LILAC Programme 2008

LILAC 2008
@
John Moores University
LILAC is the annual conference of the CILIP CSG Information Literacy
Group
LILAC 2007 Committee Members:
Debbi Boden University of Worcester
Jason Briddon University of the West of England
Helen Harrington Imperial College London
Adrienne Harris Department of Trade and Industry
Rosie Jones Manchester Metropolitan University
Angela Newton University of Leeds
Lyn Parker University of Sheffield
Will Reid John Moores University
Jane Secker London School of Economics and Political Science
Marcus Woolley University of Bedfordshire
Contents
Programme 2
Parallel sessions 3
Keynote abstracts 7
Parallel speaker abstracts 9
Poster abstracts 45
Index 54
Contact phone number: 07846431305

Monday 17th
March
10.30 am - 1.00 pm Pre-conference workshops
11.00 am - 1.00 pm Registration
12.00 pm - 1.20 pm Lunch available
1.20 pm - 1.40 pm Welcome and introduction from the conference committee
1.40 pm – 1.55 pm Welcome and introduction Liverpool John Moores
2.00 pm – 3.00 pm Keynote speaker – Anja Timm
3.00 pm – 3.30 pm Refreshment break
3.30 pm – 5.40 pm Parallel sessions
6.45 pm Coaches to the Palm House at Sefton Park
9.45 pm Coaches return to Liverpool John Moores
Tuesday 18th
March
8.45 am - 9.00 am Registration – Danish and Coffee available
9.00 am - 9.15 am Welcome and introduction for day delegates
9.15 am - 10.15 am Keynote Speaker – Patricia Senn Breivik
10.15 am – 11.00 am Refreshment break & poster exhibition
11.00 am - 1.15 am Parallel sessions
1.15 pm - 2.00 pm Lunch
2.00 pm - 3.00 pm Keynote speaker – Frances Norton
3.00 pm - 3.10 pm Sponsor – EBSCO
3.10 pm - 3.40 pm Refreshment break
3.40 pm - 5.15 pm Parallel sessions
7.00 pm - Midnight Conference dinner – Liverpool Town Hall
Wednesday 19th
March
8.45 am - 9.00am Registration – Danish and Coffee available
9.00 am - 10.00 am Keynote Speaker – Christine Irving & John Crawford
10.05 am - 11.10 am Parallel session
11.10 am -11.00 am Refreshment break
11.05 am - 11.35 am Parallel session
11.40 am - 11.50 am SirLearnaLot
11.50 am - 12.50 pm Keynote Speaker – Tara Brabazon
12.50 pm - 1.00 .pm Conference close
2

Monday 17th
March – Parallel sessions
Lecture theatre G. 01 Seminar Room 1.03 Seminar Room 1.06 Seminar Room 2.07 PC Room C
3.30 pm
4.14 pm
Terry O’ Brian & Philip Russell
A cross-sectoral approach to
information literacy - experiences
of an Irish national working
group, 2006-2008
Chair: Adrienne Harris
Alexis Smith Macklin & F.
Bartow
Innovative Design: Using
Problem-based Learning to
Teach Information Literacy
Chair: Maria Kilroy
Julie Adams, Alison Pope &
Geoff Walton
ASK: the CILIP UC&R
innovation award 2007 winner:
a practical approach to
information literacy
Chair: Angela Newton
Sheila Corrall & Laura
Cox
Librarians as Teachers:
the Pedagogical
Knowledge and
Development Needs of
Subject Librarians
Chair: Hannah Hough
Sheila Webber, Vicki
Cormie & Lyn Parker
Out-genning the net
generation: Second Life as a
learning environment
Repeated on Wednesday
Chair: Rebecca Mogg
4.20 pm
4.50 pm
Andrew Walsh & Sarah Munks
Crosswords, Library Bingo and
Quizzes: Getting more active
learning into our teaching.
Maria-Carme Torras i
Calvo
The academic librarian as a
supervisor: Intervening in
the student's research
process
Chair: Maria Kilroy
Andrew Whitworth
Information literacy and
professional development: a
critical view
Jonathan Smart
We’re in this together –
getting involved through
strategies that encourage
reflection through
collaboration between
faculty, student and
information professional
Chair: Hannah Hough
4.55 pm
5.40 pm
Nancy O'Hanlon
Teaching Every Student:
Strategies for Reaching a
Diverse Audience Online
John Crawford
Information literacy in the
workplace: a qualitative
interview based study
Chair: Maria Kilroy
Helen Howard
Set for success… developing
researchers’ information
literacy skills
Juanita Foster-Jones &
Katharine Reedy
Extending the reach and
learning new skills: IL the
web conferencing way
Chair: Hannah Hough
Gill Rowell
Using TurnitinUK to promote
ethical use of electronic
sources
Chair: Lyn Parker
3

Tuesday 18th
March - Parallel session 1
11.00 am
11.30 am
Jane Secker & Jeni Brown
The LSE Training Portal: a really
simple solution?
Chair: Rosie Jones
Christopher Walker
Information Literacy in the Home: A
study of the use and understanding of
information by parents of young
children
Chair: Debbi Boden
Alison Gordon
Rules of Engagement” – or
preparing for an information literacy
review with a view to raising the
profile within the organisation
Chair: Lyn Parker
Linda Colding
What IF? The University of
Central Florida’s Strategy for
Success
Chair: Will Reid
11.35 am
12.05 pm
Mohd Sharif Mohd Saad
Search and Use of Information
among Final Year Computer
Science and Information
Technology Undergraduates
Chair: Rosie Jones
Ruth Stubbings, Sarah Arkle &
Marcus Woolley
LolliPop
Chair: Debbi Boden
Alice Crawford
Academic Liaison Saves the
World?
Chair: Jane Somervell
Ursula Byrne & Lorna Dodd
Integrating information literacy
instruction (ILI) into degree
programmes at University
College Dublin (UCD) –
challenges that success brings
Chair: Will Reid
12.10 pm
12.40 pm
Diana Massam & Lisa
Charnock
Power to the People: Exploring
the development of the Informs
software tool through community
engagement.
Chair: Rosie Jones
Peter Godwin & Alan Bullimore
Helping the Podders at Bedfordshire
Chair: Debbi Boden
Anne Hewling
Playing catch-up – new initiatives
for improving tech-knowledge and
information literacy amongst library
and teaching staff at the Open
University
Chair: Jason Briddon
Sonja Haerkoenen
From 0 to 100% in a year -
embedding Information
Literacy in a complex setting
Chair: Will Reid
12.45 pm
1.15 pm
Rebecca Mogg
Podcasts: IL delivery on demand
Chair: Rosie Jones
Debbi Boden & Ruth Stubbings
Snapshots of the future: SirlearnaLot
and SMILE!
Chair: Debbi Boden
Leo Appleton & Anthony Beal
Lollipops for Learning Resources
Rowena Macrae-Gibson &
Maria Bell
Moodle at LSE Library:
Bringing Information Literacy
to the students' desktop
Chair: Will Reid
4

Tuesday 18th
March - Parallel session 2
3.40 pm
4.25 pm
Mary Antonesa & Claire
McAvinia
Development and delivery of a
Science and Engineering
Information Literacy programme
at NUI Maynooth
Lydia Bauer & Sonja Hierl
The role of libraries in
supporting the development
of information literacy and
collaborative skills. Aspects,
concepts and case study
Chair: Hannah Hough
Alan Seatwo & Dawn
McLoughlin
How information helps to
promote diversities and social
justice – an overview of an
information literacy project
involving voluntary and
community groups in Liverpool
Chair: Ann Craig
Bob Glass
Online Information
Literacy Audits
Chair: Ronan O’Beirne
Jacqui Weetman DaCosta
How practical can you get? A
simple way to create an
information literacy tutorial
Chair: Will Reid
4.30 pm
5.15 pm
Marian Smith & Mark Hepworth
Perceptions of information: The
Net Generation
Judith Keene & John
Colvin
Role delineation in an
iterative, cognitive skills
based model of Information
Literacy
Helen Conroy
i-Skills in the Workplace:
assessing and meeting staff
development needs
Chair: Marcus Woolley
Pamela McKinney
Information literacy
through inquiry
Chair: Hannah Hough
Lindsey Martin & Lorna
Clarke
Infozone: A blended approach
to developing Information
literacy from the start!
Chair: Will Reid
5

Wednesday 19th
March – Parallel session 1& 2
9.45 am
10.15 am
Lorna Dodd & Ursula
Byrne
Supporting information
literacy needs in different
educational approaches –
Problem-based learning
(PBL) at University
College Dublin (UCD).
10.20 am
10. 50 am
Moria Bent & Jo Webb
Researchers' learning lives
Chair: John Colvin
Sarah Burnett & Lin
Downes
Get 'em young! Active
information literacy as part
of the widening participation
agenda
Chair: Ann Craig
Hannah Hauxwell
Information literacy at the
Issue Desk: the role of
circulations staff in promoting
Chair: Jane Secker
Debbie Booth
Using Bibliographic
Software as a Tool for
Promoting Academic
Integrity amongst
Undergraduate Students:
A Case Study
Sheila Webber, Vicki Cormie
& Lyn Parker
Out-genning the net
generation: Second Life as a
learning environment
Chair: Lyn Parker
11.10 am
11.40 am
Will Reid & Rosie Diver
Interactive Information Skills
tutorials; The LJMU project
Chair: Maria Kilroy
Deborah Harrop
Inspiration versus
Information: Mind the Gap
Ann Craig
Ringing the changes:
reflections on delivering an
information literacy module
Chair: Jane Secker
Jacqueline Belanger
Assessing the
effectiveness of
teaching at the University
of Bedfordshire
6

