Abstracts.Tuesday 30 March

Poster presentations (morning)

Keren Lilley

Health Service Executive, Ireland
keren.lilley@hse.ie

Impacting a local mental health service as a clinical librarian

Introduction:  Dual trained, both as a librarian and as a Registered Mental Health Nurse, I was asked to introduce a tailor-made library and information service that would nurture a desire for evidence-based practice in North Lee Mental Health Services.

Impacting multi-disciplinary teams: I started by identifying potential "champions" of the service within each discipline and pro-actively disseminating research to them in their areas of interest. These champions then influenced their own discipline to avail of the library service, as analysis of the usage statistics showed within the first year.

Impacting the community bases: To draw in the staff on the ten community sites, my initial strategy was to send out a library bulletin, but ultimately I found face-to-face contact was the key to stirring up a user-base. Through a rotating schedule of site visits I developed an awareness among multi-disciplinary staff that they needed information literacy in order to implement the latest healthcare research in their daily working practice.

Impacting the forensic team: With the development of a forensic outreach team, I was asked to divide myself and the library facilities between two sites, so the job of clinical librarian became fully mobile, thanks to cell phones and web-based e-mail.

Conclusion: Technological developments make a sector-wide mobile service possible, but it takes pro-active personal interaction to build service demand and work together towards fully evidence-based practice.


Jill Boland

University of Derby
J.Boland@derby.ac.uk

Rejuvenating UDEL (University of Derby Electronic Library): Information Skills

The purpose of my poster is to illustrate the development of a number of resources designed to aid in the learning and teaching of information skills, either as part of a skills session in the library or pc lab, or as part of self-directed study.

It will highlight the aims of the Information Skills project team at the University of Derby, along with a timeline for the project to the present day. Included will be information on the tutorials currently completed using the Adobe Captivate software, with screenshots of same to show some of the creative standards agreed upon.

As a starting point for the project we used the library catalogue as the 'test' piece which was trialled among the student body, feedback from which led to the consolidation of the standards employed in all demonstrations as well as to modifications to the original example tutorial. Examples of some of the questions asked during the trial will be included on the poster to illustrate what feedback we were looking for.

The poster will also include projections for the future, highlighting the directions in which we look to take the project as it becomes incorporated into the daily work of subject librarians at the University. It will also indicate how we plan to measure the impact of these resources on the student experience and use the subsequent feedback to further develop and improve those resources for the future.

Handouts detailing key points from the poster will be available for colleagues to take away with them, and if possible a demonstration of one of the tutorials will also take place. Two of the tutorials are publically available without VLE access and those links will be included on the handout for colleagues to look at in their own time.


Lee Bryant

City of Bristol College
lee.bryant@cityofbristol.ac.uk

To e or not to e? eBooks are the question but what is the answer from Foundation Degree Students and Teaching Staff?

eBooks are a relatively new resource, particularly for colleges, and so far only limited  research has been published on the impact of this new service on HE students and the learning resource centres and libraries supporting these students.   A number of studies have reported on the attitudes of academic staff to eBooks (Carlock & Perry, 2008) and of HE students, notably at the University of Strathclyde (Abdullah & Gibbs, 2008).  The largest study to date is the JISC-funded eBooks Observatory project, which in 2008-9 analysed patterns of usage and attitudes to eBooks of students and staff in HE institutions.   However, so far there is no published research of eBook usage by HE students taught in FE colleges.

City of Bristol College was successful in securing Help-CETL funding from the University of Plymouth in February 2009 to carry out a one-year research project into how eBooks can be used to support Foundation Degree students.  The College offers some 30 foundation degrees, and the students are a diverse group of learners, many of whom study part-time and need to access resources from home.   The College Learning Resource Centres provide a growing number of electronic resources to meet their needs, including an expanding collection of eBooks, purchased for their relevance.  Since Summer 2009 an additional 3,000 eBooks have become available to colleges under the JISC FE eBook project.

The Help-CETL research project aims to ascertain the impact of e-books on individual study patterns, identifying potential barriers to the use of eBooks and practices that encourage their use.   It also considers whether eBooks can provide additional opportunities and increased flexibility in learning. 

Sue Caporn and Lee Bryant, LRC Managers at the College, worked with four groups of University of Plymouth Foundation Degree students, including both first and second year students.    The students were offered a training session in how to use eBooks at the beginning of the academic year, including hands-on practice.   An initial survey immediately after the training gauged the students’ attitudes to eBooks, which were broadly positive, especially concerning their 24 hour accessibility.   Reservations about eBooks included concerns about technical problems and reading from the screen. 

The students were surveyed again after two months, to ascertain the use they had made of eBooks, and whether their attitudes had changed.  The course programme co-ordinators were interviewed, to find out how they had managed to integrate eBooks into their course materials, and their views on the benefits and disadvantages of eBooks over print sources.

The presentation will summarise the main findings of the research and will be of interest and value to practitioners in both the HE and FE sectors, whether from an academic or a learning resources background.   The contribution of eBooks to students’ learning will be assessed, and how eBooks can be incorporated into course materials.  The paper will compare the advantages and disadvantages of eBooks and printed books to foundation degree students, and will suggest the training which will need to be provided to enable students to overcome any potential barriers and to use eBooks effectively. 


Emma Walton and Chlöe Barnes

University of Sussex
e.walton@sussex.ac.uk
chloe.barnes@sussex.ac.uk

Online subject guides – introducing web 2.0 to subject web pages at the University of Sussex

Subject pages are often the foundation of subject specific support. This short paper looks at the results of a project to create new and innovative subject pages at the University of Sussex, showcasing the pages, the application used to create them their use how in our teaching.

The desire to update our subject pages came from two interlinking ideas:

1)  wanting pages which were dynamic and engaging as tool for use in IL sessions and to promote library resources

2)  the knowledge that many of our users are disengaged with library webpages.

Would changing our web pages to incorporate web 2.0 tools increase their use?  Would the concept of engaging users in their environment re-engage our users with subject pages?

We needed to ensure that whatever functionality or applications we included were easily updated and maintained by the Learning and Teaching Support team without the additional expense associated with technical support and/or web specialists.

A review of what was available uncovered a product that would enable us to create interactive, professional looking guides with integrated web 2.0 tools.

The product was LibGuides, a web application from Springshare, widely used to create online subject guides in the USA. As far as we are aware the University of Sussex is one of only 2 UK Higher Education institutions using this product.

LibGuides, opened up the world of web 2.0 to us and we have now developed a set of Subject guides we are really proud of.  Clearly written to enable all users to use them, they contain RSS feeds to current online journals and or subject specific associations, widgets that allow users to search our catalogue, online journals and federated search facility, embedded YouTube videos and the instant messaging service Meebo.


Nora Hegarty and Alan Carbery

Waterford Institute of Technology
nhegarty@wit.ie
acarbery@wit.ie

Learning by Doing: Redesigning the First Year Information Literacy Programme at WIT Libraries

According to Smith (2007), students aged 17-19, known as Millenials, are characterised by their low boredom thresholds, and their short attention spans. Accustomed to being continually entertained, this has shaped their expectations for more engaging instruction. Taking these factors into consideration, together with Waterford Institute of Technology’s (WIT, 2007) commitment to a student-centred, active learning model, WIT Libraries’ Learning Support Team devised a new and innovative approach to teaching information literacy (IL) skills to first year undergraduate students.

Traditionally delivered as a two-hour blend of lecture and demonstration by the librarian at the top of the classroom, the revised programme moved to two separate one-hour, workshop sessions that places far greater emphasis on interactive, student-centred pedagogies. It is an inventive and original approach to IL instruction delivery that aligns with the American Library Association (2003) guidelines for best practice, which recommend diverse approaches to teaching and the use of active, collaborative activities.

Based on the concept of ‘learning by doing’, the student engages with their classmates, and together they interact directly with the library resources. Through extensive use of specially designed worksheets and reusable learning objects, the student takes an active role in the learning process, while the librarian guides and promotes student participation and facilitates collaborative learning. Based on television shows, the learning objects also act as the driving force and prime method of facilitating learning in an interactive and engaging way. With this worksheet approach, the active learner takes centre-stage and is directed towards independent learning through problem-centred activities, mutual enquiry, discussion and dialogue.

An initial small-scale evaluation study was carried out to determine the success of the revised programme. Feedback to date has been very positive: 94% of students surveyed rated the programme favourably. Furthermore, 85% felt more comfortable and confident about using the library and its various research resources. By providing constructive solutions for incorporating active learning into library user education programmes, this paper is expected to be a useful source of practical information for libraries in similar positions, faced with similar challenges.

References:

ALA (2003) Characteristics of programs of information literacy that illustrates best practices: a guideline. http://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics.cfm (Retrieved 15 October 2009)

Smith, F. (2007) The pirate-teacher, The Journal of Academic Librarianship, Vol. 33, No 2: p. 276-288.

WIT (2007) Strategic Plan 2007-2010. http://www2.wit.ie/AboutWIT/StrategicPlan/FiletoUpload,19822,en.pdf (Retrieved 15 October 2009)


Maaria Harviainen

Sibelius Academy Library, Finland
maaria.harviainen@siba.fi

Information literacy in doctoral studies of music and in music research

Sibelius Academy is the only music university in Finland, and one of Europe’s largest higher education institutes of music. Doctoral studies offer three options: Research, Artistic and Applied study programme. Students in different study programmes have different information needs. Music students are used to learn and gain knowledge by playing an instrument, reading notes and listening music. In some cases literate information can be less important part of knowledge of music and research of music. Source material may vary widely in music research. Music researcher needs diverse information competence. Competence involves skills and skills are acquired through actual physical doings. Acquiring information competence involves active transaction and also repetition, a bit like in learning to play an instrument.

Doctoral students in Sibelius Academy carry out a compulsory Research skills -course including information literacy and library skills. Course is organized by library together with a teaching professor. The objective of the Research skills –course is that the student obtain skills to utilize different library collections: reference literature (printed and electronic), printed and e-journals and databases containing different types of material (literature, journals, recordings, scores).

Course includes library visits to Sibelius Academy library, Finnish National Library and Finnish National Archive. Students are presented source material from manuscripts to video recordings. Two sessions are dedicated to electronic resources. Student group meets at the computer room, where everybody has a chance to practise searches from different resources of their own topics. Computer room sessions and search exercises are designed to extend students knowledge of information retrieval regarding their topic. Students will get feedback about excercises both personally and as a group.

After every session students receive an assignment concerning topics discussed during session or concerning the library / archive collections. Introductory assignment leads students to reflect information literacy also as gaining musical knowledge. Practising instrument playing and exploring new repertoire is part of music information literature. After sessions concerning electronic resources students will perform certain amount of searches in certain databases of their own topics and at the same time write a diary of their search experiences and results. After library visits students write a short essay about their experiences in the library. Performing assignments students learn to reflect different aspects of music information literacy.


Eystein Gullbekk

University of Oslo Library
eystein.gullbekk@ub.uio.no

Paradigmatic changes? -  Developing the Information Literacy teacher

This poster presents  a 4-week educational program aimed at librarians teaching students in higher education. In the program particular attention is given to ways that the combination of information literacy and a process-approach for teaching and learning within higher education challenges the roles of teaching academic librarians.

Increased awareness of Information Literacy at Universities worldwide, together with observable changes in educational policy, educational practice, as well as in students’ and researchers’ information behavior calls for changes in the way libraries teach information literacy. To accommodate for the pedagogical challenges, The University of Oslo Library developed a program for teaching and learning development for teaching staff. The program is developed in collaboration with the Unit for staff and learning development at the University of Oslo.

Building on their own teaching practice at the library, on concepts of learning presented in the program, and on case-discussions, participants must design and present new courses. Participants must present at least two teaching sessions including learning activities, and reflections about the pedagogical approaches underpinning their own teaching practice.  Completing the course will give the participants ETSC credit.


Rachel Browning and Sarah Jane

University College Falmouth
rachel.browning@falmouth.ac.uk
sarah.jane@falmouth.ac.uk

Creating a new vintage : librarians & archivists teaching together

In 2008 a new, two-year Archives post was created at University College Falmouth to scope the development of a formal archive and special collections service. This new development, combined with the increasing number of special collections being made available via JISC funded digitisation projects, led the Academic Liaison Librarians to review the way they used primary source collections with students.

Using the poster format we reflect on what has been a steep but incredibly useful learning curve for both parties. We outline where misunderstandings have developed, what problems we have encountered, and how we overcame them. This includes looking at the two roles and considering common ground, visiting the thorny issues of control and ownership and looking at the way in which in which we catalogue and organise records. We also consider the different professional cultures and the need to acknowledge the value of both in a changing information world.

We look at the advantages we have gained from working together and how we see the relationship developing. This includes how the collections have offered us a new opportunity to work with those Departments that haven’t in the past requested library sessions, in providing new sources of material to support student activity, as sources for inspiration (especially in an art and design context), and in development opportunities for both Archive and Library staff. The poster will also use archive images to illustrate some of these aspects.

We also make recommendations for others who find themselves in a similar situation, and suggest some clear ground rules that will help to support and underpin a successful relationship. We believe that the benefits of a positive relationship outweigh the difficulties and have produced really useful and tangible rewards for staff, students and researchers alike


Terry O’Brien

Waterford Institute of Technology
tpobrien@wit.ie

Jamie Ward

Dundalk Institute of Technology
jward@dkit.ie

The Irish Working Group on Information Literacy (WGIL) – 2006-2009

A national project

In 2006, the Library Association of Ireland (LAI) Working Group on Information Literacy (WGIL) was established to examine the role of information skills in the Irish library & information sector.  This was in recognition of the increasing importance and topicality of information literacy across library sectors. No national cohesive strategy for IL existed at the time.

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 small group, consisting of practitioners from the main library sectors (academic, special, public, health, schools) was duly formed. 

The agreed role of the group was to -“recommend strategies for the development of information skills education at both theoretical and practical level in the library and information services sector in Ireland”.

This paper outlines the work and activities of this small voluntary cross-sectoral group culminating in the completion of a final report and series of recommendations presented to the Executive Board of the LAI in 2009.  

