Slide no. 1

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Beyond the online tutorialWorkshop funded by
JISC DNER programmeEdinburgh, August 2001

• Bill Johnston Sheila Webber
• b.johnston_at_strath.ac.uk s.webber_at_sheffield.ac.uk

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Schedule

• Introductions
• Our view of the context
• Learning
• Group exercise part 1
• Lunch
• Information literacy
• Group exercise part 2
• Feedback

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Librarians concerns

• Students moaning because books arent in the
  library
• Providing access to information in whatever
  medium
• Fairness, equity of access
• Organising
• Meeting performance standards, justifying
  services
• Making do with resources (time/money)
• Supporting institution e.g. for QAA
• Marketing the service

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Academics concerns re information

• Students moaning because books arent in the
  library
• QAA
• Plagiarism
• Appropriateness of literature
• Right sources
• Reading lists
• Validity/authority
• Citation standards
• Focus on their subject, their students
• Research

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Students concerns
Academic student deep approach
Non-academic student surface approach
Pragmatism
Doing well
Passing
Doing assignments Passing exams Preparing for
courses Preparing for work Having a good
time Surviving
Exploring the subject Expanding their knowledge,
understanding
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Case study of using information
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Implementation Students Resources, timetable
Learning design
Learning purposes
Teachers plan
Design of teaching learning
Evaluation/ redesign
Assessment of learning
Alignment Surface/ Deep
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Some of my questions

• What do I have to do to (learn) about using it
• Will it be easily accessible to me, students (in
  week X)
• How much does it cost me
• Can I trial it
• Who will help me/students use it
• How can I incorporate it into my style of
  learning teaching

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• How might it be useful, what learning outcomes
  does it enable/support e.g.
• Using as information source - me/students
• Demonstrating, incorporating into teaching
  sessions
• As part of task for assignment, class exercise
  etc.

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Might use a news story ...

• Information for me for lecture presentation
• Part of reading list (print or electronic)
• Look at way story is told in different sources or
  characteristics of different sources evaluating,
  comparing (singly, in groups, in classroom, in
  print, electronically)
• (Whole source) as recommended as support for
  assignment - student incorporating into report
  etc.

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Information literacy

• Growing interest in various countries
• Less developed in UK than in some others e.g.
  USA, Australia (Government / institutional level)
• Lots of definitions/ models
• Less work on how can be taught effectively to non
  library information people

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Academic influences in UK

• Dearing
• Subject benchmarks
• e-everything
• Internet use - search engines
• Plagiarism concerns
• May already be part of teaching
• JISC-funded projects
• Peoples concerns about their changing roles

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IL topics

• Models of information literacy
• Models of information behaviour
• Characteristics/ types of information sources
• Search formulation, strategy, IR
• Information economy society
• Critical thinking, including critical thinking in
  relation to information sources and services

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Relevance?

• Another framework to help plan for packaging/
  promoting resources to meet market needs
• Maybe hook to academics and students current
  concerns
• May be on senior officers agenda (but IT focus?)
• Link to librarians existing/planned activities
• Dovetail with JISC/DNER aims