Abstracts – Keynotes
Anja Timm
Senior Research Fellow in Education
Division of Medical Education / School of Medicine
University of Southampton
A.Timm@soton.ac.uk
Tel. 023 8059 9659
“The library? Why would I go there?” – Library use by undergraduate students in
China, India and Greece
This address focuses on the information literacy needs of newly arriving international students
on taught graduate programmes in British universities. Based on first hand research in the
largest sending countries the presentation highlights the diverse approaches and attitudes to
library use that international students might exhibit. It also includes a short video clip outlining
educational practices in India, which seeks to draw attention to the connection between
information literacy and academic writing. Overall, the intention is not to judge students but to
explain how the logic of different higher education systems and the prevalent educational
practices within them foster particular expectations about potential uses of libraries on the
part of the students.
This presentation is based on research conducted by a team from Lancaster University
Management School and the London School of Economics for the HEFCE-funded Student
Diversity and Academic Writing (SDAW) Project:
(http://www.lums.lancs.ac.uk/departments/owt/Research/sdaw/).
Frances Norton
Head of the Wellcome Library
The Wellcome Trust
183 Euston Road
London NW1 2BE
f.norton@wellcome.ac.uk
Tel. +44 (0)20 7611 7244
Using library and museum materials in the pursuit of scientific
literacy and public engagement
Bill Gates is still most widely quoted for his notable statement - 'the Internet changes
everything. However, it is probably equally true to say that 'the mapping of the human
genome changes everything'.
The ever-expanding possibilities and consequences of digital technology combined with
discoveries in molecular medicine are creating a completely new context for understanding
and responding to issues of health and disease.
In order to navigate these issues successfully, we all need a level of scientific literacy. That
may function to encourage more people to enter the STM workforce, to take a keener interest
in developments in biomedical science, or to make informed choices during periods of illness
or treatment.
The presentation will discuss the nature of scientific literacy, demonstrate the current situation
among young people, challenge the commonly held 'deficit' model, and will explore a number
of interesting strategic interventions currently taking place in the UK to enhance scientific
literacy - including the use of museum and library primary source materials in culturally
congruent ways, in order to encourage wider public engagement.
7

Christine Irving & John Crawford
Research Assistant / Project Officer (part-time)
The Scottish Information Literacy Project
Learner Support
Glasgow Caledonian University
Room RS305, (3rd Floor)
6 Rose Street
Glasgow G3 6RB
christine.irving@gcal.ac.uk
Tel: 0141 273 1249
The development of a National Information Literacy Framework ( Scotland ): progress,
barriers, constraints and opportunities
Presentation on an Eduserv funded project to develop a national information literacy
framework.
Research undertaken by the Scottish Information Literacy Project (a research and
development project based at Glasgow Caledonian University ), highlighted the need to
develop a national overarching framework of information literacy skills and competencies
which all sectors of education can recognise and develop or which can be applied to the world
of work, equipping learners with skills needed for the 21st century. The framework is seen as
a key tool for the embedding of information literacy in schools, FE, HE, lifelong learning and
for life.
The draft framework was made available for piloting, discussion and evaluation by project
partners and other interested parties in April 2007. The piloting period is drawing to an end
and the project would like to share with you preliminary findings, highlighting some of the
wonderful work our partners have been involved in and the impact which the Framework is
having on practice and how it is affecting what is happening in education.
To set this in context the presentation will include a brief overview of the Scottish Information
Literacy Project, the wider work it is involved in including advocacy, the workplace and adult
literacies agendas and where the project goes from here.
Tara Brabazon
University of Brighton
Room 610 Watts Building
Lewes Road
Brighton BN2 4SG
United Kingdom
T.M.Brabazon@brighton.ac.uk
www.brabazon.net
From Spin to Social Justice: Librarians in the ‘Conceptual Age’
Daniel Pink, in his book A whole new mind , argued that we have now moved beyond the
much celebrated information age. He suggests we are already moving to the next stage, ‘the
conceptual age.' In such an epoch, not only creators but also empathizers are the citizens of
value. Investing in hardware and software is a short term strategy. There will always be
another engineer or designer to develop a faster processor, a larger hard drive or a more
efficient database. Those who think and live differently will not only create future economic
development, but a more complex and socially aware citizenship.
A core question of my presentation is whether a post-information, conceptual age will be more
intellectually generous in recognizing the expertise of librarians. I probe the costs of
fetishizing information at the expense of information literacy, and valuing user-generated
content rather than understanding a user's (generated) context.
8

Abstracts – Parallel Session 1 Monday 17th March 2008
Terry O' Brian & Philip Russell
Waterford Institute of Technology
tpobrien@wit.ie
Philip.Russell@ittdublin.ie
“A cross-sectoral approach to information literacy - experiences of an Irish national
working group, 2006-2008”.
Theme: Practical approaches to information literacy
At the Library Association of Ireland’s 2005 AGM, the executive board proposed the
establishment of a working group to examine the role of information skills in the Irish library &
information studies sector. This was in recognition of the increasing importance and topicality
of information literacy across library sectors. The role of this group was inter alia to “ … adopt
a standard for Information skills; lobby to ensure government is made aware of the need for
and the value of Information skills; lobby government to recognise and affirm the role of
Libraries in the delivery of maintenance of Information skills”. Following this, a call went out to
Library Association of Ireland members and a group, consisting of practitioners from all library
sectors, was duly formed. This paper outlines the work and activities of this group to date
culminating in the completion of a report and series of recommendations in early 2008. The
cornerstone of the group is a cross-sectoral approach, recognizing the diversity of the
different sectors but also the common goals of information literacy. The paper outlines the
organizational structure and workings of the group, highlighting the agreed role, terms of
reference and body of work.
This work has included reviewing definitions and standards, agreeing a framework and IL
standard. The terms of reference of the group were defined at an early stage thus - To
recommend appropriate guidelines for the practical development of information skills
education, ..strategies for promoting and raising awareness, ..further development
opportunities for research and action, ..actions for strategic positioning of information skills in
context of lifelong learning on government agenda. The group has met quarterly and has
presented to a number of influential groups during the past two years. The group was formally
endorsed by the association during 2006 and have been firm advocates for information
literacy / information skills through various channels such as listservs, newsletters and on the
Library association website –
http://www2.libraryassociation.ie/working-group-on-information-literacy.
An article has also been published on SCONUL Focus outlining the work and activities of the
group (Winter 2008). The role of the group was initially defined as “recommending strategies
for the development of information skills at both a theoretical and practical level in the library
& information sector in Ireland”. On a practical level these involved - Generating
recommendations Examining international best practice and standards Producing a sectoral-
based report based on current IL activity Raising awareness, heighten profile Advocacy
Potential hosting of a national information literacy Seminar / Conference Some of the
difficulties and practicalities of the cross-sectoral approach will be discussed. The challenges
faced by information literacy practitioners will be discussed and analysed. Much of the work of
the group has involved dissemination of information and increasingly raising awareness and
the role of advocates. The process of information gathering and how the report was put
together along with the key final recommendations will be outlined as well as strategies and
suggestions for further research and development.
Alexis Smith Macklin & F. Bartow
asmacklin@mac.com
bculp@purdue.edu
9

Innovative Design: Using Problem-based Learning to Teach Information Literacy
This study explored the use of a community of practice, with a problem-based learning (PBL)
approach, for teaching information and communication technology (ICT) skills to advanced
learners. Two questions were posed: the first addressed the ICT skill needs of students
enrolled in a required upper-level information literacy course; the second focused on the use
of PBL to facilitate ICT skill acquisition. A mixed methods approach, using qualitative sources
and pretest/posttest data from the iSkills TM assessment, helped to inform curricular
decisions and measure the impact of ICT skills on student learning outcomes. Educators who
accept the challenge of teaching ICT literacy skills must be prepared to:
• Find a strategy to reach the user who believes s/he is already proficient
• Make the learning relevant to the user’s needs, including using the technologies the
student already knows, to anchor the learning in something familiar
• Create active learning opportunities to keep the students on task in order to assess
the impact of instruction on student-learning outcomes.
As a theoretical framework for this research, a community of practice served as a means to
study how shared knowledge about information retrieval and use progressed and how groups
learned to collect, organize, and manage data for problem solving. This approach put
students in situations where they were required to construct knowledge by testing and refining
their thinking through activities that were meaningful to them. The librarian’s role in the
community was to facilitate organizing and directing these activities so that students became
responsible for their own learning and the learning of others. For ICT instruction, this meant
encouraging students to think and talk about information problem solving. These dialogs
functioned as a way of formulating, testing, and sharing ideas where students raised
questions, proposed hypotheses, and extended their knowledge.
The results report on the efficacy of a problem-based learning (PBL) approach involving three
convergent principles of design: problem representation (identifying an information need),
organization and dissemination of information, and creation and communication of information
within the context of research projects and assignments. As such, it provides important
insights into both the use of the ETS ICT literacy assessment tool and innovative instructional
approaches for fostering ICT literacy. Both qualitative and quantitative data were collected
and analyzed. Results indicate that ICT instruction was most useful when:
1) students defined/interpreted information needs by recalling prior knowledge and
experiences;
2) those interpretations were tested, refined, rejected, or revised for a specific purpose;
3) access to resources and tools (artifacts, symbols, and language) were readily available;
4) formative feedback supported critical thinking about the information retrieval process.
Three findings emerged from the analysis and interpretation of the data including how
students used prior knowledge as a means of understanding or making sense of the given
problems; how they developed a shared repertoire of everyday experiences and incorporated
them into the learning process; and how they engaged in discourse and debate for task
interpretation by testing, revealing, modifying, and refining problem-solving strategies. These
findings focused on the ways in which the problem-based learning environment supported
students’ ICT skill acquisition, and the ways in which the community of practice facilitated
their learning. Preliminary data from the initial study were shared at the Konstanz Workshop
on Information Literacy, November 8-9, 2007.
Julie Adams, Alison Pope & Geoff Walton
Staffordshire University
j.f.adams@staffs.ac.uk
a.j.pope@staffs.ac.uk
10