Cross-sectoral approach

Although little tradition in the Irish LIS sector, the work of the group was characterized by 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 carried out by the group over a 2-3 year period.  This work has included reviewing definitions and standards, agreeing a framework and IL standard as well as the final report and recommendations.

The group has met approximately 12 times during its lifetime and has presented to a number of influential groups and conferences during the past three years.  The group was formally endorsed by the association during 2006, and has been a firm advocate for information skills through various communication channels.  A number of articles have also been published (see references). The paper will highlight the key outcomes of the group, including a sectoral-based report based on IL activity in Ireland of which the main points will be emphasised, practical recommendations and suggestions and an entreaty to move towards a national policy on IL (similar to the Scottish model).  Some of the difficulties and practicalities of the cross-sectoral approach will be discussed.  The main key points of the final report and recommendations will be outlined as well as strategies and suggestions for further development.  Following the report, a review of the potential implementation / action phase of the group going forward will be discussed - TFIL – “Task Force on Information literacy”.

References:

O’Brien, T. & Russell P. (2007) The Irish Working Group on Information Literacy: a cross-sectoral approach, SCONUL Focus 41 Summer/Autumn 2007

Russell P. & O’Brien, T. (2009) The Irish Working Group on Information Literacy (WGIL) - Part II: Report of cross-sector activity and recommendations for action 2006-2008

SCONUL Focus 46, 2009

Presentations were made to –

- Academic & Special Libraries (LAI) group – Royal Irish Academy, Dublin. Keynote 2007 (Terry O’Brien)

- Irish IIUG conference – University College Cork, 2008 (Jamie Ward)

- Academic & Special Libraries seminar Dublin, 2008 (Terry O’Brien & Jamie Ward)


Ruth Harrison

Imperial College London
r.e.harrison@imperial.ac.uk

So far, yet so close: providing support to researchers in the web 2.0 environment

With the future of Roberts Review funding under question, and the REF consultation launching in September 2009, support for early career researchers, and PhD students continues to be in a state of flux. In 2006 Imperial College London Library received Roberts funding in 2006 for the development of an online IL post-doctoral programme, PILOT, leading to the subsequent creation of a sister PhD programme.

However in 2009 our use of Blackboard to deliver PILOT needs to be re-examined, as post-doctoral researchers are not generally active in the VLE. Therefore the Library’s Learning Development team are launching a project to update and transfer the way we deliver the PILOT programme, as well as working with colleagues in and outside the Library to develop new IL sessions for both post-docs and research students.

The proposed new platform for the new PILOT is based on the success of Learning 2.0 @ Imperial College London Library, a library staff web 2.0 current awareness programme (presented at LILAC 2009, and ILI 2009), written and delivered using blogging software. This provides a much more immediate environment in which to work, and can be accessed without barrier by the relevant audience. It will allow for more in-depth subject content to be provided, as is the case with the Library’s undergraduate IL programme, an approach that is a 'big hit' with students.

Using blogging software, and associated tools will open up networking and collaborative opportunities for researchers working on the programme; one of the aims of the project will be to create Research 2.0, encouraging researchers to actively try out web 2.0 technologies, and connect with researchers outside Imperial in new ways. An additional bonus is that the proliferation of web 2.0 technologies will permit innovation on minimum resource, and increase library staff engagement with, and use of web 2.0.

This paper will present the PILOT 2009-2010 project, and its progress.


Peter Reilly

University of Limerick
peter.reilly@ul.ie

23 Things @ UL – Navigating learners through Web 2.0 universe

The University of Limerick is the first Irish university to launch the 23 Things, a 12 week on-line interactive, self directed, learning program about freely available web 2.0 tools. This presentation will focus on the experiences of the team in the planning and orchestration of it. Originally the programme was run in-house for library personnel, prior to being rolled out to all university staff.  The 23 Things is a proven successful programme which libraries and organisations across the globe have adopted and modified to foster a culture of life long learning among their employees. I will discuss the many strategic benefits for libraries who operate this programme, and how they are identified as centres for technological literacy.  Stronger links are formed with other departments thus encouraging greater cross sectoral collaboration on future projects. A strategic plan which is flexible and  accounts for all eventualities will ensure a successful delivery of the programme. The content of the 23 Things is constantly evolving due to its creative commons licence which allows  adopters to modify it, but they must adhere to its structure. We encountered  many challenges along the way which included the isolation of  participants, motivation issues, blogs being disabled, and grappling with production  technology for pod-casts and videos. It was felt a series of lunchtime talks would create  a sense of community among the user group and also act as a motivator. The talks were delivered by both library and non library staff who described their own experiences of using various web 2.0 tools in their work. These presentations were open to all and served as a marketing opportunity to attract potential future participants. The 23 Things @ UL has been both a challenging and rewarding odyssey of discovery for everyone involved.


Eleonora Dubicki

Monmouth University (USA)
edubicki@monmouth.edu

Information Literacy and the Business Student

How do business students conduct research? A study of the research behaviour of business students at Monmouth University (New Jersey, U.S.) revealed that the majority of students begin their research by looking at Internet sources - the use of subscription databases and print library materials is secondary. Many of the assignments completed by business students focus on gathering data to make business decisions simulating real world scenarios, oftentimes requiring very current data. While electronic resources subscribed to by libraries provide a wealth of authoritative information, students often prefer the ease of searching the web for their sources according to the research. 

Information fluency is a critical skill for students during their academic careers, and later in the workplace to make effective business decisions. This study looks at the research needs of undergraduate and graduate business students. The data collected during this project indicates that business faculty members require students to conduct research for a variety of course projects – homework, presentations, and papers (both long and short). The survey also revealed that books are rarely used by business students - the Internet and, secondarily, library databases are the primary tools used for research. Furthermore, the research disclosed that business students encounter major challenges in procuring this information and selecting the best materials to integrate into their assignments. Several recommendations for improving the quality and effectiveness of student research skills by intensifying collaboration between business faculty and librarians will be proposed.


Josh Clark, Diarmuid Stokes, Michael Ladisch

University College Dublin
joshua.clark@ucd.ie
Diarmuid.Stokes@ucd.ie
michael.ladisch@ucd.ie

UCD science Blog: 5 years from innovation to mainstream

The Library at University College Dublin has been perceived by many to be an early adopter of various Web 2.0 technologies for promoting library services and engagement with its users. In April 2005, UCD Science liaison librarians decided to experiment with creating and using a blog as a vehicle for communication and re-engagement with users, namely academic staff and researchers. We use the term “re-engagement” because it can be argued that though the growth of electronic sources of information has seen the academic community engage with library resources on a virtual level, this has resulted in a certain disengagement on a human level. We perceive that in our case, this is characteristic of the science academic community in particular.

The planned focus of the blog was to advertise the Library’s science-related activities and also to highlight science-related information and events in the wider world. This poster will examine a number of factors in the creation and development of the Science@UCD Library blog, including choosing the blogging platform, the initial and ongoing promotion of the blog to its target audience, and measuring its impact on this audience. The poster will also examine the blog’s current and ongoing sustainability as a communication tool, and will look at how the Science@UCD Library blog influenced the subsequent growth of blogging within the UCD community, focusing on UCD Library in particular. Future plans for the blog will also be examined.


Lucy Collins and Mari Ann Hilliar

Cardiff University
CollinsL2@cf.ac.uk
HilliarM@cf.ac.uk

Tooled Up For Distance Learning

Cardiff University’s School of Medicine and Postgraduate Medical and Dental Education (PGMDE) currently offer over twenty postgraduate taught courses via distance learning. Around half of these courses are purely e-learning and the trend seems to be heading in the direction of more courses being offered in this way.

Pre 2008 the Distance Learning Service (DLS) at the Sir Herbert Duthie Library supported these courses by providing a point of contact to library staff (via a specific email and telephone number), a hard copy handbook of distance-learning-specific library services and inductions and/or workshops if the students attended a residential.

Through funding via Cardiff University’s Innovative Learning and Teaching and Teaching grant a project officer was employed to develop a package of online materials with the aim “to significantly enhance the University’s capability to deliver information literacy training to distance learning students” (Hilliar 2008). The result of this project was the DLS Toolkit, which during 2008/2009 academic year was piloted by incorporation into the VLEs of one course in the School of Medicine and one course in PGMDE. The Toolkit consists of an Information Skills section with tutorials and guides to search strategies, databases, referencing and information evaluation. Also contained is information about Library Services, a DLS Blog and an Instant Messaging service  

The feedback from this pilot was positive and the DLS Toolkit has since been rolled out to a further ten courses at beginning of 2009 academic year. The Information Skills section has also been adapted for Medic Undergraduates and is currently under trial.

This paper describes the impact on student experience, focussing on the higher profile the library now has with these distance learners and the greater role Information Literacy now plays in the students’ learning experience.

References:

Cardiff University (2008) Distance Learning Service Toolkit [Online]. Available at: https://ilrb.cf.ac.uk/multisubject/toolkit/dlshome.html [Accessed 29 October 2009]

 Hilliar M. H. (2008) Learning and Teaching Committee.Innovative Learning and Teaching Application for Funding. Delivering flexible information literacy training to distance learning students. Cardiff: Cardiff University.


So-Young Kim

The University of Tokyo
sysykim@gmail.com

What are the Post-Effects of Japan’s National Curriculum Standards? Inquiry Based Learning and Elementary School Libraries

The aim of this study is to explore the influences of inquiry based learning (IBL) on school libraries (SLs) in Japan. Japan’s national curriculum standards after WW2 are the object of this study. Since 1998, IBL was introduced into the curriculum constructively. Due to the emphasis of IBL, SLs are required as the centres for information literacy learning, more than before.

In this presentation, I seek to overview how IBL has been carried out, and how IBL influences SLs in elementary schools of Japan. School education in Japan has been known for education that places emphasis on hard-rote learning. However, with changes in social structures and environments as well as international tests of students achievements (e.g., PISA), there have also been reforms in national curriculum standards (NCS, the Course of Study). IBL is characterised by a student-centred approach, with more focus on the ‘hows’ and not merely the ‘whats’, and interdisciplinary and comprehensive curriculum.

This study aims to investigate how IBL is carried out in elementary schools, as part of the NCS, as well as the integration of IBL into SLs. After WW2, the NCS has been established and implemented in Japanese schools, and is thus of critical essence to understanding the Japanese education system. The NCS has been reformed 8 times since 1947, and these 8 reforms would be used to analyse both IBL and SLs.

The IBL curriculum was introduced into the NCS in 1998, as the Period for Integrated Study (PIS), and is taken widely and actively. PIS refers to time set apart for distinctive learning, interdisciplinary and comprehensive teaching activities (e.g., community involvement programs, various study tours, investigations, presentations, discussions etc.). In PIS, students are required to find their individual research interests, and present them eventually, thus strong focus is placed on information literacy.

Until 1998, SLs in the NCS have been regarded primarily as centres for reading. This encourages students to develop good reading habits. After 1998, SLs have been regarded as one of teaching resources for PIS. Other than PIS, the use of SLs in Japanese language and social studies (e.g., searching for necessary information by index) is a key characteristic. These results mean that information literacy has been integrated into the NCS, and SLs are emphasized as the centres of information literacy learning.


Monika Krakowska

Jagiellonian University, Poland
krakowska@inib.uj.edu.pl

Overtake the Roadrunner: Diagnosis of Information Literacy education and understanding the holistic approach in Poland

The paper focuses on information literacy understanding among LIS students. The aim is also to present the integration into education process, national projects and other initiatives carried out in Polish government, educational institutions and libraries. Information literacy education becomes one of the essential elements of refined systems of international education. From 1974, when the term IL used for the first time, an increasing focus is places on information literacy research. However, in some European Union countries like Poland, the value of information competences education, inclusion and research are recognized superficially and inefficiently. Usually IL definition and approach is connected to information technology. In Poland does not exist any explicit national programs of IL education or inclusion into curricula.

The analysis of selected disciplines curricula in chosen Polish main universities indicates that the IL issues are not included and there is a need to integrate IL education into higher education programs.  Parallel analysis of LIS curricula in main universities in Poland displays the lack of information literacy courses including the theory and practice, standards, models and important initiatives and needs to find the barriers in effective implementation into LIS curricula.

The survey and narrative interviews in Institute of LIS at the Jagiellonian University of students who participated in information literacy course indicates that even students have the specific courses including some IL issues like information sources, retrieval, evaluation, they do not recognize them as the holistic approach to IL. The aim of analysis was to indicate the main, most important results of participating IL course for students and impact on their learning, preparing bachelors, masters and other works with influencing on their thinking of professional, future job.


Chiara Ravagni

University of Bolzano, Italy
differdange@gmail.com

The Web as Information Source: a Qualitative Study on the Impact of Internet Search Lessons

The use of the Web by students has increased more and more and it has become the most recurring way to find quick information for educational purposes. This research focuses on the Internet Search side of Information Literacy and analyzes the impact of short lessons on first and second year university students in Education at the University of Bolzano, Italy. The students are either native German-speakers or native Italian-speakers, and the research focuses, in an European perspective, on the differences in their Internet-research approaches as well. The first phase consists in interviews and test (the logs of the internet sessions are recorded by a software) to find out the perception of reliability of the Internet information and the way to find it by the students. The second phase is the course in itself, which focuses on Boolean operators, information retrieval theories and exercises, and evaluation of web pages. After the course the students are interviewed and tested again, to check if their approach to internet research has changed and in which way. This proposal is part of a master or doctoral thesis.

Method

Qualitative methods. Instruments: survey, screenshot, written interview

Expected Outcomes

The results show the impact of the course and the effects on the student’s approach to Internet search. The implications of this study could be useful for shaping a teaching model for facilitating and supporting the students in using search engines and evaluating the information they find in internet.


Ann Etkind, Sue Thomas and Cathy Tong

University of Hertfordshire
a.etkind@herts.ac.uk
s.thomas@herts.ac.uk
c.tong@herts.ac.uk

First Steps to Success! Delivering Online Subject Information Skills at the University of Hertfordshire” Poster Presentation

Following on from the successful development and implementation of i-Spy, the University of Hertfordshire (UH)’s information literacy framework in 2007, a major departmental re-organisation in early 2009 provided the opportunity to review the delivery of information literacy at UH.  Information toolkits based on a common template were created for all broad subject areas.

