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ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
ANCIL at LSE: interim findings from a survey of skills support
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ANCIL at LSE: interim findings from a survey of skills support

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  • The 2011 Demos report argues that helping young people navigate hugely variable Internet sources should be achieved not by tighter controls but by ensuring they can make informed judgements (4).The move towards independent learning is again key not just to our practices but in our thinking – we should think less about the internet causing harm (passive learning model) and instead focus on what young people bring to the technologies – helping them equip and empower themselves with an understanding of how to apply critical judgement.The Guardian’s high-provile digital literacy campaign for radical change to how ICT is taught and thought about in schools, JISC’s portfolio of projects around the digital library, data management, digital repositories, and Vitae’s events for the ‘Digital Researcher’ – all show that this concept of digital literacy or fluency is becoming of national importance (at last!). In this environment we have a chance to rehabilitate IL.
  • JaneInfluenced by UNESCOHolistic ModularEmbedded FlexibleActive and assessedTransitional : Transferable : TransformationalJaneholistic: supporting the whole process of researching and writing rather than just teaching traditional library skills modular: ongoing classes to meet the developing needs of students during their whole academic career, not just one-shot sessions embedded and flexible: can be implemented and taught not only by librarians but by study skills advisors, learning developers, supervisors and lecturers (depending on the needs and structure of the institution) active and assessed: containing a significant element of active and reflective learning, including peer assessment elements, in order to help students develop into informed and autonomous learnersTransitionalTransferableTransformationalTransition occurs in learners, who enter university from a wide variety of backgrounds, but often need to make the transition from school to higher education. They also have to make the transition from dependent to autonomous learning.The curriculum content needs to be transferable, forming a part of education, not simply ‘library training.’ Information literacy fosters and develops appropriatebehaviour, approaches, cognitive functions and skills surrounding the use of information. In essence information literacy equips students with the capacity to generate their own strategies for dealing with new information contexts, for example when they leave higher education and enter the workplace.Finally, information literacy should be transformational for the learner, changing their attitude, behaviour, outlook and even their world-view. Therefore this curriculum has the potential to change lives and make a real difference to society.
  • Follow up work at Cambridge after I finished – to explore how you could implement ANCILKaty looked at using it as a tool to ‘audit’ provision across an institution – choose YSJ and University of WorcesterYou need to identify the important players before you auditAllow time – 3 weeks in a 10 week project is not enough – but make sure you maintain the impetusFind the right format and right reward reward to encourage participation - coffee
  • Unequal provision across ANCIL strands and support often not joined upMuch provision informal, standalone, not assessedServices often not working togetherHowever Belief that IL is important, needs to be embedded and student learning scaffoldedEvidence of willingness to change and opportunities to work together arising from work
  • Good understanding of IL but focus on online information: find, evaluate and manageThey tend to cover strands 1-5 in more detailRarely cover ethical and social dimensionSome courses (quantitative) state Strand 9 not required at UG levelHighlights examples of good practice and suggested skills embedded at some levelTime a factor in UG curriculumMention lack of dissertations at UG level.
  • Clear engagement with strands 1, 6 &amp; 7Strands 8, 9 and 10 not well coveredLittle evidence that IL is embedded although recognised as idealRecognised need to work with other professionals (Careers, Teaching &amp; Learning)Belief that embedding is difficult, might be met with resistance from faculty, organisational problems, timetables all seen as reasons why it might not happenInconsistent coverage across departmentsNot all ANCIL strand titles clear
  • Add more examplesNeed to emphasise how library staff can do more than point them to book on shelvesStudents often unaware of key resources on library website and even in Moodle (e.g. Library Companion)
  • Transcript