ASK: the CILIP UC&R innovation award 2007 winner: a practical approach to
Assignment Survival Kit (ASK), http:www.staffs.ac.uk/ask, is a web-based tool to support
students tackling their first assignment. Students enter a deadline date and ASK creates a 10
step schedule suggesting a completion timescale. Launched in Autumn 2006, ASK was
developed by the adaptation of Open Source software from the University of Minnesota’s
Assignment Calculator. The ASK stages are a distillation of several IL models such as, ACRL,
ANZIIL and Big Blue. The 10 stage scaffold offers a set of thinking skills heuristics to enable
the student to problem-solve and hence complete an assignment. The most important
pedagogical addition to this is the stage of reflection to facilitate the iterative learning cycle.
Aimed at first year undergraduates, ASK underpins the University’s Widening Participation
strategy and strategic focus upon IL. ASK helps students adapt to study at university. It has
been used enthusiastically by staff and students, interestingly figures suggest extensive
external usage from other UK universities as well as institutions overseas. Anecdotal
evidence indicates it has made a significant impact in supporting students’ skills acquisition. A
Creative Commons Licence has been applied for and the software may contribute to the
JORUM repository.
Since going live in mid-October 2006 the software has been positively received by students
and academics. Faculty use ASK to prepare students to hand in their first piece of written
work. The Faculty Director said that surgery sessions used to be offered where students were
taken through the entire planning process but ASK now provides an improved service, since
the software can be accessed at any time and as often as needed A student commented, “It
is much more than a time management tool; it explains how to do research as well. I think it is
really useful." The Sitemeter hit counter was added in February 2007. In total 1724 separate
hits with 2176 page views were recorded between February and September 2007. Detailed
analysis of data indicates that ASK usage peaked in late February, and again in mid-late
March- when students began to tackle assignments. These figures were echoed in the August
re-sit period, suggesting ASK provides a service which is useful at the point of need. Statistics
show ASK has been used early morning and late evening, when support staff are unavailable.
The team of information professionals working on ASK won the prestigious CILIP
UC&RGroup Innovation Award 2007. The prize money will be used to develop the support
tool further. To make ASK more personalized, it will support a variety of developmental
activities including the purchase of equipment to enable testing on a range of different formats
e.g. mobile technology, PDA and SMS. Field testing opportunities and feedback gathering
methods will also be funded. Prize funds will be used to enrich the software with additional
resources such as video and podcasts. We believe many HE environments could make use
of ASK and seek the opportunity to highlight its benefits.
Sheila Corrall & Laura Cox
University of Sheffield
s.m.corrall@sheffield.ac.uk
lfc124@hotmail.com
Theme: Staff development and information literacy
Librarians as Teachers: the Pedagogical Knowledge and Development Needs of
Subject Librarians
Changes in higher education over the past two decades have expanded and developed the
role of libraries in supporting learners and particularly in teaching information literacy. The
impact on librarians with subject and liaison responsibilities has been extensively discussed,
especially in relation to their effective development as teachers, with the literature featuring
case studies, reflective accounts and opinion pieces. The present study investigated the
teaching activities, pedagogical knowledge and development strategies of librarians in UK
higher education. It found that the formal development undertaken in relation to their teaching
11

role, the consequent knowledge gained and its application in practice is more extensive than
assumed in much of the literature. It also confirmed the need to incorporate pedagogical
knowledge into library and information science curricula for both initial professional education
and continuing professional development.
The investigation adopted a primarily quantitative approach, using a questionnaire survey,
administered online to a sample selected systematically from all 191 institutions. A review of
related literature and two electronically-mediated interviews with expert practitioners were
used to inform the questionnaire design and contextualise the survey findings. The survey
used a web-based tool and contained 35 mainly closed questions of varied types, but also
sought open-ended comments throughout. It was distributed to one librarian at each of the
137 institutions where a list of suitable postholders was found on their websites and obtained
82 returns, a response rate of 60%. Quantitative data were analysed using statistical software
and tests carried out to identify whether differences between respondent groups were
significant.
The interview data were analysed using open coding to facilitate comparison with the
literature and open-ended questionnaire responses similarly analysed using thematic
categorisation. The sample included a spread of institutional types, professional experience
and subject fields, with slightly higher representation of ‘old’ (pre-1992) universities,
experienced (8 years+) staff and humanities subjects. Respondents recorded a variety of job
titles, with the descriptors ‘academic’, ‘faculty’, ‘information’, ‘liaison’ and (less frequently)
‘learning’ added to ‘librarian’, as well as the traditional ‘subject’ designation. Estimated hours
spent on teaching-related activities varied from 0 to 25 per week for full-time staff (12 for part-
time), with the average around 20% of their time. About four-fifths reported involvement in
teaching small and large groups, writing learning materials and providing individual
instruction, but only a third involvement in assessment. More than half the sample had
attended short training courses and a third had undertaken extended education of various
types, usually leading to a qualification. Two-thirds identified valuable lessons learned from
development experiences, with half giving specific examples of using pedagogical theory to
develop teaching practices. Almost all thought pedagogical knowledge was important for their
role and three-quarters felt their knowledge was sufficient, though few had extensive
knowledge of teaching and learning theories or activity design. Formal education was the
preferred method of developing pedagogical competence, followed by on-the-job
development and short courses. Respondents strongly supported provision within library and
information science programmes, via a core module, designated pathway or entire
programme devoted to educating librarians as teachers.
Sheila Webber, Vicki Cormie & Lyn Parker
University of Sheffield
s.webber@sheffield.ac.uk
vicki.cormie@st-andrews.ac.uk
l.a.parker@sheffield.ac.uk
Theme: The net generation
Out-genning the net generation: Second Life as a learning environment
Second Life (SL) is a 3D virtual world in which most of the environment and content is created
by residents of SL. Anyone can sign up for a free account (and avatar). There are substantial
librarian-led initiatives in SL, and educators from many countries and disciplines are teaching
in SL. Nevertheless, there are still many questions to be answered about the role of library
and information professionals, and the nature of information literacy, in this new world. The
aims of this workshop are:
1. To present briefly the perspectives of collaborators on an intervention in a level 1
undergraduate information literacy class which uses SL as an environment for learning and
assessment.
2. To provide participants with an opportunity to explore SL and discuss the opportunities for
library and information workers.
12

