims to
improve access & management of
information
 community interest company
 research & analysis
 facilitation and coordination
 development of effective policies and
strategies
http://www.researchinfonet.org/

4. Role of research Supervisors in
Information Literacy
Are PhD supervisors a ‘lost generation’?
 investigate current practices of PhD
supervisors in supporting development of IL
 evaluate abilities of PhD supervisors to
impart relevant skills and provide advice
 analyse variations across institutions and
disciplines
 identify where improvement would be
beneficial

5. Methodolgy
Curtis+Cartwright and Cardiff University
 desktop research on existing evidence
 strategic interviews with stakeholder
organisations
 online surveys of PhD supervisors (n=382)
& research students (n=907)
 institutional case studies (n=5) via
interviews & focus groups
 expert panel oversaw the project

6. Findings of report
re
x pictu
Resear C omple
ch stud
superv en
isors a ts look to
informa s sourc
tion & g e of
uidanc
e
Minority of supervisors
not engaged in student
IL development
Supervisors are
confident in ability to
advise students on IL Sup
er v
alwa isors ar
ys u e no
p to t
date
rs /
for s uperviso
IL training ways
studen ts not al iate
Supervisors not
familiar
d as appropr with the term in
formation
perceive literacy

7. Student responses: IL & how
develop skills
Green = highly
ranked
Red = low
ranked
Curtis & Cartwright Consulting (2011) The role of research supervisors in information literacy. A Research Information
Network report. London: Research Information Network. p.35 Available online:
http://www.rin.ac.uk/system/files/attachments/Research_supervisors_report_for_screen.pdf

8. Ranked IL support & guidance
Ranking Research student (self Supervisors (perceived for
reported) their students)
#1 Supervisors Supervisor
#2 Web Training courses
#3 PhD training programmes Library staff
#4 Other students Online university resources
#5 None required Other members of the
research group
Curtis & Cartwright Consulting (2011) The role of research supervisors in information literacy. A
Research Information Network report. London: Research Information Network. p.42 Available
online: http://www.rin.ac.uk/system/files/attachments/Research_supervisors_report_for_screen.pdf

9. Recommendations from report
1. Make it easier for supervisors to keep
up to date on what training & support
is available
2. Improve development opportunities
for supervisors
3. Encourage supervisors to support &
discuss research students’ skills
assessment
4. Consider how to position IL in
institution

10. Group activity
In groups:
 identify individual & collective actions
 summarise proposals on flip chart
1. How should we raise awareness of training &
support available?
2. Review & identify strategies for developing
supervisors IL capabilities
3. How should supervisors assess students
information literacy capabilities?
4. How can we brand and raise profile of
information literacy?