The i-Spy framework   was introduced in 2007 and generic online tutorials based on a common format and pedagogic approach were developed.    However, the situation was different for subject-specific information skills:  there was no common format for their creation or delivery. Information skills sessions at UH have traditionally been delivered by LIS Consultants (information professionals) with delivery methods varying but mainly being delivered face-to-face. Some Consultants created subject-specific online tutorials which they either embedded in some courses or used as practical exercises during face-to-face sessions; others had little online material to which students could refer.  Furthermore, the increasingly large cohorts of students, the globalisation of UH programmes of study and the change in the remit of the LIS Consultants   all contributed to the need to provide subject-specific online support and tutorials.  

Subject Online Support via New Information Toolkits

Consultants are aware that students find subject-specific information skills more relevant and are thus more likely to complete the tutorials, and they decided to build on the success of the i-Spy project. Online subject support based on a coherent framework has now been developed, with graded streamlined online materials using a common template and format integrated into UH’s virtual learning environment (StudyNet).

Key Features of Subject i-skills & Benefits

September 2009 – First Steps to Success!

         Advertised “First Steps to Successful Searching & Induction”

         Tutorials delivered to students via multi-channels 

         Students encouraged to complete in own time

         Support provided via drop-in sessions led by Front Line staff

Feedback from Students

'A perfect welcome tutorial for newcomers' Engineering & Information Sciences student

'I think that i-Spy should be the first point of call for everyone using the Learning Resources Centre for the first time.' Humanities, Law and Education student

'Great interactive links on each page.' Humanities, Law and Education post-graduate student

References:

LLiDA, Learning Literacies for a Digital Age Wiki, University of Hertfordshire 3, i-Spy – tutorials to help you work with information. http://www.caledonianacademy.net/spaces/LLiDA/index.php?n=Main.UniversityOfHertfordshire3 (Retrieved 29 October 2009)

Bilson, J., et al (2007) i-Spy: an information skills framework for University of Hertfordshire. Sconul Focus Spring  Vol 40 p.62-66  http://www.sconul.ac.uk/publications/newsletter/40/22.pdf (Retrieved 29 October 2009)

Hyams, E. (2009) What's in a name? Di Martin explains how librarians came to be called KBICs at the University of Hertfordshire. Library and Information Update, September, pp 32-34.


Sheila Corrall and Barbara Sen

University of Sheffield
s.m.corrall@sheffield.ac.uk
b.a.sen@sheffield.ac.uk

Mapping Information Literacy Strategy

One of the key trends in the field of information literacy practice over the last five years has been the shift in focus from the operational to the strategic level, evident in the number of institutions which have either developed formal strategies and frameworks for information literacy programmes or incorporated formal objectives related to information literacy in other institution-wide strategies, such as their learning and teaching or employability strategies. However, despite the growing interest in this area, practice in the field is still at a relatively immature level. Research has shown that there are significant differences between the approaches taken by practitioners to strategic planning for information literacy and the methods used to develop strategic plans for library and information services as a whole. In particular, there are few examples where the analytical tools and techniques routinely used in the corporate strategy domain and for strategic planning in the public sector have been applied to the development of an information literacy strategy, even though use of such tools is relatively well established in the library and information services sector. 

The proposed poster draws on research and development work on the formulation of  information literacy strategies carried out by the authors in collaboration with practitioners from university and college libraries in different European countries, which has involved the use of strategic management concepts, tools and techniques in the development of information literacy strategies. In particular, it will demonstrate how the application of contemporary strategic management tools can enhance the content and presentation of information literacy strategies. The poster will illustrate the use of a Strategy Map based on the Balanced Scorecard model to provide a rich graphical overview of a university information literacy strategy, which incorporates many of the elements typically found in corporate strategy documentation, including strategic performance indicators.


Jo Lambert

Mimas, The University of Manchester
jo.lambert@manchester.ac.uk

IESR: A 'Yellow Pages’ for the Internet

The JISC IESR is an academic 'Yellow Pages’ for the Internet providing the UK’s free catalogue of electronic resource collections. IESR provides access to a constantly growing and up-to-date catalogue covering most significant UK research collections. It aims to provide a single, definitive source of information to promote collections and encourage their use.

IESR content is multi-disciplinary, with particular strengths in the health and social sciences subject areas. Resource types include databases, datasets, bibliographic resources, e-learning materials, e-books, e-journals, repositories, research publications and image collections.

A growing catalogue of resources can be exploited through use of quick and simple integration tools. This poster presentation will illustrate the wide range of content that IESR describes, ways of using the content and its value as a resource discovery tool.

The poster will focus on recent work with librarians in the North West to identify and describe underutilised collections of health resources. The aim of the work is to enable greater awareness of collections and more widespread and effective use. The poster will illustrate current approaches to development and provide an overview of future plans.


Emma Finney and Matt Borg

Sheffield Hallam University
e.p.finney@shu.ac.uk
m.borg.shu.ac.uk

SHU and the Library Gateway

At Sheffield Hallam University Information advisers deliver embedded information skills sessions across all levels of study. We know students need good research skills and need to be digitally fluent in handling information and resources.

From student discussions we were aware that they do not always turn to our resources first but tend to use Google. However we want to ensure that students are able to make effective use of our subscription resources.

A simple way to support information literacy is ensuring your resources are easy to find and the users do not have to navigate multiple pages to get to the resource they need.

The Library Gateway was devised by Information Advisers from various teams within Learning and Information Services working on a project to improve subject guides. The reasoning behind the Library Gateway was to bring together all the different search tools available to navigate our physical and electronic collections, with a few words of explanation about what each could best be used for. This supports information literacy, improves access and increases usage.

One electronic place for information resources. Not the most radical plan but a innovative plan that has pulled together information resources from various locations and united our resources on one open access webpage called the Library Gateway.

The Library Gateway is purely concerned with library resources and does not include procedural  information about services. Full details of these services are available in our VLE. The group believed that it is essential that the Gateway retained this clear focus.

The Gateway acts as a front page to all of our search tools including the Library Catalogue, LitSearch and reading lists. It incorporates widgets to enable immediate searching. Alternatively the student can go straight to the resource with password authentication occurring in most cases only once.  It also brings more prominence to other resources the student may not have come across such as SHIMMER, the University's image and multi-media database.

The team have learnt lots of lessons along the way which we plan to share. Feedback has been very positive and evaluation continues. The launch of the Library Gateway has coincided with the introduction of a new Library Catalogue interface and these innovatove changes to the way we present our library resources will make the students search for information much more straightforward.


Katharine Reedy

Open University
k.j.reedy@open.ac.uk

i-know at the OU: information skills for the 21st century workplace

An estimated 6.4 hours per employee are spent looking for information each week, and 37% searches fail (De Saulles, 2007). Information skills in the workplace have been identified as important from both employability and employer engagement perspectives. The Open University’s i-know project explores and articulates the information skills requirements of the 21st century workplace. It aims to improve workplace efficiency by

         identifying essential generic information skills required by staff

         helping staff identify gaps in their own information skills

         providing work-based learning activities to fill those gaps.

The project has taken place over 3 years. Phases 1 and 2 focussed on the research and development of a suite of learning activities and the creation of the iKnow website. Aimed at busy working people, the i-know website offers a range of free interactive resources in convenient bite-sized chunks: http://www.open.ac.uk/iknow  

These can be used in a variety of flexible ways, whether by individual employees or as part of company internal training schemes. There are mobile versions for 5 of the learning activities.

In Phase 3 a pilot study is being conducted with employers to test the iKnow model within the workplace, evaluating the pedagogy and practical application of the materials. A self-assessment tool is being developed for individuals to use to determine their use of or need for iKnow. A further objective is to develop a ‘record of competence’ tool to enable individuals to demonstrate their skills and achievements in their PDPs or similar training reviews and plans.

The project’s view of learning encourages re-skilling and up-skilling, and develops work-focused and work-based skills learning amongst those already in work. Benefits to employers include improved employee performance and increased efficiency. For employees, developing enhanced information literacy skills will also support their study and development endeavours, for example, via workplace foundation degrees. 

References:

De Saulles, M.(2007) Information literacy amongst UK SME: an information policy gap. Aslib Proceedings, vol.59, no.1, pp.68-79  http://www.emeraldinsight.com/Insight/ViewContentServlet?Filename=Published/EmeraldFullTextArticle/Articles/2760590104.html (Retrieved 5 November 2009).


Tuesday 30 March

Parallel sessions 2 (morning)

Karen Gravett and Claire Gill

University of Surrey
k.gravett@surrey.ac.uk
c.j.gill@surrey.ac.uk

Using online video to promote database searching skills: the creation of a virtual tutorial for Health and Social Care students

Information professionals are always seeking new ways to deliver information literacy training more effectively. As a result, online tutorials have become well-established tools for the delivery of guidance. However, the rapid transience of technologies, and the ongoing need to maximise the efficiency of services, mean that the question of how best to exploit this medium needs further exploration. This paper focuses on a project by two colleagues at the University of Surrey to develop a new approach to online instruction, with the goal to explore how the addition of video might create an improved user experience. It examines the practical challenges involved in creating useful and accessible content and compares different software solutions for creating and editing video, audio, screencasts and subtitles. Further, it also examines the specific issues encountered when using external content, including database modifications and e-copyright issues. Using video can maximise the impact of e-learning tools, helping online tutorials to deliver information in a more personal and immediate way. However, when allowing for the time investment in creating and managing such resources, both their role alongside alternative information literacy approaches and their lasting value must be carefully considered. (The online video tutorial can be viewed at:

http://libweb.surrey.ac.uk/library/tutorials/LitSearch.htm  )


Geoff Walton and Alison Pope

Staffordshire University
g.l.walton@staffs.ac.uk
a.j.pope@staffs.ac.uk

Having a shufti: using student focus group findings to map unchartered territory in the information literacy landscape

Information Services staff at Staffordshire University have used focus groups to discover what students think of the learning support tool ASK (Assignment Survival Kit).  ASK supports the university’s strategic information literacy (IL) goal as described in Pope & Walton (2009).

Three separate groups of students drawn from different subject disciplines were interviewed (following Bryman, 2004) to determine whether ASK was a useful aid when writing their first assignments.  Students were also asked to highlight potential shortcomings in ASK. 

Student responses were recorded and transcribed.  The ten ASK stages (see Adams, Pope & Walton, 2008) were used to code responses.  This session will share these responses to show how they caused us to make a major change in the way the ASK software works and, significantly, the way it supports the quest for IL: the creation of material to support an initial but, perhaps inconclusive, exploration of a topic which we have called a “shufti”*.

Students identified that ASK did not assist those who chose to have an initial “look around” a topic and then decided that there were not enough resources to either interest them or to allow them to successfully complete an assessment.  In response to this, ASK now includes web pages which support this very real problem, encountered by many students but not often highlighted either in information literacy support tools or, equally importantly, perhaps in our teaching (Walton, 2009).  Indeed, the problem does not feature largely in the literature supporting the subject of IL and we feel that this empirical study begins to address this area.

Our research is in its infancy but we feel that this every day problem is one worth examining and definitely an area where librarians and information professionals can provide support.

*Oxford English Dictionary definition: British colloquial, a look or a glimpse.

References:

Adams, J. Pope, A and Walton, G. (2008).  Using Web 2.0 to enhance the Staffordshire University Assignment Survival Kit (ASK).    In Parker, J. E. and Godwin, P (eds).  Information Literacy Meets Library 2.0.  London: Facet Publishing, pp139-150.

Bryman, A. (2004).  Social research methods.  (2nd edn.).  Oxford: Oxford University Press.

Pope, A. & Walton, G. (2009).  Information and Media Literacies: Sharpening our Vision in the Twenty First Century.  In Leaning, M. (ed).  Issues in Information and Media Literacy: Education, Practice and Pedagogy.  Informing Science Press, pp1-29.

Walton, G. (2009).  A new blended approach to fostering information literacy.  Unpublished PhD thesis; Loughborough University.


Ned Fielden and Mira Foster

San Francisco State University
fielden@sfsu.edu
mira@sfsu.edu

Crossing the Rubricon: Assessing the Instructor

As librarians assume ever greater instructional roles in higher education, ongoing assessment is vital for maximising instructional quality. Rubrics as an assessment mechanism are commonly used to gauge the extent of learning outcomes in classes and library instructional sessions. Rubrics allow for standardisation of application, ease of use, and provide an expandable framework for quantitative evaluations, yet their use in evaluating library instructors has neither been widely explored nor employed.

This is a case study of the development of an instructor rubric at San Francisco State University, California USA, and will examine both theoretical and practical issues in the creation and application of rubrics to instructors. Education literature on rubrics is extensive, and in library literature rubrics have been examined closely for evaluating learning outcomes but not as assessment tools for instructors themselves. Instructional librarians often need both formative feedback and summative evaluation, and a thoughtfully designed rubric can accomplish both. Besides serving as educational frameworks, rubrics can advance pedagogical values or encourage innovations throughout a program. Rubrics serve to remind instructors of the essential goals of instruction, establishing a foundation for careful review. Rubrics are often valuable for generating quantitative data, but additionally serve to standardise evaluation categories. The advantages of analytic vs. holistic rubrics, their utility for introducing pedagogical innovation, and value for reviewing candidates for retention (and sometimes tenure) decisions will all be explored. The paper will provide a sample instructional evaluation rubric, and offer practical advice for rubric formulation, application and interpretation.


Deborah Lepley,

Mid Essex Hospitals NHS Trust
deborah.lepley@meht.nhs.uk

Isla Kuhn

Cambridge University Medical Library
ilk21@cam.ac.uk

Pauline Hockley

The Princess Alexandra Hospital NHS Trust
pauline.hockley@pah.nhs.uk

Evaluating your Training – a Pragmatic Approach. The East of England Experience

The East of England Health Information Skills Trainers (EEHIST) is a subgroup of the East of England Confederations of Library and Knowledge Service Alliance (ECLaKSA). EEHIST was formed to encourage collaborative working and share best practice, knowledge and expertise in the area of health information skills training. There are 31 NHS and joint NHS/HE Libraries in the region, providing a wide variety of services and delivering information skills training. 