By the end of the workshop participants will:
1. Have extended their knowledge about the possibilities for collaboration in activities in SL,
through the example given by the workshops leaders;
2. Have improved their knowledge about, and skills for, SL, and reflected on its possible
application in their own job.
In the first (shorter) part of the workshop the three authors will introduce SL and reflect on: the
use of SL by the 1st year “net generation” class at Sheffield University; the value of
collaboration; librarian/educator roles. Webber (Module coordinator, Sheffield University),
Parker (Librarian, Sheffield University) and Cormie (Librarian, St Andrews University)worked
together successfully in SL over several weeks to deliver the SL element of the class, but this
event may be the first time the three all meet in “Real Life”! A handout will cover more detail
about the class, the approach to teaching and some SL resources and readings. Participants
will be asked to register a SL avatar before the workshop, and to go into SL a little beforehand
if they can. Participants will be asked to identify themselves as one of the following:
1. Wanting help in basic functions of being in SL
2. Being experienced SL avatars e.g. already participating in professional activities in SL
and/or recreational activities
3. Being at an intermediate stage where they feel comfortable moving around and
communicating, but they have not explored or participated extensively.
In the second (longer) part of the workshop an activity will be designed for each of these
groups within SL, with the University of Sheffield (Department of Information Studies) SL
island (Infolit iSchool) used as the base venue. The activities will be appropriate to the
needs/interests of the group: e.g. - focusing on improving basic skill levels and awareness of
options, for the “basic” group; - facilitating & capturing debate (and teleporting to sites of
interest if wanted), for the expert group. The activities will be led within SL by the three
authors and by additional librarian/educator avatars. These additional avatars have not yet
been recruited but no problem is anticipated in attracting volunteers, who may be from within
or outside the UK. There will be a limit of 20 participants.
Andrew Walsh & Sarah Munks
University of Huddersfield
a.p.walsh@hud.ac.uk
s.l.munks@hud.ac.uk
Crosswords, Library Bingo and Quizzes: Getting more active learning into our teaching
At the University of Huddersfield we have been split into subject teams for many years and
teaching practice has varied between the teams with little in the way of shared best practice.
We recently set up an information skills teaching group comprising the Senior Assistant
Librarians across all of the subject teams plus the Senior Assistant librarians at our satellite
University Centres at Oldham and Barnsley.
The group has been tasked with sharing best practice in the delivery of information skills
training; improving the delivery of inductions and information skills teaching to library users;
and to increase the amount of cross team working. Two of our specific objectives are the
sharing of re-usable information literacy materials between subject teams and the trying out
and evaluating of different methods and styles of delivery. Trying to meet these two objectives
have enabled and emboldened many of us to introduce more active learning techniques into
our teaching.
This session covers in a practical, hands on way, a range of active learning techniques that
we’ve recently used in inductions and information skills sessions and shows how we have
shared these amongst our group. The techniques range from high tech Audience Response
Systems (interactive handsets by Quizdom) to library bingo (low tech bits of card) and how
we’ve shared experiences of these amongst ourselves. We will use an assortment of
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techniques in the session to give a flavour of how they may be used in practice to give an
interactive and (hopefully!) enjoyable session.
Maria-Carme Torras i Calvo
University of Bergen Library, Norway
maria-carme.torras@ub.uib.no
The academic librarian as a supervisor: Intervening in the student's research process
The aim of this paper is to reflect on and define the information professional’s extended
pedagogical role as a supervisor at the academic library. The discussion concentrates on
academic librarians / subject specialists who are responsible for user education at
postgraduate level. The central question that this paper addresses is what kind of intervention
in library supervision can best support the student’s research process.
Academic libraries around the world are going through a paradigm shift, from merely serving
an archival function to also becoming an active teaching partner in higher education.
Considering the academic library as a teaching institution entails new pedagogical challenges
for the library staff and new needs for staff development. The staff’s reflection on new
pedagogical roles and challenges is important to avoid unclear roles, uncertainty and
frustration. It is also important in order to enable the staff to reach a consensus on what
optimal supervision at the library should be like. This paper is organised as follows. The
information needs and challenges of the postgraduate student are identified in the context of
her research process. Subsequently, a number of research supervision models are discussed
with the aim of exploring how the information professional can best support the postgraduate
student’s research process.
The paper puts forward a process-oriented model of supervision (Handal and Lauvås 2006)
which builds upon research apprenticeship (Kvale 1997, Lave and Wenger 1991). In this
model, the academic librarian is an active partner in the supervision constellation as a whole
(Torras et al. forthcoming). Further, differences and similarities between the academic
librarian’s and the academic supervisor’s supervisory tasks are outlined. A number of practice
examples are discussed to illustrate librarian supervisory roles which support the student’s
writing and research process. The conclusion brings up some challenges that librarians and
their institutions may experience in extending their role as supervisors and active teaching
partners in higher education.
References:
Handal, G. and Lauvås P. (2006) Forskningsveilederen. Oslo, Cappelen. Kvale, S. (1997)
Research apprenticeship. Nordisk pedagogik, 17 (3), pp. 186-194. Lave, J. and Wenger, E.
(1991) Situated learning. Legitimate peripheral participation. Cambridge, Cambridge
University Press. Torras, M.C., Sætre, T.P. and Rafste, E.T. (forthcoming). A student-centred
and subject-centred approach to information literacy education. Oxford, Chandos Publishing.
Andrew Whitworth
University of Manchester
andrew.whitworth@manchester.ac.uk
Information literacy and professional development: a critical view
This short paper addresses the conference theme of diversity and social justice in addition to
that of staff development. In order to analyse information literacy (IL) and professional
development the paper first introduces some concepts developed using critical theory:
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• the colonisation of the lifeworld (Habermas 1984/7)
• information literacy as communicative competence (Whitworth 2007)
• the ceding of cognition to organisations and technologies (Blaug 2007)
These are used to describe how the channelling of information through organisations and
technologies is used to maintain organisational and societal structures. It thereby creates the
conditions to which IL tries to respond. However, without a critical element, IL cannot expand
beyond being merely a technical subject.
Developing a cultural awareness of information, as something which affects our everyday
working contexts, requires practitioners to lift up into awareness the usually subconscious
(informational) processes which organisational and state hierarchies use to validate their
position. This requires an awareness of how both information and information technology are
used within organisations and societies. It must take place not just as a pedagogical strategy
and taught subject, but as part of the professional development of educators, which relates
their working selves to their identities as parents, citizens and members of social networks.
The paper concludes by presenting suggested agenda for both research and practical action
which address the political dimension of IL and professional development, recognising their
potential challenge to the ways information is used to validate organisational hierarchies and
the social order.
References:
Blaug, R. (2007): “Cognition in a Hierarchy”, Contemporary Political Theory 6/1. Habermas, J.
(1984/7): The Theory of Communicative Action, Polity Press.
Whitworth, A. (2007): “Communicative Competence in the Information Age: Towards a critical
theory of information literacy” in Andretta, S. (ed.): Change and challenge: information literacy
for the 21st Century, Auslib.
Jonathan Smart
University of Plymouth
j.smart@plymouth.ac.uk
We’re in this together – getting involved through information literacy strategies that
encourage reflection through collaboration between faculty, student and information
professional.
This paper examines issues surrounding the embedding and delivery of information literacy
within Post-Compulsory Education students’ curriculum. It examines the way that information
literacy coursework can mirror such curriculum issues as the reflective practitioner, making
use of reflective and reflexive approaches to engage students who can often come from a
diverse variety of backgrounds and demonstrate varying competencies and prior experience.
In this manner, a constructivist approach can be used, combining hands-on ‘facilitated
discovery’ with a short reflective / reflexive piece of writing. Using an open-source Wiki set up
by the Education faculty, students establish their own communities of practice, sharing
information concerning solutions they have found to issues, among others, of information
literacy.
The advantages of a collaborative approach between information professional and tutor are
discussed and the importance of mutual comfort within each others’ teaching ‘territories’
explored, as well as the positive dynamics that can be derived from a shared professional
platform. The information professional must be prepared to have an open minded and a la
carte approach when negotiating what is delivered in the way of information literacy to student
cohorts. Perhaps, often, too many assumptions are made about what should constitute the
content of sessions delivered to students by librarians and closer professional collaborations
would be enhanced through greater mutual understanding of roles and drivers on both sides.
Opportunities for linking information literacy with academic curriculum topics and with such
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functions as study skills should be seized by information professionals despite doubts voiced
by some concerning the appropriateness of involvement in these areas.
Nancy O'Hanlon
Ohio State University
ohanlon.1@osu.edu
Theme: Diversity and social justice
Teaching Every Student: Strategies for Reaching a Diverse Audience Online
In both the online instructional environment and the university classroom, the audience
includes traditional and non-traditional students, high achievers, those who lack foundational
or language skills, as well as students with various types of disabilities, both apparent and
hidden. Additionally, students bring a diversity of learning styles, preferences, and habits,
which must be accommodated so that they can meet our instructional goals. Teaching
effectively in this diverse environment is a tremendous challenge, especially for librarians who
may themselves have quite different personal approaches to learning. This presentation will
discuss:
I. Types of cognitive disabilities and habits that may interfere with learning for
various types of students. Learning disabilities are specific neurological disorders
that affect the brain's ability to store, process or communicate information. A
person with learning disabilities may have problems such as:
• Difficulty decoding and comprehending text.
• Lack of organizational skills.
• Weak problem-solving skills.
• Difficulty with abstract concepts.
• Short and long term memory problems.
Many traditional, or Net Generation, students are multi-taskers. Recently published
research in psychology asserts that distraction while multitasking adversely affects
learning, noting that information that is acquired during this process is also not as easily
retrieved. Further, Net Gen students tend to favor visual and kinesthetic approaches to
learning over text. At the same time, groups that librarians teach also include older adults,
with different habits and preferences. Students with limited English proficiency
(international students and recent immigrants) also require additional supports. Theories
of second language learning and teaching can improve our practice for these and all
students.
II. Universal Design for Learning (UDL) as general framework for meeting these
challenges. Universal Design for Learning is a broad-based instructional strategy
that provides a model for creating Web-based learning tools to meet the needs of
a diverse group of students. The premise of UDL is that learning environments
should be designed with such flexibility that students of widely varying abilities
have a range of options available to them and can all benefit from the same
program. The UDL approach to instruction accommodates different learning
styles, provides cognitive supports for learners, and offers alternative forms of
assessment. A related paradigm aimed at the postsecondary level, Universal
Design for Instruction (UDI), identifies nine principles. Those most applicable to
online learning include:
• Flexibility in use
• Simple and intuitive instruction
• Perceptible information
• Tolerance for error
• Community of learners
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III. Strategies for designing online learning materials, including multimedia, which
meet the needs of students with and without limitations and can be implemented
as cognitive supports in Web-based instruction. Topics to be discussed, along
with relevant examples, include:
• Explicit strategy instruction
• Scaffolding
• Accessible design principles
By utilizing a Universal Design approach to designing Web-based instruction and
incorporating various cognitive supports for students, librarians can create
learning environments appropriate for the entire range of student abilities.
John Crawford
Glasgow Caledonian University.
jcr@gcal.ac.uk
Theme: Supporting researchers
Information literacy in the workplace: a qualitative interview based study
Reports on an interview based project to research the status of information literacy in the
workplace in central Scotland and also the adult literacies agenda and attempts more
generally to extend the limited research in this area. As a preparation for the study the
literature of information literacy and pedagogic theory was investigated to form a repertoire of
issues for research.
The information literacy literature is limited and emphasises the unstructured nature of
learning in the workplace and is written mainly from the point of view of the special librarian.
The pedagogic literature reflects the views of educational theorists and is fixated on the large
organisation. Exponents emphasise that learning in the workplace is dependent on social
relationships. There is disagreement about whether learning in the workplace is radically
different from learning in the classroom. Al writers including those who have collected
statistical data emphasises social learning at the expense of information. The pedagogic
theorists, however, never discuss the consequences on knowledge generated in the
workplace and seem to a view it as ‘free good’ rather than the employer owned intellectual
property it actually is which can facilitate competition rather than co-operation.
The review of the literature identified some fifteen research issues and questions. Because of
the lack of pre-existing research on which to base a list of tightly structured research
questions an open exploratory based qualitative, interview approach was used, using
grounded theory, which allowed research questions to arise naturally out of the data gathered
itself. The interviews were arranged though contacts with Glasgow South West Regeneration
Agency, the Tribunals Service, a large hospital and the Scottish Government. Some findings
are:
• The traditional view of information as deriving from electronic and printed sources
only is invalid in the workplace and must include people as a source of information
• The public enterprise with its emphasis on skills and qualifications is a fertile area for
further investigation and developmental work
• The SME seems less interested in information. As 90% of businesses in Scotland
employ 50 people or less this is a problem area
• The Adult Literacies agenda and the workplace learning agendas are much closer
together than the pedagogic literature would suggest
• Adult Literacies training is a powerful driver to encourage workplace information
literacy
• A skill and qualifications based agenda is an important pre-condition
• It is essential to recognise the key role of human relationships in the development of
information literacy in the workplace
• Interviewees viewed public libraries as irrelevant
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• The idea of the daily round of tasks as a substitute curriculum was not found to be
helpful. It is better to focus on skill levels, training needs and qualifications needed
for particular posts
• The changing nature of work can create information literacy training opportunities
On the basis of the above further research is planned if funding becomes available which will
expand the research agenda into health literacy and the role of information literacy in CPD.
The possibility of developing information literacy training programmes will also be explored.
Helen Howard
University of Leeds
h.e.howard@leeds.ac.uk
Set for success… developing researchers’ information literacy skills
Since 2005 Leeds University Library has received “Roberts” funding to research and develop
information literacy (IL) skills training for PhD students. Gareth Roberts’ Set for Success
Review in 2002 recommended that all PhD students receive “at least 2 weeks dedicated
training a year, principally in transferable skills”. This paper will discuss the developments
made at Leeds over the last 3 years and will look at our future plans in the area. It will be split
into three parts: our strategy, our journey and our staff development.
The paper will address the importance of developing a clear strategy for supporting
researchers’ skills, which prior to 2005 was not well articulated in the Library. There was little
IL support tailored to the needs of researchers, despite our clear IL strategy for
undergraduates and taught postgraduates. We established that the need to work with others
in the University was key, in particular tying-into any Faculty developments, although
differences across Faculties meant that this was not always straightforward. How can we
invest “Roberts” money to best effect? Our journey from understanding little about our
researchers’ IL skills and needs, to providing tailored training and support for them will be
highlighted. We believed our research training and support should be based on current
research and evidence, so conducted a literature review and examination of best practice
nationally and internationally. In addition, we gathered information from researchers
themselves on their concerns, needs and skills levels. The paper will therefore highlight our
greater understanding of researchers based on our experiences with them and will outline the
support we have developed for them as a result.
Face-to-face training courses across all Faculties at Leeds University have provided a large
amount of feedback from students, resulting in improved understanding on the part of library
staff. What are the concerns of students starting out on their PhDs in relation to IL and how
can we help them? Does formal training help or should we attend to individual needs? We will
look at the challenges for library staff in delivering training and support at a higher level and in
different ways. We will discuss the nature and structure of the training sessions which often
looked very different from the training provided by library staff to undergraduates. Do our
training methods have to change? How can we develop our staff to address these issues and
get them on board?
Finally, the paper will examine the success of the training, along with the challenges we face
in taking this forward in the future. Should we support students later in their PhD journey as
well as at the beginning? Can we provide a high quality online alternative? How can we share
good practice in supporting researchers amongst librarians? Whilst we aim to answer the
questions raised here in the presentation, the audience will also be encouraged to give their
views on specific issues during the paper.
References:
Roberts, S.G. (2002). SET for Success. London, HM Treasury: 218.
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Juanita Foster-Jones & Katharine Reedy
The Open University
j.foster-jones@open.ac.uk
k.j.reedy@open.ac.uk
Extending the reach and learning new skills: IL the web conferencing way
The Open University (OU) is a world leader in distance education. Students are supported by
a network of Associate Lecturers (ALs) who are located throughout the UK and Europe. As
more OU courses incorporate online resources, there is a growing demand for ALs to engage
in staff development to ensure that they have the necessary skills to support their students.
Library Services has a role in providing support to ALs in using these online resources, yet
meeting the demand of training nearly 8000 dispersed ALs is becoming increasingly complex.
This paper examines how the Library was able to extend its reach through a web
conferencing pilot, an online programme of staff development using Centra e-meeting
software. We will show how the functionality of web conferencing supports the delivery of IL
training, and the different levels of interactivity we were able to achieve with this medium, with
highlights from recorded sessions. We will also illustrate the impact of learning design on user
impressions of interactivity. Evidence from the evaluation of this project will be presented, to
show how this provided a very practical solution to the remote training of OU tutors, and their
reaction to this innovation. Data from the evaluation is compared to Kirkpatrick’s (1994, p.21)
4 levels of learning, and we will show how we were able to use this to provide a benchmark
for future activity. The pilot resulted in additional benefits as a means of staff development for
the practitioners.
We will present how this web conferencing project supported reflective practice, peer
observation and action learning as a means for continuing professional development, and
how this improved our practice. We will conclude with a summary of where we are going next,
and how we are extending this project into its second phase.
References:
Kirkpatrick, D.L.(1994) Evaluating training programmes: the four levels, San Francisco, CA,
Berrett –Koehler.
Gill Rowell
JISC
gill.rowell@jiscpas.ac.uk
Themes: Practical approaches to information literacy
Using TurnitinUK to promote ethical use of electronic sources
This workshop will explore the formative use of the JISC-endorsed TurnitinUK plagiarism
detection software, used by over 90% of UK Universities. Whilst undoubtedly the tool is used
throughout the community as a means of proving academic misconduct after the fact, and as
such is increasingly being embedded into institutional policy and procedure, a more positive
and proactive approach to using the tool, and to addressing student plagiarism is to employ it
in a wider teaching and learning context. This approach views the software as an aid to
developing an understanding of ethical and appropriate use of electronic information, and also
as an effective means for providing timely and appropriate feedback in which crucially the
learner is central.
The session, facilitated by the Internet Plagiarism Advisory Service, will demonstrate various
options for submission of draft student work and formative use of the software in this way, and
attendees will be given the opportunity to consider practical implementation, and the
implications for development of information handling skills within learners. Central to use of
19

