Debbi Boden

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Information Literacy Its not sexy but its
clever!
Debbi Boden Sue Holloway
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What is information literacy?

• An independent learner who has the
• confidence and ability to retrieve, evaluate,
• exploit and manage information with an
• understanding of the legal, economic and
• Social issues that surround the use of
• information.

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Stage 3 - DfES key skills IL Models

• Key skills are a range of essential skills that
• underpin success in education, employment,
• lifelong learning and personal development
• DfES Key skills what are key skills?
  http//www.dfes.gov.uk/key skills/what.shtml

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Key skills in context

• Consider your objectives, set appropriate
  targets, explore the information resources
  available and develop a search strategy that will
  enable you to achieve your goals
• Monitor your progress, adapt the strategy as
  appropriate, gather evidence of your achievements
  and use this to aid critical reflection of your
  practice
• Evaluate the overall strategy. Present your
  findings in a clear and concise format which
  demonstrates that you have identified the
  strengths and weaknesses of your strategy and how
  you would develop the process in future

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IL models

• Sconul 7 pillars
• American Library Association (ALA)
• Council of Australian University Librarians
  (CAUL)
• thebigblue

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IL competency model for Imperial

• Recognises a need for information
• Understands that information is available in a
  wide range of formats in various geographical and
  virtual locations
• Able to determine types and extent of information
  required to meet research objectives
• Constructs a search strategy and understands the
  need for adaptation and flexibility
• Retrieves information

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IL competency model for Imperial

• When using information applies an ethical
  approach and perceives the social, legal and
  economic issues involved
• Evaluates results and adapts search strategy if
  required
• Organises, manages and stores information either
  virtually or in paper format
• Synthesises, communicates and exploits
  information appropriately
• Reviews and critically reflects on the overall
  strategy

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What we want!

• A pedagogically sound, linear IL teaching
  programme, delivered by competent information
  professionals which is assessed, embedded in the
  curriculum and consistently delivered throughout
  the college

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OnLine virtual information
assistant
oLivia

• Programme structure
• The programme is modular in design, and is made
• up of individual units. Delivery of each unit is
  either
• self-paced, or used in conjunction with seminars
  or
• lectures.

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oLivia

• Aim
• The aim is to develop a Online teaching programme
• which can be used by students either remotely or
  in
• the classroom to develop their Information
  Literacy
• skills, thus enhancing their learning experience
  and
• developing their skills as an independent
  learner.

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oLivia

• Objectives
• To provide access to an online environment which
  is
• made up of self-contained units that can be used
  either
• selectively according to the needs of the users,
  or as a
• complete linear programme.

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Methodology
oLivia

• Analyse target audience and levels of autonomy
• Prerequisites
• Teaching methods, delivery methods and learning
  approaches
• Assessment procedures
• Learner issues

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Methodology
oLivia

• Design course
• Course content
• Learning aims and objectives
• Learning outcomes
• Self tests
• Assessment

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Pilot Engineering in context
oLivia

• Delivering oLivia alongside an existing course
• Delivery formats
• Lectures
• Group sessions
• Hands on
• Self tests
• Assessment
• Online quiz
• Course portfolio to include critical evaluation
  of search techniques

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• oLivia

oLivia
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Future developments
oLivia

• Evaluation of pilot
• Bidding for funding for development of the
  programme
• Development of interaction
• Enhanced design
• Anti-plagiarism module
• Rolling it out to other departments