The training offered in the East of England cover searching techniques, practical searching of Healthcare Literature Databases, finding high quality healthcare information on the Internet, Cochrane Library, and Critical Appraisal skills. Training is delivered according to users’ needs and the practicalities of individual libraries. 

EEHIST members have discussed whether the training they provide is effective, and have been asked to provide evidence of effectiveness and impact. Following an initial evaluation project, EEHIST have developed pre-assessment and post-assessment training questionnaires in an attempt to measure whether trainees retain learning, if they make use of resources and techniques taught after training, and whether they feel the training has had an impact on their work. The pre-assessment is given to all trainees to complete prior to undertaking training, and the post-assessment completed six weeks later.  Both have been used across the East of England for over a year.

Results of the first year will be analysed with particular attention to whether trainees feel the training received has impacted on their work and ultimately patient care.

It is our contention that real learning of Information literacy skills happens on a long-term basis and is reinforced through practice. EEHIST hope to demonstrate that trainees in the East of England retain sufficient understanding/knowledge/learning/skills to build on for their future needs; and that the training has made a difference to trainees’ understanding and behaviour in the short term.


Sara D. Miller and Nancy DeJoy

Michigan State University
smiller@mail.lib.msu.edu
dejoy@msu.edu

Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes

This presentation explains how shared inquiry-based pedagogical approaches, outcomes-based collaborative curriculum building, and integrated information literacy instruction create collaborative opportunities for new definitions and richer expectations in research-based first-year writing courses. Examples of preparation activities, in-class activities, and follow-up activities show how these three guiding principles prepare new ground for theorizing connections and developing innovative practices for integrated information literacy instruction.

While collaboration between librarians and first-year writing instructors and course-integrated instruction is not a new strategy, this endeavor breaks new ground by going beyond simply fitting the library into the syllabus, assignment, or course outcomes to an intentional pedagogical alignment between the librarian and course instructor. This pilot project attempts to increase the relevancy of the library classroom session and reinforce seamless integration with both the individual course and the first year writing program’s outcomes through the use of inquiry-based learning and assessment.

We suggest an approach to assessment that centers on formative and developmental issues such as fostering outcomes-based collaboration, creating shared evaluation criteria for writing instructors and information literacy providers, and the establishment of data collection practices that allow for the evaluation of multiple aspects of this integrated approach: assessment of the effectiveness of the collaborative endeavor, impact of learning across the semester, and effects on teacher and student attitudes toward information literacy.


Ursula Byrne and Mark Tynan

UCD Library
Ursula.Byrne@ucd.ie
Mark.Tynan@ucd.ie

Avoiding plagiarism: a new solution to an old problem

This paper highlights an innovative UCD Library initiative in educating students about plagiarism – the concept, negative impact and consequences – via a Virtual Learning Environment.

Piloted initially with UCD School of Sociology in 2008/2009, UCD Library developed a plagiarism quiz in the VLE Blackboard, in which ten multiple choice questions were devised around the basic components of plagiarism and how to avoid it. Quiz submission was linked to students’ first assignments of the year – in both first and second year – ensuring that the knowledge acquired was not only theoretical, but applied in a practical way.

After this pilot, the School of Sociology reported a drop in the instances of plagiarism from10% to1%.

Since the initial pilot, approximately 50% of Schools in the Humanities and Social Sciences in UCD have made the quiz available to their students through Blackboard. Initially generic, the quiz has also been amended to meet specific School requirements.

The quiz is currently being translated into both Irish and Chinese. The Chinese version of the quiz, which includes the 10 generic questions reworded and translated to suit this different audience, as well as extra content, is aimed at addressing the significant cultural challenges in the area of plagiarism. The phrasing is more direct, less ambiguous, and nothing is lost in translation.

Through the development of an expertise in the area of plagiarism, UCD Librarians also supports Schools by providing lectures in avoiding plagiarism and referencing accurately, with web pages backing up these sessions. But there remains the problem of reaching vast multitudes of students with limited staff and time. Vole’s reach more students, ensuring that they gain the required knowledge about this issue, while also allowing us to quantify the success of the approach with the easy provision of statistics.


Gill Downham

University of Surrey
g.downham@surrey.ac.uk

Research students and IL: the Surrey Experience

The Research Information Network is a recent paper (RIN 2008) stressed the importance of skills both generic and specific for the postgraduate researcher.  In line with the RIN reports and recommendations from the QAA (2004) all postgraduate researchers need to be conversant with new technologies and advanced methods of information seeking and these need to be promoted in the library environment.

At the University of Surrey there is a two-pronged approach by library staff to the teaching of information literacy to research students: the academic liaison librarians (ALLs) are responsible for the development of specific information searching, retrieval and organisational skills whilst the Postgraduate Skills Development Programme team (PGSDP) train students in the (generic) management and presentation of information.

This paper reports on a small-scale action research project undertaken as part of the End of Course Assessment for the Open University’s Postgraduate Certificate in Academic Practice award.  The focus of this research was to find out what the two teams offered to the research students in the way of information literacy skills training through a focus group for staff, followed up by a brief questionnaire to the postgraduate researchers in the Faculty of Arts and Human Sciences.  This latter was an attempt to discover the extent of take-up of these services.  Having obtained the results the aim was to use the research outcomes to inform future planning of information literacy training to the students. 

As a result of these investigations it is hoped that enough information has been gathered to lead to a more seamless, improved service being offered to research students by the PGSDP and ALLs.  It is planned to re-run the cycle of research once any alterations are in place to see whether there has been any improvement in students’ evaluations of library skills provision.

References:

QAA (2004) Code of practice for the assurance of academic quality and standards in higher education http:www.qaa.ac.uk/academicinfrastructure/CodeOfPractice (retrieved 30 November 2008) 

Research Information Network (2007) Researchers’ use of academic libraries and their services: a report commissioned by the Research Information Network and the Consortium of Research Libraries London, RIN.

Research Information Network (2008) Mind the skills gap: information-handling training for researchers London, RIN.


Georgina Hardy and Caroline Long

Aston University
g.c.hardy@aston.ac.uk
c.a.long@aston.ac.uk

Stepping Stones to Information Literacy: a PebblePad case study

Aston University has recently made PebblePad, an e-portfolio or personal learning system, available to all students within the University.  The customisable Profiles within PebblePad allow students to self-declare their skills in particular areas, attaching evidence of their skills or an action plan for

improvement to each statement.  

Formal Information Literacy (IL) teaching within Aston University is currently limited to Library & Information Services (LIS) Information Specialists delivering a maximum of one session to each student during each level of their degree.  However, many of the skills are continually developed by

students during the course of their academic studies.  

For this project, an IL skills profile was created within PebblePad, which was then promoted to groups of staff and students to complete during the academic session 2009-10.  Functionality within PebblePad allowed students to share their IL skills profile, evidence, action plans or any other items

they felt were appropriate with an LIS Information Specialist who was able to add comments and offer suggestions for activities to help the student to develop further.  Activities were closely related to students’ coursework where possible: suggesting a student kept a short reflective log of their information searching and evaluating process for an upcoming essay, for example.  Feedback on the usefulness of the IL Profile will be sought from students through focus groups and the communication tools in PebblePad.

In this way, we hope to make students more aware of their IL skills and to offer IL skills support over a longer period of time than a single session can provide.  We will present preliminary conclusions about the practicalities and benefits of a self-declaration approach to developing IL skills in students at Aston University.


Gwen Ryan

National University of Ireland Galway
gwen.ryan@nuigalway.ie

Defining criteria for measuring the impact of discipline specific information skills training for PhD students

Most library trainers at our institution circulate session feedback forms to ascertain the value that participants feel they have derived from their sessions.  This tends to be done immediately as the session ends so that forms are returned and not forgotten about.  However, Markless and Streatfield contend that these “reactionnaires” are of limited value because they are administered too soon after an event to be able to ascertain whether any actual learning or growth in confidence has occurred (2006, p.145).  I aim to explore less obtrusive and more quantitative alternatives to traditional focus group and reactionnaire methods of collecting feedback on the effectiveness of library instruction.

Similarly, the use of a pre-course self-assessment questionnaire to ascertain the level at which content should be pitched may not be a valid indicator of skill level -  recent research by Patterson (2009) has indicated that self assessment in personal development plans often leads to over-rating of skills and thus may not always produce valid responses from those surveyed.   This will be taken into consideration when developing impact measures for library instruction as pre- and post-course feedback may not be true measures of the effect of instructional intervention.

From existing knowledge of the area, in particular what has been written by Markless and Streatfield (2006; 2008) and the published report of the UK LIRG/SCONUL Impact Implementation Initiative (Conyers & Payne, 2005), it is clear that it will be necessary to develop quite specific and focused success criteria.    But it is hoped that if valid measures of impact and value are developed that they can be practically employed in this instance and then adapted for other instructional programmes.

This paper will report on the progress being made in developing criteria to measure the impact of a series of information skills workshops aimed at PhD students and staff researchers.  Piloting of the criteria is due to commence in January 2010 so initial findings will also be reported.

References:

Conyers, A., & Payne, P. (2005). Measuring the impact of higher education libraries: the LIRG/SCONUL Impact Implementation Initiative. Library and Information Research News, 29(91), 3-9.

Markless, S., & Streatfield, D. (2006). Evaluating the impact of your library. London: Facet.

Patterson, A. (2009). A needs analysis for information literacy provision for research: a case study in University College Dublin. [preprint]. Journal of Information Literacy, 3(1), 5-18.

Streatfield, D., & Markless, S. (2008). Evaluating the Impact of Information Literacy in Higher Education: Progress and Prospects. Libri, 58(2), 102-109.


Joanna Szurmak and Andrew Petersen

University of Toronto Mississauga
joanna.szurmak@utoronto.ca
andrew.petersen@utoronto.ca

Growing instruction programs in LOAM, a tool facilitating the scaffolding of information literacy skills

Students require higher-order cognitive and information literacy skills to thrive in today's information-rich university environment, yet they often enter the university without significant experience or training. To bridge this gap, instructors must facilitate student skill development by being aware of the complexity of their course material and scaffolding it with increasingly advanced information and technical literacy skills. However, it's insufficient to develop these skills within a single course; proper development requires coordination across an entire degree program. To assist instructors with this task, we introduce the Learning Outcomes Assessment Matrix (LOAM). LOAM, a software tool, facilitates analysis of the relationships between prerequisite skills, learning outcomes and environments, and cognitive taxonomies. Furthermore, LOAM supports connections across courses so that instructors can relate course objectives to degree-level standards like the ACRL's Information Literacy Competency Standards. LOAM's iterative relationships between prerequisites and objectives give instructors the confidence that their students will be faced with increasingly complex challenges and will graduate with the information and technical literacy skills they need. In this paper, we explore LOAM's support for prerequisites and degree-level outcomes by applying it to a computer science curriculum rich in discipline-specific skills. This case study demonstrates how LOAM's mapping between pre-requisites, learning outcomes, and information literacy standards leads to the scaffolding and development of information literacy competencies within and across courses. This work addresses the challenge of developing meaningful connections between learning outcomes, cognitive skills and information literacy standards, an area in need of further research.


Anthony C. Holderied

The University of North Carolina at Pembroke
anthony.holderied@uncp.edu

Instructional Design for the Active: Employing interactive technologies and active learning exercises to enhance library instruction

Recent trends in education, particularly library and information literacy instruction, emphasize the use of interactive technologies in the classroom as a positive and effective strategy aimed at enhancing learning through the promotion of student engagement and active learning. Given these trends, educators are aiming to approach students not only with content in formats that are more familiar to them, but that also resemble new technological platforms which they experience in their daily lives.

According to Bonwell and Eison, students prefer learning environments where active learning is employed over traditional lecture. In active learning, the focus of learning moves from an instructor-centric environment to one that is learner-centric, meaning the emphasis is no longer placed on how the teacher teaches but how the student learns. Interactive technologies such as whiteboards and clickers for example, give learners the ability to actively participate in how they receive and retain information. Compared to traditional lecture, note-taking, and memorization, implementation of active learning and interactive technologies provides students the opportunity to directly engage content unlike ever before. 

In a variety of instructional scenarios, librarians at The University of North Carolina at Pembroke have been working to engage students with interactive technologies and active learning exercises that enhance learning and present information literacy concepts in ways that accommodate different learning styles. This paper describes the successful use of active learning techniques and interactive technologies in the library instruction classroom as a strategy for engaging students in both first-year and upper-level undergraduate courses.

Practical examples of our use of class response systems (clickers), interactive whiteboards, wireless slates, digital cameras, and active learning exercises are discussed in the context of both upper and lower-division classes.  Best practices for using these technologies and the theoretical base for pedagogical implementation will also be discussed.

References:

Adams, P., 2006. Exploring Social Constructivism: Theories and Practicalities, Education 3-13 34(3), pp: 243-257.

Bonwell, C.C. & Eison, J.A., 1991. Active Learning: Creating excitement in the classroom, ASHE-ERIC Higher Education Report No. 1., Washington, DC:  The George Washington University, School of             Education and Human Development.

Fink, D.L., 2003. Creating Significant Learning Experiences, San Francisco, CA: Jossey-Bass.

Leonard, D.C., 2002. Learning Theories A to Z, Westport, CT: Greenwood Press.

Reiser, R.A. & Dempsey, J.V., 2007. Trends and Issues in Instructional Design and Technology, 2nd ed., Upper Saddle River, NJ:  Pearson Prentice Hall.


Bob Glass and Jill Griffiths

Manchester Metropolitan University
n.r.glass@mmu.ac.uk
j.r.griffiths@mmu.ac.uk

Understanding the information literacy levels of students: results of a three year Online Information literacy Audit at Manchester Metropolitan University

There has been some interesting debate recently regarding the assessment of students’ information literacy skills. A number of key questions have arisen such as: what standards and criteria should we use to assess students, what are we actually trying to measure, what type of test is the most appropriate, what do the results mean, how do we measure improvements and the effects of intervention, is a “one test fits all” solution practical? Whilst a number of Information Literacy audits or tests exist (including the UK competency standards, SCONUL 2008) we decided to use one of the most widely trialled Information Literacy Tests, Adpatex software based “Online Information Literacy Test” from Steven Wise and his team at the Institute for Computer Based  Assessment at James Maddison University, Virginia, USA (Wise et al 2005).