the software in this way is the Originality Report which highlights instances of matching text
which have been located by TurnitinUK, although does not make a judgement as to the
ethical intention of the learner in producing it. Key aspects of the session will include:
• Use of the Originality Report as a tool for demonstrating the need for attribution of
electronic sources.
• Use of the report as a catalyst to encourage considered and analytical use of
electronic resources.
• Use of the software to demonstrate ubiquitous information on the web.
• Using the software as a tool for developing an appreciation of the balance between
using electronic sources and adding personal viewpoints and moving towards an
analytical appreciation of such sources of information (especially sources located via
the internet).
Throughout the session discussion of how such formative use of the software can serve to
both supplement an existing approach to information literacy, or may be used as the basis for
developing a strategy in encouraging an ethical approach to using electronic sources of
information will be considered.
Parallel Session 1 - Tuesday 18th March
Jane Secker, Jeni Brown & Chris Fryer
London School of Economics and Political Science
j.secker@lse.ac.uk
j.l.brown@lse.ac.uk
Themes: Marketing information literacy
The LSE Training Portal: a really simple solution?
This paper describes how RSS technology has been used at LSE to enhance access to
information about training events, including information literacy classes, for staff and students.
RSS underpins most Web 2.0 technologies and Bradley (2007) argues that in order to fully
exploit social software in libraries, it is essential to understand this technology. A basic
understanding of RSS allows all librarians, not just those running training events, to make
their information more accessible.
We will provide an overview of an internal project involving several training providers across
LSE to develop and launch a training portal, which serves as a one stop shop for training
events. The project team developed a solution that allows each training provider to retain their
own booking system and database, with the content being fed into a central portal for display
to staff and students. The RSS feed that was developed could be re-used in a number of
ways, to provide audience specific information at the point of need. For example, student
training information was made available in Moodle, the School’s virtual learning environment
and training courses for staff were made available via the institutional portal.
We also reflect on our experiences that suggest RSS and other social software has
information literacy implications: users must re-think how they access information on the web.
While students can visit the portal to locate information about training, they are also afforded
a mechanism for picking up new information automatically. The tools required, while simple to
use, arguably do require a greater level of skills on the part of users. Therefore, paradoxically,
while RSS has provided LSE with an opportunity to make training information more widely
available, staff and students need greater information literacy skills to fully exploit the
technology.
References:
Bradley, Phil. (2007) How to User Web 2.0 in your Library. Facet Publishing: London
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Christopher Walker
Leeds Metropolitan University
c.g.walker@leedsmet.ac.uk
Theme: Diversity and social justice
Information Literacy in the Home: A study of the use and understanding of information
by parents of young children
Information literacy has been described as the Zeitgeist of our times, and is seen by many
people as a fundamental skill for life in an information society; it is the functional literacy of the
21st century. Despite these claims, the predominant spheres of information literacy research
and writing have concentrated on the pedagogical aspect of the concept. This preoccupation
with the pedagogical has meant that there is a comparative lack of evidence ascertaining how
information literacy fits into a real world social setting. When examining information literacy
from this paradigm, it is important to assess how existing definitions and models fit the social
non-pedagogical context.
In an attempt to provide a fresh perspective, my research will focus on the real world social
context of the home, in particular parents of children aged 5 to 11. The scope of my research
will cover the following areas: what are the information needs of parents; how do parents
construct and make meaning from the information they access; how do parents determine
and identify an information need; how do parents search for, evaluate and use the information
they obtain and what channels do parents access when searching for information? The
research will primarily comprise of in-depth semi-structured interviews with parents in Leeds.
The interviews will be phenomenological in nature and will try to gain an understanding of
parents’ perceptions and thoughts when approaching information problems. A central tenet of
the research will be to discover how parents view their information requirements and to see
how their social, economic and educational backgrounds colour and inform their approach to
seeking and using information. The ultimate question will be -- does information literacy work
in the real world social setting?
Anne Hewling
The Open University
a.hewling@open.ac.uk
Playing catch-up – new initiatives for improving tech-knowledge and information
literacy amongst library and teaching staff at the Open University
The move online in higher education has been accompanied by an increasing focus on
information literacy – as a collection of skills which may enable students to complete their
electronic studies successfully. Equally, the skills involved, once understood as being chiefly
the technical ones of making the machine work and making the machine work for me (a
literacy that encompasses both ‘making a mark’ and ‘making one’s mark’(Kaplan, 1995)),
have moved on too. Information literacy must now assist students to evaluate and manage
quantities of variably relevant information from variously reliable sources. And whilst ‘making
it work and work for me’ is now less likely to be an issue for new students who are often
competent users of a range of technologies (mobile phones, games consoles, laptops, PDAs
etc.) this is increasingly a dilemma for those delivering education or, indeed, the services that
support online learning – faculty and librarians - as the tech-knowledge required becomes
more sophisticated.
This paper will consider initiatives within the Open University Library to encourage staff to
develop their own information literacy, to use online resources effectively and to integrate a
range of technologies into their daily practice, be they teaching, information or support staff. In
particular it will look at the role of the Digilab, a ‘safe’ try out space where staff and doctoral
students can experiment with a wide range of new technologies before having to use them in
21