    • 1. Information and digital literacy skills support at LSE:reviewing provision for undergraduates using ANCIL Jane Secker &amp; Maria Bell @jsecker @bellmari LSE Library Seminar
    • 2. &#xF07D; Introducing the New Curriculum for Information Literacy (ANCIL)&#xF07D; The ANCIL audit at LSE &#x2013; reviewing current provision&#xF07D; Findings &#x25E6; Interviews and questionnaires with staff &#x25E6; Questions for academic support librarians &#x25E6; Focus groups for students&#xF07D; What next?
    • 3. Digital fluency
    • 4. &#xF07D; What skills and behaviour does it include?&#xF07D; How do you think you help students or staff become information literate as library staff?
    • 5. &#xF07D; Developing the new curriculum &#x25E6; Arcadia Fellowship with Emma Coonan at Cambridge &#x25E6; Academic advisor: Prof. John Naughton&#xF07D; Research remit: Develop a new, revolutionary curriculum for information literacy in a digital age &#x25E6; Understand the needs of undergraduates entering higher education over the coming 5 years &#x25E6; Map the current landscape of information literacy &#x25E6; Develop a practical curriculum and supporting resources&#xF07D; Multiple outputs from the research
    • 6. "the &#x2018;savvyness&#x2019; that allows young people toparticipate meaningfully and safely as digitaltechnology becomes ever more pervasive insociety."FutureLab 2010 DigitalLiteracy Across the Curriculum
    • 7. Information literacy is a continuum ofskills, behaviours, approaches and values that is so deeply entwined with the uses of information as to be a fundamental element of learning, scholarship and research. It is the defining characteristic of thediscerning scholar, the informed and judicious citizen, and the autonomous learner. ANCIL definition of information literacy (2011)
    • 8. Implementing ANCIL &#x2013; Katy Wrathall&#x2019;s work Lessons Learnt
    • 9. &#xF07D; To inform Library / CLT teaching provision&#xF07D; To highlight good practice and any gaps in provision&#xF07D; Put information literacy on the agenda at LSE&#xF07D; Planning various reports for different audiences: &#x25E6; Report for Library and CLT &#x25E6; Report for LSE100 Course team &#x25E6; Short paper for Teaching, Learning and Assessment Committee?
    • 10. &#xF07D; Interviews with key members of staff to explore provision in central support departments,&#xF07D; Interviews with Deans of UG and PG Studies&#xF07D; Interviews / online survey with academic staff&#xF07D; Questionnaire for Academic Support Librarians&#xF07D; Student focus groups &#x25E6; How prepared are they for study at LSE &#x25E6; What support students they need &#x25E6; Their preference for delivery
    • 11. &#xF07D; Unequal provision across ANCIL strands and support often not joined up&#xF07D; Much provision informal, standalone, not assessed&#xF07D; Services often not coordinated&#xF07D; However &#x25E6; Belief that IL is important, needs to be embedded and student learning should be scaffolded &#x25E6; Evidence of willingness to change and opportunities to work together arising from work Talked to: TLC, IT Training, Language Centre, Careers, Students Services, CLT and Library
    • 12. &#xF07D; Good understanding of IL but focus on online information: find, evaluate and manage&#xF07D; They tend to cover transition to HE, independent learning, academic literacies, finding information&#xF07D; Rarely cover ethical and social dimension of information&#xF07D; Some depts (e.g. Economics, Accounting) state synthesis and knowledge creation not required at UG level&#xF07D; Highlights some examples of embedded good practice&#xF07D; Time a factor in UG curriculum and assessment methods make it difficult to justify (exam based)&#xF07D; Assumptions that students &#x2018;should&#x2019; have IL skills when they arrive or not their role to teach this Also talked to Deans of UG and PG studies and LSE100 team
    • 13. &#xF07D; Clear engagement with strands transition to HE, finding and managing info while presenting, synthesis and social dimension less well covered&#xF07D; Less evidence that IL is truly embedded in course although recognised as ideal&#xF07D; Staff recognised need to work with other professionals (Careers, Teaching &amp; Learning)&#xF07D; Belief that embedding is difficult&#xF07D; Inconsistent coverage across departments&#xF07D; ANCIL take a broader view of information literacy and the role of the librarian
    • 14. &#xF07D; Information use is largely driven by reading lists and resources in Moodle&#xF07D; Very dependent on lecturers for direction&#xF07D; Unaware of expertise of librarians and library staff&#xF07D; More likely to seek support from Careers, IT Training, TLC rather than Library&#xF07D; No systematic coordination between departments and services across the School&#xF07D; Often seek out help at point of need (or crisis?)&#xF07D; Often don&#x2019;t know about key libraryresources and how library staff cansupport them
    • 15. Teaching &amp; Learning Centre Language Centre Careers LSE100 Language Centre Departments Library Teaching &amp; Learning Centre Departments Departments Language Centre Library LSE100 Language CentreTeaching &amp; Learning Centre Careers Teaching &amp; Learning Centre Departments Departments LSE100 Language Centre Library Centre for Learning Library Technology Library Library
    • 16. &#xF07D; Report almost ready for: CLT, Library but also others in School and involved in research&#xF07D; Opened doors for further collaboration with TLC over skills support&#xF07D; Interest in findings from LSE100&#xF07D; Fed into development of Library Companion for this coming year&#xF07D; Key contacts in Economics and Sociology who are keen to pilot an initiative in first year courses&#xF07D; CLT / Library need to think about integration of information literacy materials into Moodle&#xF07D; Considerable interest from outside LSE
    • 17. Phase 1 reports&#x2022; Executive summary, expert consultation report, and theoretical background&#x2022; Curriculum and supporting documents http://newcurriculum.wordpress.com/Phase 2 resources and case studies&#x2022; Case studies - University of Worcester, York St John University&#x2022; Cambridge resources http://implementingancil.pbworks.comYouTube Video&#x2022; Search for &#x201C;ANCIL curriculum&#x201D; http://www.youtube.com/watch?v=vY-V2givIiE
    • 18. LSE Library: http://www2.lse.ac.uk/library/Maria m.bell@lse.ac.ukLSE Centre for Learning Technology: http://clt.lse.ac.uk/Jane j.secker@lse.ac.ukDarren Moon d.p.moon@lse.ac.uk

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