Our study (is longitudinal in nature and will be repeated with the same group of students as they progress from year 1 to year 2 to year 3. The initial testing took place during January and February 2007. Seventy five students in the Common Undergraduate Programme of the Department of Information & Communications and twenty from the Economics Department in the same faculty undertook the information literacy test. The test measures performance in four of the five Information Literacy competencies identified in US formulated ACRL standards (ACRL, 2000). Analysis of the results of test results for each year has been undertaken using SPSS and this paper will present findings and recommendations for future work, identifying for example that students struggle with understanding primary sources of information, phrase searching, locating journal articles and that the greatest area of concern is with the efficient and effective access of information.


Nancy Graham

University of Birmingham
n.graham.1@bham.ac.uk

Open up and share: finding and re-using information literacy (IL) learning material

This short talk will focus on work being done in the UK on opening up educational resources for information literacy (IL).  It will begin with outcomes of the 2009 LILAC symposium ‘Are we sharing our toys in the sandpit?’ and go on to explore projects and repositories for IL learning resources, other influencing factors to sharing and finally look at plans for future activities. 

The symposium discussions led to the setting up of the IL RLO Share wiki. This wiki (http://ilrloshare.wetpaint.com) is a space for librarians to share links to and ideas on IL learning resources. There is a section on the wiki dedicated to IL projects and repositories, which includes links and licence information.  This is designed to encourage librarians to explore each others’ learning material in order to build on good practice and use resources effectively.

The talk will then move on to look at the JISC funded Open Educational Resources (OER) projects. The findings from these projects will influence how institutions and individuals (including librarians) are able to share learning resources. The launch of JorumOpen, due for January 2010, will see a national, open repository in which librarians (amongst others) can sustainably share their learning resources. The use of Creative Commons licencing in JorumOpen will also mean that users can re-use material legally.

The final section of the presentation will encourage librarians to join the CoP and take part in possible future activities including:

Further sharing of resources and ideas on the wiki.

Adding IL RLOs to institutional repositories and/or JorumOpen as both routes can guarantee maximum ‘discoverability’ for resources and ease of access.

Organising a face to face event to bring together librarians to discuss issues surrounding design, creation and sharing of IL RLOs.


Stephanie Rosenblatt

California State University
srosenblatt@fullerton.edu

They can find it, but they don't know what to do with it: Describing the use of scholarly literature by undergraduate students

Academic librarians and library instruction programs seem to operate under the following premise:

 "Tired of reading and grading mediocre papers, all of which cite flimsy sources, if they cite any at all?  It is said that we are living in an 'Information Age'.  So, why then, are papers so often lacking in solid, factual information from scholarly sources? . . . Thus, a path to improved student papers is making students aware of the wealth of resources available to them," (Hurst & Leonard, 2007, p. 1-2).

However, how can we be so sure that quality resources = quality papers when our researchers seem to focus on describing items in student bibliographies (Barratt et al, 2009, Hurst & Leonard, 2007, Mohler, 2005, Robinson & Schlegl, 2004, Ursin et al, 2004, Davis & Cohen, 2003, 2002, Hovde, 1999, Dykeman & King, 1983)?

In the midst of a project to determine if students attending a library instruction session used better quality resources than those that didn't (Rosenblatt & Harris, 2008), this librarian discovered that a small group of twenty upper-division sociology students had no difficulty finding and evaluating sources in order to meet or exceed the professor's bibliographic requirements, including those students who had never attended a library instruction session. However, the majority of the students were unable to use the information they found.

What is the point of a research paper or project that doesn't result in a deeper understanding of the topic or discipline? How can we continue to devote time and energy to bibliographic instruction if it’s not serving larger institutional goals?  This librarian argues that it will benefit both our practice and that of discipline faculty if we analyze the work products of our students -- and by this the author means looking beyond bibliographies.  This analysis can reveal not only students' misconceptions about the research process and why the "literature" is cited in academe, but also a dissonance between faculty conceptions of the research process and those of their students, (McGuiness, 2006).  

References:

Barratt, C., Nielsen, K., Desmet, C. & Balthazor, R. (2009) Collaboration is key: Librarians and composition instructors analyze student research and writing, portal: Libraries and the academy, vol. 9, no. 1, pp. 37-56.

Davis, P.M. (2003) Effect of the web on undergraduate citation behavior: Guiding student scholarship in a networked age, portal: Libraries and the academy, vol. 3, no. 1, pp. 41-51.


Lesley Thomson

Scottish Government
Lesley.thomson2@scotland.gsi.gov.uk

Developing an information literacy community of practice in Scotland

According to Etienne Wenger (Wenger, 1998), a community of practice has three defining features:

what it is about – the joint enterprise as understood and continually renegotiated by its members

how it functions – the mutual engagement that bind members together into a social entity

what capability it has produced – the shared repertoire of communal resources that members have developed over time.

The Scottish Information Literacy Project has been very successful in taking information literacy beyond the library and identifying and making contact with relevant stakeholders from a wide range of sectors in Scotland.  An open space event in March 2009 and follow up meeting in June 2009 brought together key stakeholders from education, employability, skills and information agendas to identify factors in information literacy promotion (Crawford, 2009). Organisations represented included the Convention of Scottish Local Authorities (COSLA), the Scottish Government, Skills Development Scotland, Centre for Lifelong Learning (University of the West of Scotland) and the Scottish Trade Unions Council (STUC).

Following the meeting attendees wondered how the group might stay in touch and continue to work collaboratively to progress the information literacy agenda in Scotland.  The presenter, a long time Project partner, is a facilitator of several Scottish Government communities of practice and offered to set up and facilitate a community or practice for the group. The community was officially launched at the Project’s Open Meeting on 16 September 2009.

The presentation will discuss the development of the community and reflect on how successful it has been in meeting it’s stated aim of providing a platform for anyone interested in information literacy in Scotland (and beyond) to get together to identify common solutions to problems, share good practice and explore new ways of working.

The focus will be on the information literacy community of practice, but the presenter will also identify some general pointers for developing successful communities of practice.

References:

Wenger, E. (1998) Communities of Practice. Learning as a Social System.

http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml

(retrieved 1 November 2009)

Crawford, J. (2009)  Post open space meeting June 15th.  Scottish Information Literacy Project Blog.

http://caledonianblogs.net/information-literacy/2009/07/13/post-open-space-meeting-june-15th/ (retrieved 1 November 2009)


Andrew Fleming, Margi Rawlinson  and Helen Ball

Edge Hill University
andrew.fleming@edgehill.ac.uk
margaret.rawlinson@edgehill.ac.uk

From framework to curriculum: the adoption of a ‘learning literacies’ approach at Edge Hill University

This paper will describe the development and implementation of a new approach to learner support at Edge Hill University.  This approach integrates information literacy with study skills such as time management, reading, note-making and academic writing.  It is intended as a move away from information literacy teaching based on a generic framework of competencies towards learner support that is focused on the process of teaching, learning and assessment.

This paper will outline the factors within the university that led to the development of this new approach, in particular: a review of the university’s Undergraduate Framework, and specifically the opportunity to revisit the university’s policy on ‘Key Skills’ in light of recent research on learning literacies a restructuring within Edge Hill’s Learning Services which has brought library and study skills staff  together in the same team, allowing greater opportunities for collaboration the perceived need to align information literacy teaching more closely with academic practice within the disciplines.

In this paper we will also put forward a practical example of the learning literacies approach in the form of a programme of workshops called the First Assignment Survival Toolkit (FAST).  The FAST programme is intended to help new students develop the skills they need to tackle their first piece of assessed work, from planning their assignment, to searching for relevant information, to writing or presenting the final output.  Although currently in its pilot phase, we will report on initial feedback from students and academic staff.

References:

Beetham, H. et al. (2009). Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project). Glasgow: The Caledonian Academy http://www.academy.gcal.ac.uk/llida/index.html


Laura Jeffrey

Durham University
l.k.s.jeffrey@durham.ac.uk

Generic versus subject-specific researcher training

This paper explores generic information literacy training for early career researchers through the lens of the Researcher Training Librarian at Durham University. This post, while physically situated in the library, is also part of university’s the Postgraduate Training Team. They deliver a skills development programme, which includes information literacy courses, to postgraduate and post-doctoral research students. The posts are funded by Roberts’s money and therefore restricted to delivering generic rather than subject-specific training. A number of information literacy courses are delivered with other members of the team giving the training a reach beyond traditional library boundaries and putting the skills gained in the broader research context. This framework contrasts with the approach taken by many university libraries which apply a discipline- or faculty-specific filter to much of their support for researchers.

The executive summary of RIN’s Mind the skills gap report suggests that an “over-emphasis on generic training may not be effective” (2008: 3). However, this paper runs counter to the assumption that the more specific the research, the more specific information skills training needs to be. It argues that it is undergraduates that need step-by-step guidance through subject-specific resources, while doctoral researchers benefit from developing a transferable skills-set that enables them to apply generic training to the range of resources and contexts that they will encounter during in their research career. The paper suggests that there are additional benefits for researchers in attending such courses, for example the value of meeting students in other disciplines, and also for practitioners in delivering well attended, scalable sessions. The paper uses feedback from course attendees to support this generic approach to information skills training.

References:

Research Information Network (2008) Mind the skills gap: information handling training for researchers. Executive summary. Available at: http://www.rin.ac.uk/our-work/researcher-development-and-skills/mind-skills-gap-information-handling-training-researchers (Accessed: 27 October 2009).


Joshua Clark and Hugh Murphy

University College Dublin
joshua.clark@ucd.ie
hugh.murphy@ucd.ie

The librarian as lecturer: Experiences on the other side of the fence

Librarians are always looking for new ways of adding to and developing their information literacy teaching skill set. In 2008 a selected group of library staff in University College Dublin were invited by the UCD School of Information and Library Studies to develop and deliver a module on Web 2.0 tools and technologies.  The group were subsequently invited to repeat the module in Semester 1 of the 2009-2010 academic year. 

Responsibility for the development and delivery of this module was seen as a unique opportunity for library staff to engage in module curriculum design.  Drawing on existing knowledge and personal practical experience of utilising various Web 2.0 tools, the library team created, coordinated and delivered the module Web 2.0 and Social Media: An Introduction.

The module was designed for second stage (second and third year) undergraduates, and was offered as an optional module to fulfil the requirements for the Social Science Bachelor’s programme curriculum.  It was also offered as an elective module.  Elective modules in UCD are offered to students across all UCD Schools.  As a result the students registered for the course in 2009/2010 came from diverse backgrounds, with varying levels of previous experience in using some of technologies that made up the module content.

This paper will focus on the process of planning a module curriculum from content design to delivery and will discuss the challenges module coordination and assessment presented for the library staff.  The paper will also highlight the teaching methods utilised for this module and how they differed from other modules delivered by the School. Lessons learned from the experience of teaching undergraduates and how the teaching of the module informed and developed the librarians’ own information literacy skill set for future information literacy sessions will also be discussed.


Morag Higgison and Jenny Foreman

Scottish Government Information Management Unit
morag.higgison@scotland.gsi.gov.uk
jenny.foreman@scotland.gsi.gov.uk

Scottish Government information literacy in the workplace – measuring impact

‘A smarter Scotland is at the heart of everything we want to achieve for this country. We can only build a Scotland that is wealthier and fairer, one that is healthier, safer, stronger and greener, if people are equipped with the skills, expertise and knowledge for success.’ 1

The statement above directed the Scottish Government (SG) Information Management Unit (IMU) Library Services, to consider the necessary steps to implement an ‘Information Literacy Strategy’ 2, to ensure that staff within the SG have information literacy skills to enable them in the policy making decision process.

The presenters are both Scottish Government librarians involved in promoting an information literacy programme within the work place. Although the SG Information Literacy Strategy 2 has yet to be formally agreed within the organisation, the presenters are now investigating measuring the impact of their IL training programme and evaluating its success (or not?).

Where are we now?

Two important pieces of background research 3 & 4 have already been undertaken regarding workplace information literacy and staff skills within the SG.

Information Literacy course material has been developed using Librarians’ expertise.

Information Literacy programme now being implemented

Formal feedback is gathered regularly after each IL session from participants

Future developments -measure, evaluate and assess:

Consider the impact of the individual learning experiences

Are staff within the SG working ‘smarter’?

Gather the evidence on new skills gained from attending an IL session

Using interview based research to gain an in-depth analysis on the task undertaken, the benefit, and the result of the attendees

Revise and update feedback form

Establish focus groups to look at the content of IL sessions

Liaise with SG analytical services colleagues on how best to gather and evaluate our evidence.

References:

1. Scottish Government. 2007. Skills for Scotland strategy: a lifelong skills strategy [online]. Edinburgh. Available at: http://www.scotland.gov.uk/Resource/Doc/197204/0052752.pdf [Accessed 2 November 2009]

2.  Scottish Government. 2008 Scottish Government information literacy strategy. Not available. [Internal document].

3. Crawford, John et al. 2008. The use of information by Scottish Government staff, Library & Information Update, December 2008 pp. 48-49.

4. Scottish Government. 2007 Scottish Government information use survey. Not available. {Internal document].


Andrew Walsh

University of Huddersfield
a.p.walsh@hud.ac.uk

QR Codes – using mobile ‘phones to deliver library instruction and help at the point of need.

“Knowledge of the end user’s location will be used to deliver relevant, timely, and engaging content and information. … these services can help reduce confusion, improve the consumption experience, and deliver high-quality service options.” (Rao & Minakakis, 2003)

Though true location aware devices such as GPS enabled ‘phones are becoming more common (e.g., the latest iPhone includes GPS and compass) developing services that “augment” reality is unrealistic for most libraries due to time; money and technical constraints.

There is an easier option though – using small printed codes, such as QR codes, around the library that link to resources and information appropriate to their location.

QR (Quick Response) codes are a matrix codes, like a two dimensional bar code. They can be read by mobile 'phones with integrated cameras, with a small application installed. Some mobiles come with the application ready installed, though it can also be download for free from the internet and installed on PDAs, smartphones and other mobile devices.