the workplace, or as tools for teaching or research. It will also detail the Digiquest structured
staff development sessions where Digilab staff, in the guise of colleague-mentors, assist
participants with context-specific confidence building tasks using new technologies.
Reference:
Kaplan, N. (1995). "E-Literacies: Politexts, Hypertexts, and Other Cultural Formations in the
Late Age of Print." Retrieved 5 November 2004, from
http://iat.ubalt.edu/kaplan/lit/index.cfm?whichOne=E-literacies_612.cfm.
Linda Colding
University of Central Florida
lcolding@mail.ucf.edu
Themes: Practical approaches to information literacy
What IF? The University of Central Florida’s Strategy for Success
This paper discusses the first year of Information Fluency (IF) at the University of Central
Florida (UCF). As part of the accreditation process, proposals were solicited from the
university community. The Library’s proposal on IF was selected. One of the four pilot projects
involved the freshman experience class, known as SLS 1501, Strategies for Student Success.
This course provides an overview of all aspects of campus life as well as critical thinking and
problem solving skills and was deemed a great opportunity to introduce IF concepts.
The librarian worked with SLS faculty to develop the curriculum and assessment tools.
Because of their previous working relationship, it was easy to develop an assignment such as
writing a paper and/or giving a presentation that included the three IF components. The first
library session focused on the gathering component of IF and included an orientation to
library services, the online catalog, a database for finding articles, and hands-on time. The
second library session focused on the evaluation component of IF. Because there were
typically several weeks between sessions, a review was provided, followed by a discussion of
Internet evaluation criteria, and the differences between scholarly journals and magazines.
Implementation began with four sections in Spring 2007 and by Fall 2007, all SLS 1501
sections included IF in their curriculum. While the overall assessment of IF was the paper
and/or presentation, the library portion was assessed through pre- and post-tests. The tests
evaluated students’ basic library and research skills. As a result of the first semester, changes
were made to more accurately reflect what was covered during the sessions. To date, the IF
implementation into the SLS course has achieved great success and will continue throughout
the upcoming years.
Mohd Sharif Mohd Saad
Universiti Teknologi MARA
mohdshar@gmail.com
Search and Use of Information among Final Year Computer Science and Information
Technology Undergraduates
To assume that undergraduates are skilled in finding and evaluating resources needed for
their various learning needs is a fallacy. Academic librarians and information professionals
need to find out strategies and courses of action undertaken by undergraduate students in
order to perhaps improve information literacy skills or user education programmes and for
academics to find out how information literacy could be embedded in current project based
courses taught at the faculties. The objectives of this study are to find out the followings;
(a) the decision on deciding research topics by final year students
(b) the sources of information they use and prefer
(c) the channels of information they use to obtain the information
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(d) the utility of libraries and librarians
(e) the use of the Internet
(f) the search strategies adopted
(g) the closure of the search
(h) the presentation skills
(i) their thoughts on ethical issues and lifelong learning.
The study uses the diary-interview and in depth interview approach involving 14 final year
Computer Science and Information Technology undergraduates whom shared their
information search and use process. Among the main information sources used were the
Internet, books and previous final year project reports. They also seem to rely a lot on their
friends and lecturers as their source of information. Very few used journal articles, seminar
papers or other sources. They also face problems in searching, evaluating, synthesizing and
communicating the information gathered for their final year project proposal.
The paper will discuss the various types of information sources used, the use of the internet,
search strategies, problems faced and solutions. An understanding of their information
seeking behaviour patterns is the focus of this paper. Informants’ thoughts and feeling on the
library services and the ethical use of information will also be shared.
Ruth Stubbings, Sarah Arkle & Marcus Woolley
Loughborough University & University of Bedfordshire
R.E.Stubbings@lboro.ac.uk
sarah.arkle@beds.ac.uk
Marcus.woolley@beds.ac.uk
Lollipop
Having struggled for years with terms such as: User Education, Information Skills, Study
Skills, Lifelong Learning and Learning to Learn, subject / academic librarians now use the
concept of Information Literacy (IL) as a focus for their sessions with students. These
sessions may be face-to-face teaching, worksheets or online tutorials. Do other library staff
have the same focus on information literacy when interacting with students and do they all
believe they have a role to play in this area? The LILAC (Libraries Information Literacy Annual
Conference) conference gave a work group the inspiration to further develop another project,
POP-I. POP-I was an online tutorial designed to enhance the IL skills of public library enquiry
desk staff in Bradford. Lollipop used this public library model to develop an online tutorial
designed to assist enquiry desk staff help students become independent information seekers.
The Lollipop Pilot was launched at last year’s LILAC Conference in Manchester, this paper is
about what happened
What is LolliPop?
LolliPop is an on-line information literacy (IL) course aimed at enquiry desk staff. The course
develops the IL skills of the staff, but then enables enquiry desk staff to transfer these skills
into the work place and assist students in becoming independent information seekers by
providing them with typical enquiry scenarios. In addition LolliPop aims to be ‘sector neutral’
so that it could be adapted for use by other sectors. Currently development work is in the
pipeline for a Schools and Health versions. Project partners were: University of Bedfordshire,
Bradford public Library, Imperial College London and Loughborough University.
Why we choose do it:
Enquiry service and Counter staff at both institutions Library’s had expressed concerns that
they do not always feel adept in:
• Teaching students about the literature search process and using all the databases
available
• Knowing where to go for all the answers
• Recognising when to refer enquiries.
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LolliPop provided the opportunity for providing a structured approach to further developing
experienced library assistants (Loughborough) and Information Assistants (Bedfordshire)
approach to answering enquiries. It was hoped that staff would also ‘own’ the project and
therefore the final product as they would have lots of opportunities to develop the tutorial. A
by product would be that staff would also have empathy with customers using the virtual
learning environment, as they would have experience of a similar nature. Using two culturally
different institutions was deliberate it was hoped that this would enhance the learning
experience. Two “styles” of University with common enquiries. It was envisaged that the
Lollipop Pilot would establish a community of learners built up in a 15 week relationship
The reality:
The paper will focus on how the project took its first steps and took on a life on its own,
including the hiccups and tribulations. It will cover the importance of mentors in encouraging
staff to communicate across two campuses, how reflection can be hard to practice and the
likes and dislikes of library staff on learning online. It will also illustrate how feedback was
actively sought and then incorporated into the second pilot and how that impacted on a new
version of LolliPop that other institutions can use.
Alice Crawford
University of St Andrews
ac101@st-andrews.ac.uk
Theme: Marketing information literacy
Academic Liaison Saves the World?
Recovering from a period of financial and staffing exigencies in the late 1990s, St Andrews
University Library in 2007 appointed my colleague Vicki Cormie and me as it’s first Academic
Liaison Librarians. Our brief is to transform the St Andrews academic library world! This paper
highlights the challenges we have faced in “pioneering” a Liaison service. We have
foregrounded our teaching role, developing a portfolio of teaching materials (both print and
electronic) and working with the Teaching Learning and Assessment Committee to progress
the introduction of a coherent, University-wide Information Literacy Policy. We have done a lot
of talking – to Schools Councils, Library User Groups, lunchtime seminars, to Heads of
Schools, Directors of Teaching, Library Reps.
We have marketed our skills and raised the Library’s profile at every opportunity. But some
problems remain. There are only two of us – the subject knowledge we are expected to have
is impossibly wide and diverse. I am responsible for 19 Arts and Divinity departments and
Vicki covers all the Sciences. I must know as much about Business Information databases as
about resources for Art Historians. Where do we fit into the library structure? We have no staff
who are directly responsible to us. We are required to advise on the management of
collections, without being part of the Collections team. Existing staff groups are doing parts of
our jobs, and it is uphill work trying (sensitively!) to reclaim these areas. Other major projects
(Vicki’s UKRR work, and my RAE activities) have impacted significantly on our workloads, as
has the management of the Reference Enquiry service, for which we are also responsible.
Can we make a difference in this difficult context? Can we continue to approach with visionary
zeal the challenge of improving the Library’s image without having the resources to translate
that image into reality? We can save the world, but we’re sometimes not quite sure how!
Ursula Byrne & Lorna Dodd
University College Dublin
ursula.byrne@ucd.ie
lorna.dodd@ucd.ie
Theme :Practical approaches to information literacy
24