At the University of Huddersfield we have used QR codes to deliver context appropriate help and information to blur the boundaries between the physical and electronic world. We’ve developed mobile friendly materials to deliver information skills materials directly to our users at the point of need, linked by QR codes on printed materials and on appropriate locations in the physical library.

I recently outlined some potential uses of QR codes in libraries (Walsh, 2009), this talk will outline the practical uses we’ve found for them and give preliminary results of how they’ve been received by our library users.

References:

Rao, B., & Minakakis, L. (2003). Evolution of mobile location-based services. Communications of the ACM 46(12), 61-65.

Walsh, A. (2009) Quick response codes and libraries. Library hi tech news 26(5/6), 7-9


Tuesday 30 March

Pecha Kucha (afternoon)

Kristy Widdicombe

University for the Creative Arts
kwiddicombe@ucreative.ac.uk

Cog-ignition: the development of learning objects to support teaching and learning at UCA

This presentation showcases the package of learning objects that have been created in order to deliver Information Literacy content to students at the University for the Creative Arts.   It is self-reflexive in that it uses the same software, Adobe Presenter, to deliver a short attention grabbing pecha kucha.  

Internal Teaching, Learning and Research funding was awarded in order to develop econtent within the Library’s Information Literacy programme.  Working with an edeveloper it has been possible to create multimedia content (e.g. videos, audio clips, Flash animation, etc.) in order enhance the presentation of information and create visually stimulating resources that will appeal to our users.  

An online tutorial has been created that aims to introduce students to the research process, highlighting the importance of research for practice-based students.  As a basic introduction, the tutorial covers areas such as mind mapping, keyword construction, primary and secondary research and planning.  Although focusing on the wider research context (e.g. sketchbooks and museum and gallery visits), its primary focus is library research. 

A recent report published by JISC has revealed that ‘students’ perceptions of research is very much led by the context of their assignments’ and that they are ‘reluctant to approach their tutor directly…for advice on what research content to access’ (Hampton-Reeves, et al 2009).   One of the recommendations of this report is that a student-authored guide to research is created.  As a result, the Introduction to Research tutorial contains student-authored elements (e.g. examples of primary research and video footage of students reflecting on the importance of research). 

A key feature of this project is that it advocates the creation of online learning objects which, as D. Randy Garrison and Norman D. Vaughan have pointed out, ‘allow students to listen and view course related material outside of class time, at their own pace, and as often as required to gain understanding’ (2008). 

References:

Garrison, D. Randy & Vaughan, Norman D. (2008) Blended learning in Higher Education. San Francisco: Jossey-Bass.

Hampton-Reeves, S. et al (2009) Students’ use of research content in teaching and learning. University of Central Lancashire: Centre of Research-Informed Teaching. http://www.jisc.ac.uk/media/documents/aboutus/workinggroups/studentsuseresearchcontent.pdf (Retrieved 4 October 2009).


Katri Rintamäki

Tritonia Academic Library
katri.rintamaki@tritonia.fi

Jointly arranged Reflective Information Literacy Course

In Vaasa there are two larger libraries: Vaasa City Library – Regional Library and the Tritonia Academic Library that is a joint academic library and learning centre for three universities and two universities of applied sciences. In addition to these universities with their Open University activities there is a summer university operating in Vaasa. The Summer University of Vaasa offers for example Open University, vocational continuing education and preparatory and extramural courses.

Though both the Vaasa City Library and Tritonia serve all information seekers, they have a certain division of labour especially in information literacy teaching. The Vaasa City Library is responsible for information literacy teaching for infant schools, comprehensive schools, vocational training and in general. Tritonia arranges information literacy courses for students and personnel of its main universities and for other customers by request.

In this presentation we purpose to present the goals, content and methods of implementation of a new joint Open University course in information literacy that the Vaasa City Library, Tritonia and the Summer University of Vaasa are piloting. The main target groups are new university students and teacher of comprehensive school and vocational education. The aim is to teach information seeking and evaluation of information in Internet. The focus is on official web materials and open access databases that can be used for studying and teaching even outside university and library premises.  The teaching consists of workshops and net-based learning with reading materials, online discussions, quiz, and written assignments. The main educational method is reflective process learning. We aspire to combine the different expertise of the city library and the academic library in teacher cooperation and to reach different persons that need information literacy skills in their work or in their future studies. As its best this course can even inspire its participants to further university studies.


Cathie Jackson

Cardiff University
JacksonCM@cardiff.ac.uk

An information literacy strategy for Wales: towards a national framework

Building a world class broadband network in Wales without giving everyone the skills to access it properly, is like buying a seventeen year old a Ferrari without paying for the driving lessons first.  So said Professor Dylan Jones-Evans in his review of the Welsh Affairs Select Committee report on digital inclusion.

This short presentation will report on Wales’ first steps in developing a national information literacy strategy to address the need for information literacy.  A cross-sectoral approach was immediately recognised as being essential, as was the full endorsement from the Welsh Assembly Government.

To drive the initiative forward, a two-day workshop took place in late November 2009. The setting was Gregynog, a beautiful but remote conference venue in the heart of mid Wales.  The cast included players from the Welsh Assembly Government, from CyMAL: Museums, Archives and Libraries Wales, and the Department for Children, Education, Lifelong Learning and Skills (DCELLS). Invitees also included selected Welsh librarians in schools, FE, HE, public libraries and the National Library of Wales. Inspiration came from the Scottish Information Literacy Project and a consideration of the UN Primer and lessons from other countries’ strategies. John Crawford and Sheila Webber both added their considerable expertise to the event.

The presentation will consider the factors which led up to this event and reflect on the effectiveness of the workshop in steering the direction of the national strategy.  The next steps, determined by the workshop, will be outlined to share how one nation is striving to prepare its citizens for the joys of their promised Ferrari.

References:

Welsh Affairs Select Committee report on digital inclusion. http://dylanje.blogspot.com/2009/08/information-literacy-and-digital-divide.html


Susan Boyle

University College Dublin
Susan.Boyle@ucd.ie

Problem Clinics – Information Literacy Triage

Problem Clinics are tailored information literacy sessions with a difference.    They offer an ideal and innovative structure to identify and deal with student information literacy (IL) issues. Problem clinics help to ensure that the most relevant topics of priority to students are covered in the IL session.

Problem clinics begin with a quick question round, where students are asked to name their top IL issues or what they don’t understand well.  The librarian identifies common themes that emerge and chooses appropriate exercises, games or tasks for the students to complete to address these issues.

This pecha kucha presentation will showcase how problem clinics

can be an effective and innovative IL tool

enhance the teaching librarian skill set

enable librarians to enhance student engagement

are tailored to help students overcome difficulties with searching for information for their assignments and research.

It will also detail

how librarians should prepare and use problem clinics

the elements to consider when delivering a problem clinic

benefits and challenges with problem clinics.


James Thull

Montana State University-Bozeman
jjthull@montana.edu

The Tribal College Librarians Institute: Making Connections with the Underserved

James Thull will present a Pecha Kucha presentation on the Tribal College Librarians Institute (TCLI). TCLI was formed in 1991 as a week-long professional development institute for American Indian Tribal College librarians from the seven tribal colleges in the state of Montana. Since then it has grown to include tribal college librarians from across the United States and Canada. TCLI is unique in that it is the only professional development institute in existence in the United States that is specifically designed to serve the needs of indigenous libraries. While the majority of participants are from North America TCLI has hosted indigenous librarians from as far away as New Zealand and is open to indigenous librarians the world over. The institute is sponsored by the Montana State University Libraries and funded through both federal and private grants. The institute is open, free of charge, to all those who serve the information needs of tribal college students and indeed most years TCLI has been able to offer travel and housing funds to participants in need. The prime mission of TCLI is to help bridge the informational gap that exists between the Native American reservation communities in the United States and their non-reservation counterparts through improving the skills of the librarians who serve in those communities. American Indian reservation communities are some of the poorest and least developed communities in the United States and rank far below the overall U.S. average in access to telephones, computers and the Internet. This Pecha Kucha presentation will provide an overview of the services the institute performs, its importance and a brief history.


Sheila Corrall and Barbara Sen

University of Sheffield
s.m.corrall@sheffield.ac.uk
b.a.sen@sheffield.ac.uk

Strategy Direction and Information Literacy: Plan and Improve.  Tools to plan and navigate to your route to your information literacy destination

Managers of information literacy initiatives need to know about strategy and planning. It is important to have a clear strategic focus in order to clarify a path or route towards your future goals (Corrall , 2001: 73).  Directional policy can support the development of your portfolio of products and services (Hussey, 1998: 31). To achieve this focus and direction, a wide range of strategic planning tools are used within the management domain (White, 2004; Turner, 2002).  These tools are equally applicable in libraries and information literacy; though the use of these tools in formal strategic planning in relation to information literacy is relatively new (Corrall, 2008: Lorenzen:2006).  This session will present a route through what can be a confusing terrain, using a selection of key tools such as the SEPTEMBER framework, Force Field Analysis, SWOT, and Critical Success Factors (Corrall, 2001). The analogy of the journey has been used throughout to provide a stimulating approach, and to provide clear signposts on your road to the successful strategic planning of information literacy initiatives.

References:

Corrall, S. (2008) Information literacy strategy development in higher education: an exploratory study. International Journal of Information Management, 28 (1), 26-37.

Corrall, S. Strategic management of information services:  A planning handbook.  London:  Aslib/IMI.

Hussey, D.  Strategic management:  From theory to implementation.  Oxford.  Butterworth Heinemann.

Lorenzen, M. (2006) ‘Strategic planning for academic library instructional programming: an overview’, Illinois Libraries, 86 (2), 22-29. http://www.libraryinstruction.com/strategic-planning.html

Turner, S. (2002)  Tools for success:  A manager’s guide. Maidenhead: McGraw-Hill.

White, C. (2004) Strategic management.  Houndmills: Palgrave Macmillan.


Barbara Sen and Sheila Corrall

The University of Sheffield
b.a.sen@sheffield.ac.uk
s.m. corrall@sheffeild.ac.uk

Establishing Critical Success Factors for Information Literacy - a methodology

Critical success factors (CSFs) are the limited numbers of area in which results, if they are satisfactory, will ensure successful performance (Rockart 1979).  They are usually small in number, but once established can help aid planning, and decision making (Corrall, 2000: 105). CSFs can be useful in assessing changing information and strategic needs to meet market demands (Friesen and Johnson, 1995). There are methods for determining critical success factors within organisations originally devised by Rockart (1979) and used subsequently in a wide range of businesses and organisations (Sen and Taylor: 2007). This session explores those methods in the context of information literacy, firstly outlining a “quick” method which involves brainstorming key issues in the information literacy agenda. Then a more in-depth” method for establishing CSFs is reviewed which involves an interview process with key staff and stakeholders.  A thematic analysis takes places, with the groups of key themes based on affinities established within the themes.  CFSs are a crucial part of the planning process (Corrall, 2000).

References:

Corrall, S. (2000)  Strategic management of information services:  a Planning handbook:  London.  Aslib/IMI.

Friesen, M.E. & Johnson, J.J.A. (1995). The success paradigm: creating organizational effectiveness through quality and strategy. Westport, CT: Quorum Books.

Rockart, J.F. (1979). “Chief executives define their own data needs” Harvard Business Review, 57(2), 81-93.

Sen, B.A. & Taylor, R. (2007). "Determining the information needs of small and medium-sized enterprises: a critical success factor analysis." Information Research, 12(4) paper 329. [Available at http://InformationR.net/ir/12-4/paper329.html]


Sean Cordes

Western Illinois University
cs-cordes@wiu.edu

The Lingua Electric: 21st Century Literacy in 400 Seconds

From the view of the world from space using GIS satellite imagery, to the smallest realms of life as captured through the lens of the electron microscope, to the multicultural arena of library gaming, each day we shape and are shaped by the information that surrounds us. This presentation covers the innovative nature of 21st Century instruction practice in the areas of information, visual, media, and cultural literacy. Using images of student work and course lectures, the presentation highlights the dynamic nature of the modern world as we consume and create information in multiple modes.

The image slides help create perspective and generate an understanding of 21s Century Literacy for information professionals in the distinct areas of study. In addition, text slides from multiple languages show the interconnectedness that reach across regional and cultural boundaries of literacy studies. The presentation works as individual lessons of best practice for the literacy instruction process, and as a whole to inform professional practice and enrich life long information literacy sensibilities.


Michael Ladisch

University College Dublin
michael.ladisch@ucd.ie

‘Do you need help with Endnote?’ – Software support as a successful service at UCD Library

The reference management software of choice at University College Dublin is Endnote. IT Services purchases the license and provides technical support, but no training.

Looking for help when using Endnote, staff and students contacted librarians whenever they had questions or problems regarding this software application.

Out of this situation librarians at UCD Library developed a set of help and training tools which became an established part of the services the library offers.

This paper will show how the use of Endnote is supported by UCD librarians, what tools and services were developed in order to assist staff and students. It will reflect on the author’s experience as coordinator of this successful service.

Currently there are different versions of Endnote available to different user groups at UCD and the paper will first show the challenges this situation creates for support.

There will be a focus on the series of the hugely popular lunchtime training sessions, about their beginning and growth, about their organisation and coordination. The paper will demonstrate how the library’s team of trainers keeps up to date with new developments in Endnote and how this enhances the expertise of the IL practitioner. The additional workload creates problems for librarians involved in the training, especially in times of reduced staffing. Therefore future plans and the problems of the programme’s sustainability will be discussed as well as.

As another aspect of support for Endnote the paper will also report on the web pages designed to support staff and students looking for additional help on Endnote and detail future plans for this space.

The final part of the paper will cover additional and alternative EndNote training initiatives by individual liaison librarians that are currently being explored.


Tuesday 30 March

Parallel sessions 3 (afternoon)

Michelle Schneider and Dan Pullinger

University of Leeds
m.r.schneider@leeds.ac.uk
d.j.pullinger@leeds.ac.uk

“Who dares to teach must never cease to learn."  (John Cotton Dana)

User education is established as part of the traditional role of the academic librarian (Pinfield, 2001) but the literature on this topic now suggests “it is not sufficient for the librarian to ‘train’ students in the use of library resources. They must now have a real understanding of the pedagogy of teaching” (Feetham 2006, in Dale et al p12). In a survey conducted by Conroy and Boden (2007), 83% of the librarians questioned believed understanding of teaching and learning was an essential skill. Moreover, Tapril (2009) found that many of the academic librarians he surveyed believed there was an increased expectation on them to teach a wider remit of skills, not just information literacy,  and “with this a blurring of the boundary between teaching staff and library staff is emerging” (2009 p.22). There is evidence to suggest that librarians mainly develop these skills through on-the-job experience rather than though a formal route such as a PGCE or other teaching certificate (Powis 2004, Conroy and Boden 2007, Tapril 2009).

This symposium will ask, Are we trainers or teachers? Does it matter what we call ourselves? How do we develop skills to support the needs of our students? What development opportunities are required to ensure librarians are adequately prepared for these pedagogical challenges?

The facilitators will present their own experiences at the University of Leeds, including case studies on the variety of teaching sessions that are provided, such as interactive workshops delivered in collaboration with academic skills colleagues, and will consider how their teaching is developing pedagogically. In addition, the facilitators will share with participants the opportunities offered at Leeds for librarians to develop their teaching skills. For example, Leeds has a strong focus on sharing good practice amongst colleagues through its ever-expanding Skills@Library Toolkit, blog and peer observation scheme. Academic librarians at Leeds also have the option to undertake a formal teaching qualification provided free of charge by the University, and the merits or otherwise of introducing a compulsory development programme are currently under discussion.

This will be an interactive session and participants will be asked to reflect on their experiences and consider the kinds of information literacy (or other skills) support they offer to their students. Do they feel adequately equipped, and supported, to carry out these activities effectively? Do the institutions that the participants work for provide them with sufficient opportunities to develop their skills? If not, what else should they be doing? Should self-development be optional or part of a compulsory programme?

Participants will also consider whether postgraduate library courses should offer more to prepare librarians for a teaching role. What support should CILIP provide? Should we share more as a profession to develop our teaching skills? Participants will discuss the merits of introducing a cross-institution peer observation scheme. We hope this symposium will inspire both participants and facilitators to share and implement new ideas for the development of the IL practitioner at their respective institutions and beyond.

References:

CONROY, H and D. BODEN. 2007. Teachers, Trainers, Educators, Enablers: What skills do we need and where do we get them? Umbrella Conference 28th-30th June 2007, De Havilland Campus, University of Hertfordshire [online]. [Accessed 24 October 2009]. Available from: http://www.cilip.org.uk/NR/rdonlyres/C5356FC2-A1C0-4677-B9B5-EB2F9AC8E562/0/PTEGTeachersTrainers.pp

FEETHAM, M. 2006. The subject-specialist in Higher Education - A review of the literature. In: DALE, P., M. HOLLAND and M MATTHEWS, eds. Subject librarians: engaging with the learning and teaching environment. Aldershot: Ashgate, pp.3-19.


Sarah Pavey

Box Hill School
paveys@boxhillschool.org.uk

Sally Todd

St John’s School Leatherhead
stodd@stjohns.surrey.sch.uk

(With Sharon Markless, Carol Webb, Elizabeth Bentley and Sue Shaper: all members of LRARG)

Innovative approaches to developing practice in school librarianship

The authors met over ten years ago when studying for a Master's degree in Education. Sharon Markless was the Programme Tutor. Following graduation, we decided to continue to meet regularly to explore professional issues. We needed a focus for our discussions, and LRARG (Learning Resources Action Research Group) was created with the aim of carrying out action research in our various schools.

In the session we will outline and facilitate discussion on four elements fundamental to the development of our professional practice over the past 10 years; elements that together form an innovative approach.

1. HE Links

The most significant element is our link with Higher Education. Sharon Markless has brought academic rigour to everything we do, pushing us to analyse, justify and understand our thoughts and actions. She has shared her own research, and that of others in the field. Through her we have been made aware of the work of cutting edge thinkers, providing a research context for our daily practice.

Is this a useful development model? What type of contributions might HE make to enhancing school librarianship?

2. Action Research

Through action research we aim to undertake high quality, systematic evaluation of our actions and to use it to develop our practice. We have published the results of collaborative work on Pupil Self Assessment and have carried out a number of smaller scale individual pieces of research. Can this approach be used by others to review individual practice and reflect on what actions make sense in their own contexts?

3. Collaborative writing and publication

Collaborative writing and publication of our thinking and actions are major features of our work. We have contributed to the literature through publication of our book, The Innovative School Librarian: Thinking Outside the Box, (Markless et al. 2009), which is the product of two years' discussion, writing, reflection and rewriting. A final group editing process enabled us to take joint ownership of the whole book and of the thinking that informs it. Every word, idea and opinion was tested through this process to ensure that we produced the best book we could; the one we believed would best serve school librarianship. This may be a uniquely collaborative work, based on years of mutual work and trust, but we also believe that it is an enterprise that is within the reach of other groups of librarians, with help and mentoring from the higher education sector.

4. Cross Sector Links

Librarians within LRARG come from both the state and independent sector. We believe this cross-sector fertilisation has been part of the success of our group. Such cross-sector links could be between Higher and/or Further Education and Secondary, Secondary and Primary or any combination of these. It is through comparing and contrasting; through exploring how similar concerns are played out in different contexts, that our thinking is clarified. How might others build on this model?

References:

Markless, S. et al. (2009) The Innovative School Librarian: Thinking Outside the Box. London: Facet Publishing


Melanie Petch, Katie Fraser and Jo Webb

De Montfort University
mpetch@dmu.ac.uk
kfraser@dmu.ac.uk
jwebb@dmu.ac.uk

Building research student communities: is there a role for library and learning services?

This symposium will explore the role and experiences of librarians and learning developers in building communities of practice for researchers.

Although there have been several interpretations of the term community of practice over the years (Cox, 2005) the symposium will concentrate on Lave and Wenger’s (1991) introduction of the term. In this they view learning like an apprenticeship, in which newcomers are initiated into an existing community of practitioners. Core to this process is the idea of legitimate peripheral participation: that there are legitimate ways for these newcomers to join and develop skills within the community, often with the goal of becoming accepted into the community and acknowledged practitioners in their own right.

This means communities of practice engage research students in meaningful practices, providing access to resources that enhance their participation, opening horizons so they can put themselves on learning trajectories with which they can identify, and involving them in actions, discussions, and reflections that make a difference to the communities that they value. This is a powerful model for researcher development. Evidence for a discussion of how this works in practice will be provided by two case studies from De Montfort University.

The first is an update on the DMU Researcher Wiki project (introduced at LILAC 2008). Built around the Joint Skills Statement of Skills Training Requirements (RCUK, 2001), the Researcher Wiki was an opportunity to use the read/write web to share knowledge about generic research issues, providing a starting point for the development of a virtual community of practice around skills development. Has this worked and what are the barriers to using Web 2.0 to create communities of practice?

The second case study discusses the establishment of a researchers’ Writing Group, led by the writing support lecturer (a member of the library service). Writing groups are a valuable forum to exchange ideas about the practice of writing and have the potential to increase writing activity as well as the quality of writing itself. Parker (2009) identifies the positive effects as being: a sense of ‘shared experience, confidence building, reduced isolation and solitude, improved networks, empathy and lack of hierarchy in the learning experience.’ Fostering a learning community approach to writing can provide a way of easing the process of producing a sustained piece of scholarly work, most often carried out in isolation. This Writing Group is based on face-to face interaction in the first instance, in contrast to the virtual wiki community.

Finally, is it is possible, appropriate, and even legitimate for a central department, in the form of a library service, to lead the formation of communities of practice in knowledge domains where they may be construed as being the experts or leaders even though they are not significant actors in research or discipline communities? If it is achievable, what evidence do we have of effective approaches and interventions in information literacy development? Just as students must be legitimate participants, is this also the case for a central service, and how can the participation be legitimised?

References:

Cox, A. (2005) ‘What are communities of practice? A comparative review of four seminal works’. Journal of Information Science, 31 (6), 527-540.

RCUK (2001) Joint Statement of Skills Training Requirements of Research Postgraduates. [S.l.]: RCUK. http://www.vitae.ac.uk/policy-practice/1690/Joint-Skills-Statement.html

Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.

Rachel Parker (2009) ‘A learning community approach to doctoral education in the social sciences’. Teaching in Higher Education, Vol. 14 (no. 1), pp. 43-54.


Maria-Carme Torras

University of Bergen Library, Norway
maria-carme.torras@ub.uib.no

Niels Jørgen Blaabjerg

Aalborg University Library, Denmark
njb@aub.aau.dk

Professionalising the educational role of the information literacy practitioner:  Reaching out to students and academic staff

The landscape of learning in HE has changed for several reasons over the past recent years and in libraries’ efforts to align their teaching models to reflect their mother institutions’, they have abandoned teacher-centred instruction and adopted more student-focused learning approaches. Close collaboration with academic staff and appealing to students’ learning needs and motivation are key factors for successful information literacy (IL) education. However, unsuccessful contact with academic staff and lack of students’ interest in IL education often challenge the IL practitioner’s tasks. This workshop aims to contribute to the IL practitioner’s professional empowerment to tackle these challenges. The goals of the workshop are two-folded:

 to reflect on IL teaching practice that  focuses on the student´s learning process and motivation

to gain new insights, as well as developing and sharing practical ideas which can inspire participants’ teaching and enhance their work as professional and autonomous educators (Engelsen, 2006) in real collaboration with academic staff. 

The workshop will be organised as follows. First, participants will work in groups practically with two well-known Norwegian general didactic models: Løvlie’s (1972, 1974) pedagogical triangle of practice and Bjørndal and Lieberg’s (1978) didactic relation model.  The pedagogic triangle of practice is a reflection tool which enables the IL practitioner to become aware of the values, theoretical and experience-based background underpinning her teaching practice. The didactic relation model is a planning model which singles out a number of crucial interrelated factors – didactic categories – in teaching. 

Participants will apply these two models to the design of a specific teaching situation of their own choice. They will make a plan to implement a new teaching concept in their current IL education. Torras and Saetre (2009) have put forward the combined application of these two models in planning, providing and evaluating IL education and report positive results in their Norwegian institutions. As they point out, through the combination of these two models, the IL practitioner can initiate a didactic reflection process to assess her own practice. Further, the models equip her with a variety of pedagogical concepts and tools to systematise her work and improve communication with library colleagues, academic staff and students. 

Workshop participants will present and discuss the teaching situations they have worked on. The aim of this discussion is to reflect on how teaching practice which is underpinned by theoretical frameworks can enhance their role as professional educators in their dialogue with faculty, as well as helping them to identify students’ motivations and learning needs.

Subsequently, participants will engage in a discussion on motivating students in IL education. Examples of the innovative approach to IL education in SWIM (Blaabjerg et al., 2006) and FLOW (Blaabjerg et al., 2008), developed by Aalborg University Library, will be used for this discussion task. Based on Kuhlthau (2004), Heinström (2002), Qvortrup (2001) and Rienecker (2005), SWIM and FLOW engage students in blended learning activities that initiate their reflection on the information search process which is inherent in various phases in assignments and projects. For instance, participants will be presented with IL teaching materials which facilitate the student’s own identification of information needs and assist the IL practitioner in her counselling role (Kuhlthau, 2004).

Participants will leave the workshop with new insights into theoretical concepts, pedagogical tools and practical ideas which can inspire the design of ‘just in time’ IL education which appeals to students and academic staff. 

References:

Bjørndal, B. and Lieberg, S. (1978) Nye veier i didaktikken? En innføring i didaktiske emner og begreper. Oslo: Aschehoug and Co.

Blaabjerg, N.J. et al (2008) Flexible Learning Objects Web - FLOW . Aalborg : Aalborg University Library. http://flow.aau.dk (Retrieved 4 November 2009) (information about the program: http://www.learningobjectsweb.dk/uk/index.html  (Retrieved 4 November 2009))

Blaabjerg, N.J. et al (2006) Streaming Webbased Information Modules - SWIM http://web.aub.aau.dk/swim2/1024/start.html (information about the program: http://swiminfo.dk/ (Retrieved 4 November 2009)) 

Engelsen, B.U. (2006) Kan læring planlegges? Arbeid med læreplaner – Hva, hvordan, hvorfor? Oslo: Gyldendal Norsk Forlag.

Heinström, J. (2002) Fast surfers, broad scanners and deep divers. personality and information-seeking behaviour. Åbo: Åbo Akademis Förlag.

Kuhlthau, C.C. (2004) Seeking meaning. A process approach to library and information services. 2nd edition. Westport: Libraries Unlimited.

Løvlie, L. (1974) Pedagogisk filosofi for praktiserende lærere. Pedagogen, 1 (22), 19–36.

Løvlie, L. (1972). Universitetspedagogikk – eller debaten som ble vekk. In: Mediaas, N. et al. eds. Etablert pedagogikk – makt eller avmakt? Oslo: Gyldendal, pp. 29–35.

Qvortrup, L. (2001) Det lærende samfund – hyperkompleksitet og viden. København: Gyldendal

Rienecker, L.  and Stray Jørgensen, P. (2005) Den gode opgave - håndbog i opgaveskrivning på videregående uddannelser. Frederiksberg: Samfundslitteratur.

Torras, M.C. and Saetre, T.P. (2009) Information Literacy Education: A process approach. Professionalising the pedagogical role of academic libraries. Oxford: Chandos Publishing.


Gunhild Austrheim
Solveig Kavli
Susanne Mikki

Search and Write; Making the Connection Through a Cross Disciplinary Approach to Information Literacy

In the following paper we want to show how a multi-voiced academic milieu play a vital part in the continuous developing of our online course Søk & Skriv (Search and Write.)  The many voices are represented both in the developer’s different academic backgrounds and our cross-sectoral collaboration. The developing team has an evidence-based approach to the tutorial work. It has been developed in close contact with the libraries, faculty and students of our academic institutions. We have searched the literature to find the best way to support the student in the learning of searching and writing skills. The tutorial is used as an independent resource for students and as a teaching aid for both library sessions on information literacy and for faculty-led sessions on academic writing.