Integrating information literacy instruction (ILI) into degree programmes at University
College Dublin (UCD) – challenges that success brings
Background: Taking a blended approach to the delivery of ILI, and inline with the shift in
emphasis from working within the library walls to teaching information skills in a wide range of
physical spaces, we integrated information literacy instruction into modules at UCD, the
largest university in Ireland This new targeted approach resulted in developing closer
relationships with the academic community, invitations to join College Teaching & Learning
Committees, Programme Boards, and subcommittees at University level, and raised the
Library profile within the University Marketing: Explaining to academics why the library should
be involved in delivering ILI in programmes is challenging. We devised a template for the
delivery of ILI, that, depending on the time allocated to the Library, can be adjusted to meet
the identified ILI needs, at the level required, for any discipline. Using programme overviews,
learning outcomes/competencies, lesson plans, worksheets, etc tailored to each programme,
academics could quickly see how this approach supported their own work.
Our approach: An Information Skills Steering Group was set up to coordinate the ILI function
in the Library; set targets; identify resource needs; advise Senior Library Management. This
Steering group had 4 subgroups. One subgroup delivers ILI to Undergraduates. To minimise
workload each librarian involved developed an area of competency(e.g. plagiarism) in which
they would deliver, at the level required, a lecture/workshop. We also developed a suite of
Information Skills pages to support this teaching. Challenges: While the delivery of ILI within
programmes offered opportunities for librarians to take a more integrated role in the academic
community, it also presented challenges: building relationships with the academics; bringing
Library colleagues on board, and ultimately as we raised the profile of the Library, sustaining
success (Examples of ILI to 3rd Year Economics will be given in full paper)
Diana Massam & Lisa Charnock
University of Manchester
diana.massam@manchester.ac.uk
lisa.charnock@manchester.ac.uk
Power to the People: Exploring the development of the Informs software tool through
community engagement.
Informs has firmly established itself as a key resource for Information Literacy practitioners
who recognise its unique potential to facilitate self paced learning through the integration of
instructional materials with live resources. This paper will describe how Intute is working with
the Informs community to promote an ethos of collaborative ownership, and to engage in
development work which will bring the software into the Web 2.0 environment and enhance
the use of the vast pool of shared content available to users.
Following the integration of Informs into Intute in 2006, the user community has doubled and it
is now used by over 140 Higher and Further Education institutions, with over 2,300 tutorials
that have been embedded in Virtual Learning Environments and webpages etc. During the
integration project it became clear that users were committed to the concepts of shared
content and cooperation. Consequently, a vision of a community of practice was established
with the principle that Informs users themselves would provide advice, guidance and
judgement on quality. As the project came to an end, users were eager to see Informs further
developed, and Intute were keen to harness the enthusiasm, knowledge and expertise of
Informs contributors to drive future enhancements according to their views and needs.
Mechanisms for user engagement, for example the Informs Advisory forum, are already
established and are complimented by user driven initiatives such exchange of experience
events.
Building on Intute’s existing community focus, the new phase of Informs developments will
continue this approach, with the introduction of Web 2.0 tools and functionality. Specifically,
25

we are committed to developing Informs in the following ways: the introduction of tagging and
rating systems to enhance organisation and quality assurance of tutorials, customisation to
allow greater user control of the look, feel and design of the units, RSS feeds to keep users
up to date with new additions to the database, and social tools to develop a community
network of users. In this session, we will share our plans for the future, and we are keen to
seek the views and opinions of the participants in order to share ideas and best practice, and
also to facilitate a discussion about the future direction of Informs.
Peter Godwin & Alan Bullimore
University of Bedfordshire
Peter.Godwin@beds.ac.uk
Alan.Bullimore@beds.ac.uk
Helping the Podders at Bedfordshire
The installation of new learning spaces in the Business School at our Luton campus has
given us opportunities to create new ways of providing IL support. Each business “pod”
resembles an office suite rather than a traditional classroom environment. In addition to work
and chill-out spaces there are brainstorming areas and a more formal boardroom. The large
social space for group learning includes round tables for up to 5 students who share a PC,
break-out room with interactive white board, and IT lab, and a lounge. The first year of UG
Business courses has been redesigned, and is project-based with students working in groups
on particular topics.
The University of Bedfordshire Business School will be the first in the UK to have such
facilities and is pioneering this new approach to business education. Librarians have been
involved in these sessions, being introduced as information consultants. As part of the first
piece of work students are tasked with looking at ways in which the local Vauxhall Recreation
Club can attract new members. Students are provided with raw data, which they analyse.
Librarians then suggest looking at the wider picture, directing the groups to consider materials
on the Leisure and Recreation market, stressing the value of subscription services such as
those included on the Keynote database. Work of the type outlined above has already begun
to work with business students in later years in their Applied Management projects. With prior
knowledge of each group topic we provide surgery style assistance, defining concepts,
keywords and recommending the most appropriate sources.
The recently opened Social Learning Space in our LRC will also give us the space to work
with small groups, with discussion around taking place around a table utilising technology
such as an interactive whiteboard. Our presentation will concentrate on ways in which
delivery has moved away from the traditional lecture, and now forms an integrated part of the
curriculum. We will consider the ways in which the new learning spaces have influenced the
type of learning which goes on within them, and what benefits might accrue for both students
and librarians.
Debbi Boden & Ruth Stubbings
University of Worcester & Loughborough University
d.boden@worc.ac.uk
r.e.stubbings@lboro.ac.uk
Snapshots of the future: SirLearnaLot and SMILE!
The aim of this paper is to provide snapshots of two online programmes which will be
available free of charge in the next twelve months.
26

SirLearnaLot
A survey on how librarians gain teaching skills was recently run by Netskills and the CILIP
CSG Information Literacy (IL) Group. The survey demonstrated that 72% of librarians gained
their teaching skills by trial and error.
Conray, Helen. & Boden, Debbi. (2007)
Conray, Helen. & Boden, Debbi. (2007)
Where librarians got the skills:
Trial and error 72%
On-the-job 59%
Accredited course 30%
Non-accredited course 31%
Neither 31%
Other:
Observation
Reading
Discussion / sharing best practice
With support from the HEA and CSG IL group a project was initiated and led by Ruth
Stubbings to create an online programme which would help librarians develop their teaching
skills and pedagogic knowledge. The programme was christened SirlearnaLot.
SMILE
In 2002 Imperial College London developed an online information literacy programme OLIVIA.
Feedback on the OLIVIA programme from the students was that they found it extremely
useful but would also like to see information on writing skills included in the programme.
Loughborough University Library is responsible for the students skills support and has
resources to support student writing.
SMILE is a JISC funded project with the University of Worcester, Loughborough University
and Imperial College London. SMILE will reuse content created by Loughborough and
Imperial and add to it to create a skills package to support students throughout their degree
programme.
This paper will provide more information about these programmes and how they will be freely
available for everyone to use.
References
Conray, Helen. & Boden, Debbi. (2007) Teachers, Trainers, Educators, Enablers: What skills
do we need and where do we get them? Presentation. Umbrella Conference, University of
Hertfordshire.
Sonja Haerkoenen
Cardiff University
HaerkoenenS@cardiff.ac.uk
From 0 to 100% in a year - embedding Information Literacy in a complex setting
Cardiff University has seen enormous growth in embedded information literacy in recent
years. The latest figures show that almost 48% of taught course students are now provided
27

with opportunities for IL development within their curriculum. Schools and course leaders
most receptive to the concept have adopted IL – the “quick wins” have been won. How can
we reach those Schools where IL is greeted cautiously, or where the structure of the School
encourages the status-quo and hinders consistency?
This talk aims to provide an overview of the steps involved in embedding information literacy
in a complex environment. The presenter is the Subject Librarian for the School of European
Studies which is a very diverse organisation. It consists of five sections (French, Italian,
German, Hispanic Studies and Politics) all of which have separate library representatives.
The sections vary in pedagogical approach and organisational structure. Pockets of
enthusiasm for information literacy were not reflected by the entirety and so, until last year, no
integrated information literacy teaching was offered and library input was limited to a brief
induction during registration week.
The focus of this presentation will be the transformation process which resulted in the School
now embedding IL training in every undergraduate programme in all five sections of the
School. The importance of enabling local solutions has to be recognised by allowing enough
flexibility for different, individual section requirements. However, the need for persistence in
order to maintain cohesion and consistency across the School will also be discussed, as well
as the skills that need to be employed by subject librarians to succeed.
Rebecca Mogg
Cardiff University
moggr2@cardiff.ac.uk
Theme: The net generation
Podcasts: IL delivery on demand
Following the overwhelming success of the iPod and similar devices, podcasts are growing in
popularity as a medium for the delivery of information and education anytime, anywhere. As
documented in the literature, some libraries have already been quick to take advantage of the
technology for information literacy learning and teaching resources or to market their services.
With the aim of trialling podcasting as a means of delivering information literacy training ‘on
demand’, the Library Service at Cardiff University has recently completed a pilot project to
develop a series of six short podcasts which will be released regularly during the spring
semester. It is anticipated that these audio podcasts will complement our face-to-face training
and enhance the collection of visual and interactive learning objects we have already
developed in the Information Literacy Resource Bank.
The “Essay Survival Guide” features tips and advice from academic staff, students and
librarians on a range of information literacy topics. With the aim of appealing to the student
body, we are working in partnership with the Student Union’s radio station Xpress and the
series has been created and presented by a former student. The podcasts will be promoted
via the Xpress Radio and Information Services web sites. Drawing from the relevant literature,
this short paper will outline current practice in the use of podcasts for information literacy and
discuss the perceived pedagogical benefits and issues. An overview of the rationale and
methodology for the development of the “Essay Survival Guide” will be briefly presented and
there will be an opportunity to listen to an extract of one of the podcasts. Early indications of
usage or feedback on the podcasts will be reviewed. The paper will conclude with a checklist
of considerations, drawn from the literature and our own experiences, for those thinking of
developing their own podcasts.
Leo Appleton & Anthony Beal
West Cheshire College
l.appleton@west-cheshire.ac.uk
a.beal@west-cheshire.ac.uk
28

Lollipops for Learning Resources
NWIS (North West Information Skills) is a collaborative group of Further Education colleges,
which provides a platform for sharing best practice in information literacy provision and
teaching. One such activity of the group was to host a presentation about the Lollipop
initiative developed jointly by Imperial College, London and Bradford Public Libraries, as a full
online information skills and online literacy course. The members of NWIS agreed to use the
Lollipop materials within their own institutions and exchange experiences and advice
throughout the implementation of their respective Lollipop programmes.
At West Cheshire College, the Lollipop materials have been successfully integrated into the
college’s VLE in order that the Learning Resources department may offer an online
information literacy learning experience. A strategic objective of the college during 2006 had
been a modernisation process, in which staff from library, IT, media and e-learning services
were converged into one Learning Resources support department, and their roles
dramatically altered as a result. For many staff both information literacy and e-learning were
new concepts, and were not services they had previously been asked to support. For these
reasons the Lollipop embedded materials within the VLE provided an excellent staff
development opportunity for staff.
The customised Lollipop programme invites learners to set up Reflective Blogs and take part
in online discussion, thereby ensuring that they not only learn and reflect on their newly
acquired information literacy skills, but also gain an effective familiarisation of how the
college’s VLE is used by students, therefore addressing multiple skills gaps for the staff. This
short paper will provide: - An evaluation of the Learning Resources staff experience in using
Lollipop - An overview of the exchange of experience between NWIS colleges - A general
overview of the success and versatility of Lollipop within West Cheshire College.
Alison Gordon
University of Abertay
a.gordon@abertay.ac.uk
Theme: Marketing information literacy
“Rules of Engagement” – or preparing for an information literacy review with a view to
raising the profile within the organisation
University of Abertay Dundee has a long history of user education. In 2004 this was
formalised, and library and ICT skills training were embedded into subject programmes using
a framework based on the SCONUL 7 pillars model. At that time we planned to hold an
external review of the programme at some point to satisfy ourselves that what we were
delivering an excellent service, thereby enhancing the reputation of the university and bearing
favourable comparison with IL delivery nationally.
In November 2007 the information literacy programme was examined by a panel of internal
and external reviewers using the same rigorous format as a Quality Assurance Agency
subject review as far as possible. The Review Panel’s preliminary conclusions were that it
had confidence in the programme, and that the teaching & learning and the learning
resources elements are both commendable. Some features were singled out as being of
exemplary standard.
This paper will show how the review has helped to dramatically raise the profile of information
literacy in the University. Information literacy as a quality enhancement issue has been
stressed. The involvement of the internal members of the review panel has been invaluable.
Their advice, influence and support has enabled members of the IL team to become more
involved at strategic levels, for example in planning new subject programmes, and teaching &
learning. Abertay is moving towards enquiry based learning and it is anticipated that this will
enable the information literacy team to embed these skills even further into the curriculum.
29

The review gives us the confidence to work with academic staff to develop activities which will
enable our students to achieve the necessary skills and move into the workplace with the
graduate attributes identified in the University’s corporate plan. The paper will also offer
practical advice for any organisation planning a similar review.
Rowena Macrae-Gibson & Maria Bell
London School of Economics and Political Science
R.Macrae-Gibson@lse.ac.uk
M.Bell@lse.ac.uk
Moodle at LSE Library: Bringing Information Literacy to the students' desktop
Session aims To share London School of Economics Library’s experience of moving from
WebCT to Moodle as a virtual learning environment to expand information literacy provision.
Background 2007 LSE decided to move from WebCT to Moodle as its VLE. Currently Masters
courses have already made the transition to Moodle with undergraduate courses scheduled to
migrate in Summer 2008. The Library had developed an Information Literacy course –
Information literacy online within WebCT in 2004/5 which had been available to all LSE
students.
With the migration to Moodle, the Library was keen move the Information literacy/skills
materials to Moodle. A small group of liaison librarians got to together and were trained on
using Moodle and examined the material that had been on WebCT. The new course was
launched in October 2007 under the name MILO. The session will include
• Naming. The importance of finding a strong name that could be branded and marketed
easily. Why LSE Library decided to use a non-Library specific name for the course.
• Visibility-how MILO fits in better with institutional VLE, including how we have achieved a
Library presence in every Moodle course via a Library presence (the ‘sticky block’) in the
institutional template used by all courses. We will look at the process of design and testing of
this sticky block.
• How preparing a course for Moodle differs from WebCT, and how content needs to be
arranged differently. Course content, arrangement and branding of materials will also be
considered.
• Details of staff training and how this helped staff understand how courses in Moodle need to
be approached differently than using WebCT
• Group working-how staff can contribute to their strengths-with some staff contributing
content and others working on designing the course and loading content.
• Marketing-how MILO was launched through a ‘soft campaign’, and how Liaison Librarians
use it as a tool to promote Library resources to students. How we use statistics to track
usage.
• Review and future plans. How we are reviewing content to ensure currency. Details of future
plans including further courses for PhD students, for different subjects and for use as an
online staff manual.
• The session will conclude with a demonstration of MILO, and details of guest access.
Parallel Session 12 - Tuesday 18th March
Mary Antonesa & Claire McAvinia
National University of Ireland
mary.antonesa@nuim.ie
claire.mcavinia@nuim.ie
30

Development and delivery of a Science and Engineering Information Literacy
programme at NUI Maynooth
There is currently a move in Ireland towards developing further fourth-level eduation
initiatives, and as a result there is a heightened awareness of the importance of generic skills,
particularly information literacy, for postgraduate researchers (NUIM, 2007). This is set
against the backdrop of an increasing awareness of the potential need for multiple literacies in
the online environment both in Higher Education and in the workplace (Unsworth, 2001). As a
result of this initiative, the Faculty of Science and Engineering at the National University of
Ireland, Maynooth, in conjunction with the authors, developed an Information Literacy module
for postgraduate researchers in this Faculty and this module ran in Semester One of the
academic year 2007-2008. Findings from this module will be central to this paper.
This module was delivered in a blended learning environment using face-to-face sessions and
the Moodle virtual learning environment (VLE) (http://www.moodle.org/). Face-to-face
sessions were delivered by the authors and this paper will outline how generic content was
tailored to the specific needs of the Science and Engineering Faculty. The paper will
showcase the content and format of this module, and explain accreditation procedures. It will
also describe how the different stakeholders within the university collaborated in the design
and delivery of the module and present a timeframe for the design and delivery of this
module. Findings, including student and faculty evaluative data, will be shared. This data
includes student feedback, engagement in Moodle and statistics from the VLE, evaluation by
members of the faculty, and the authors’ reflections on the module. The module was
successful to the extent that other Faculties within the university now wish to develop
accredited Faculty-specific Information Literacy modules for their postgraduates.
References:
NUI Maynooth (2007) Postgraduate Skills Development: Examples of current practice and
emerging issues in National University of Ireland, Maynooth, Trinity College Dublin and Dublin
City University – Summary Report. NUI Maynooth.
Unsworth, L. (2001) Teaching Multiliteracies Across the Curriculum. Buckingham,
Philadelphia: Open University Press
Lydia Bauer, Sonja Hierl, Josef Herget & Nadja Boeller
University of Applied Sciences HTW
lydia.bauer@fh-htwchur.ch
sonja.hierl@fh-htwchur.ch
The role of libraries in supporting the development of information literacy and
collaborative skills. Aspects, concepts and case study
Today’s information society is characterised by the steady development of information and
communication technologies and new media. Information and media competence therefore
belong to the most important key qualifications. Collaborative working patterns are becoming
the norm and the collaborative generation and open exchange of knowledge have become
success factors in the knowledge society. Traditional teaching methods alone, such as
lectures and writing assignments can no longer meet the requirements of a successful
vocational qualification. Universities and libraries have to meet these new challenges - key
competencies need to be developed at an early stage in academic education in order to
provide successful conditions for learning and to set the fundamentals for future careers. New
concepts like Web2.0 and the goal oriented usage of digital libraries as well as library
services, information and new media skills need to be embedded in this teaching process.
Thus, university teaching has been rapidly faced with the challenge of transforming itself
against this background. In the context of this situation a concept called knowledge-
enhancing helix has been developed and incorporated into the curriculum of information
science at the University of Applied Sciences HTW Chur during the last 4 years. It is based on
31

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