The pedagogical foundation for the Search & Write tutorial is in contextual learning, primarily Dewey’s learning by doing and Kuhlthau’s information search process. These two approaches have been combined with academic writing to illustrate the various processes involved in student writing.

In order to represent the interdisciplinary aspects in our online tutorial we have developed three sample student blogs. Kuhlthau’s information search process functions as a template in structuring the students’ stories, we give the student a voice by narrating their writing processes in these blogs. The student blogs are written from the following fields: Health and Social science, Economics and Middle East studies. The student bloggers meet various obstacles and challenges during their searching and writing and turn to Search and Write to solve their research needs.

When our real-life students use Search and Write they are encouraged to do exercises using their own research question as a point of departure to develop a search strategy. Their writing begins in the clarifying of their information needs regarding their research question. They can read the blog stories and relate these stories to their own experience as students. For instance, they can use the How to brainstorm-tips provided in Sofie’s blog when she tries to figure out how to get started on her research on Israeli youth and NGO's.

The research process and the writing process are often hidden mysteries to our students. It is not obvious to our students that the texts in their curricula have been subjected to many re-writes and various editing schemes. Good writers have the tacit knowledge that feedback and re-writes are necessities of text productions. The Search & Write tutorial point to various writing tips and tools the students may not be aware of, such as techniques to get started, how to perform searches, using writing groups. The tutorial help make some of the tacit knowledge in writing visible for the students. Throughout the tutorial our emphasis is on writing as work that needs to be done and that collaborating with others will make it better.

References:

Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services (2 ed.). Westport Conneticut: Libraries Unlimited.

Dewey, J. (1933). How we think: a restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath and Company.


Amanda Click

The American University in Cairo
aclick@aucegypt.edu

Claire Walker

Cumberland University
cwalker@cumberland.edu

Coursework, conferences, and the classroom: on-the-job training for new IL practitioners

In 2008, we gathered information via survey, from librarians who had five or fewer years of professional experience. We wanted to know how they felt about the availability and quality of instruction training in graduate school as well as in their first professional librarian positions. After compiling results, writing a paper and giving a presentation on this study, we decided that further research was not only appropriate, but relevant and valuable to current and future instruction librarians. Many respondents from the previous survey indicated that they would be amenable to answering additional questions on this topic. The purpose of this paper is to further examine on-the-job training for new instruction librarians and determine how it might be improved. We accomplished this goal by conducting interviews with these previous respondents, as well as newly contacted library administrators.

The most significant part of this paper evaluates the progress of these librarians as instructors, over the year that has passed since after the first survey was administered. How would they assess their instruction skills now? What tools and techniques have they used to develop their teaching voices? By following up with our previous survey participants, we track their development and provide specific details about the most effective training activities. While we provide background information such as a literature review and our previous results, these participants have been working for a year since the last survey and bring new perspectives to the discussion of on-the-job training.

In addition, our paper includes qualitative information from interviews conducted with library administrators. We wanted to gather the thoughts and opinions not only of new instruction librarians, but also of their supervisors. These administrators share what they see as the greatest needs for new instruction librarians, the types of training that they provide or advocate, and anticipated developments and challenges in library instruction. Viewpoints from administrators vary as much as the institutions from which they come. As they have different resources and priorities, and are at various stages of development in information literacyIL programs, these administrators provide interesting insight to the discussion of on-the-job training for new instruction librarians.

The purpose of this paper is to further examine on-the-job training and development of new information literacyIL practitioners. Our research includes a literature review, and interviews with librarians and library administrators. From a personal perspective, we also tie in our own progress and discuss the successes and challenges we have faced over the last year as developing instruction librarians. By expanding our previous research, we hope to form a complete picture of the training that new instruction librarians currently receive, from library school courses through their first professional positions. Most importantly, this paper provides suggestions on improving the quality and availability of training opportunities for new librarians, in order to help them ease into their professional responsibilities and improve the quality of library instruction.


Sheila Corrall and Barbara Sen

University of Sheffield
s.m.corrall@sheffield.ac.uk
b.a.sen@sheffield.ac.uk

Learning to plan and planning to learn: an action learning approach to information literacy strategy 

The notion of strategic planning as a form of organizational learning is widely recognised. The ideas advanced in the classic articles by Henry Mintzberg (1987) on strategy formation and Arie De Geus (1988) on scenario planning are echoed by many other writers in the strategy field. Although it is common to contrast the ‘planning’ and ‘learning’ approaches to strategy development, it is worth noting that one of the key representatives of the former tradition,  Michael Porter has also made the connection between planning and learning (Brews and Hunt, 1999; Mintzberg et al., 2001; Porter, 1996). These ideas have been carried over into other disciplines, such as machine learning in the field of artificial intelligence (Veloso et al., 1995) and have gained further momentum through the advance of knowledge management and its close associations with the concept of the learning organisation. Organisation

development practitioners have explicitly recognised the benefits of a ‘learningful planning approach’ (Leavy, 1998; Smith and Day, 2000). Within the information science field, Chun Wei Choo’s (2002) process model of information management explicitly links the key strategic planning process of environmental scanning with a cycle of organisational learning that characterises the intelligent organisation.  

Connections between strategic planning and developmental learning have also been made by practitioners in the academic and public library fields, where planning workshops and strategy awaydays often combine practical work on strategy-related tasks with expert guidance from a facilitator that results in a significant learning experience (Corrall, 2009; Dougherty, 2002; Kuntz et al., 2003; McClamroch et al., 2001). Information literacy strategy development is a relatively new area of activity in the higher education community, particularly at a formal level, but there has been significant growth in both discussion and formalisation of information literacy strategies in recent years (Corrall, 2007; Corrall, 2008; George et al., 2001; McDonald et al., 2000). However, application of the analytical tools and techniques typically used in strategic planning – both in the business and library arenas – has received relatively little attention to date, although some commentators have noted their potential to enhance the quality of information literacy strategies (Corrall, 2008; Lorenzen, 2006). There has also been minimal research on the development and training of library staff in strategic planning processes and techniques.

The proposed paper evaluates two cases where an innovative approach to information literacy strategy development used action learning principles to facilitate both staff development and strategic planning through off-site workshops, offering comparisons between a three-day institution-specific development programme and a two-day open workshop programme delivered to participants from different institutions. In both cases, pre- and post-event surveys were used to assess the prior knowledge of participants and evaluate the learning gained from the programme. Additional evidence of learning attained was provided by analysis of the workshop outputs, which constituted the building blocks of an information literacy strategy for the participants’ organisations. The workshops also yielded valuable insights into group learning processes and advanced our understanding of the application of standard strategic management tools to the specialist domain of information literacy practice.


Geoff Walton

Staffordshire University
g.l.walton@staffs.ac.uk

Demolishing the seven pillars; a warning from research

Information literacy (IL) has a plethora of models, definitions and other ‘grand narratives’.  This paper seeks to disseminate results from a PhD study (Walton, 2009) which show that these models ( in particular the SCONUL ‘Seven Pillars’ model) are not only dangerously oversimplified but also present a misleading metaphor to practitioners regarding the complexity of information seeking behaviour.  An alternative model is suggested.

IL models were analysed against a nexus of the distinct but related fields of IL scholarship, learning theory, pedagogical research, e-learning scholarship and information behaviour research.  The latter being a rich area of empirically fashioned information behaviour theory: models which directly impinge on the process of becoming information literate.  It was found that IL models ignore or express very weakly important factors associated with learning such as the affective state and the social dimensions of learning.

A blended IL programme was devised which took into account the features lacking in IL models and delivered to two cohorts.  Output form the Pilot Study has been published (Walton et al, 2007a & b) and the findings from the Main Study are beginning to emerge (Pope & Walton, 2009; Hepworth & Walton, 2009).

The Main Study involved 51 first year undergraduate students in Sport & Exercise at Staffordshire University.  A blended IL programme was delivered to an experimental group.  Their assessed work, diagnostic test results and questionnaire responses were analysed and compared.  Members of the experimental group were also interviewed and their online discourse analysed.

The most significant findings were that learning to become information literate is highly iterative involving a range of concurrent cognitive, metacognitive, affective and social processes present at every stage of the IL process which change depending on the task involved and the pedagogical techniques deployed.

Quantitative data revealed that:

the experimental group performed significantly better than the control group;

students assessed reflective statements regarding using information sources were more detailed than the control group;

Qualitative data revealed that:

focus group responses showed that students enjoyed task driven IL teaching where learning by doing was the norm;

students found online social network learning OSNL particularly motivating and useful learning experience.

Students’ assessed reflective practice statements revealed a greater application of evaluation criteria to judge the worth of information retrieved, a greater maturity in the ways in which they analysed information and showed a greater degree of knowledge and confidence;

OSNL contributions via Blackboard Discussion Board revealed a high degree of application and analysis when evaluating information.

These data, which reveal high level cognitive skills at work, demonstrate that students information behaviours can be altered - refuting the CIBER report (UCL, 2008).  They also demonstrate that high level cognitive skills are not purely postgraduate skills as stated in SCONUL (1999).  Student responses also revealed that four distinct levels of information discernment existed amongst the respondents.  This data may provide a possible rubric for assessing this skill.

On the basis of these findings the paper recommends a structure for delivering IL and suggests practical pedagogical techniques.

References:

Hepworth, M. & Walton, G. (2009).  Teaching information literacy for inquiry-based learning.  Oxford: Chandos.

Pope & Walton Pope, A. & Walton, G. (2009).  Information and Media Literacies: Sharpening our Vision in the Twenty First Century.  In Leaning, M. (ed).  Issues in Information and Media Literacy: Education, Practice and Pedagogy.  Informing Science Press, pp1-29.

Society of College, National & University Libraries (SCONUL): Advisory Committee on Information Literacy (1999).  Information skills in higher education:  a SCONUL position paper.  [Online] http://www.sconul.ac.uk/groups/information_literacy/papers/Seven_pillars2.pdf (accessed 8 July 2008).

University College London (UCL) (2008).  Information behaviour of the researcher of the future: a CIBER briefing paper, executive summary.  [Online] http://www.ucl.ac.uk/slais/research/ciber/downloads/ggexecutive.pdf (accessed 19 March 2008).

Walton, G. (2009).  A new blended approach to fostering information literacy.  Unpublsihed PhD thesis; Loughborough University.

Walton, G., Barker, J, Hepworth, M. and Stephens, D. (2007a).  Using online collaborative learning to enhance information literacy delivery in a Level 1 module: an evaluation, Journal of Information Literacy, 1 (1), pp13-30.  [Online] http://jil.lboro.ac.uk/ojs/index.php/JIL/article/view/RA-V1-I1-2007-2/3 (accessed 12 July 2008).

Walton, G., and Barker, J., Hepworth, M. and Stephens, D. (2007b).

Facilitating information literacy teaching and learning in a level 1 sport and exercise module by means of collaborative online and reflective learning.  In Andretta, S. (Ed.) Change and Challenge: Information Literacy for the 21st Century.  Adelaide: Auslib Press, pp169-202.


James Bisset and Sarah Brain

University of the West of England
James.Bisset@uwe.ac.uk
Sarah.Brain@uwe.ac.uk

How was it for you? Evaluating the iSkillZone

UWE is a post-1992 University with a diverse student body of approximately 30,000 students of which half are postgraduate and/or mature students.  UWE Library Services has formulated a University-wide information literacy (IL) policy, and plays an active part in addressing the IL agenda in partnership with academic staff.

To this end we embarked on the creation of the iSkillZone which was launched in September 2008.  The iSkillZone is an open access, interactive, multimedia resource which seeks to provide a one-stop-shop on how to find, access and evaluate information.  It is aimed at all students, and particularly those who are involved in the new Graduate Development Programme (GDP) which has an IL component.  The GDP is a new exciting key strategic objective at UWE. It offers a University-wide, process-based approach to teaching, learning, personal development and employability, designed to develop students’ capabilities and to lay the foundations for lifelong learning. We see the future evolution of the iSkillZone and the GDP as inextricably linked.

Following an intensive marketing campaign early in the last academic year, involving lunch-time seminars, roadshows, promotional materials and more, we were anecdotely aware that academic staff, particularly GDP tutors, regarded the iSkillZone as a valuable, tailored, readily available source of information and interactive tutorials.  For example, the iSkillZone has sections on finding journal articles, finding books in the library, referencing, plagiarism, and copyright. However, we needed to determine whether it was meeting their needs as well as the needs of our students to inform future development. We began an evaluation process late in May 2009. The evaluation was funded by the GDP Director at UWE as one of five research projects to investigate the impact that the GDP is having on the student experience.

The evaluation targeted students, academic staff, and library staff by means of online questionnaires, student usability testing using Morae software, and academic staff interviews.  The results of our evaluation are to be publicised to academic staff at scheduled events early in 2010.  These events will also give us an additional opportunity to promote the iSkillZone and gather further feedback to corroborate our findings.

At LILAC 2009 we demonstrated the iSkillZone at a pre-conference workshop. At LILAC 2010 we would wish to report on the analysis of our evaluation study and how this will affect our future development of information literacy support through the iSkillZone. We will reveal our recommendations with regard to the modifications and additions needed to the iSkillZone, and which aspects of the resource have proved successful and why.  We will also give an update on developments already underway as part of our response to the evaluation findings such as the redevelopment of a section looking at ‘Evaluating information’. We will be able to report on the responses we have received informally and the interest the resource has aroused University-wide as a means of delivering a wider range of skills packages, especially in connection with academic writing and study skills generally.


Nick Turner

University of Manitoba
nick_turner@Umanitoba.CA

Betty Braaksma

University of Manitoba
betty_braaksma@UManitoba.CA (corresponding author)

Ganga Dakshinamurti

University of Manitoba
ganga_dakshinamurti@UManitoba.CA

Amy De Jaeger

University of Manitoba
amydejaeger@hotmail.com

Testing conventional wisdom with evidence-based management: the role of information literacy

Purpose: This project illustrated the importance of information literacy in enabling and constraining students from making sense of social scientific research about “best evidence” in human resource management. We describe a class project that provided Canadian undergraduate business students with the opportunity to compare managers’ conventional wisdom about human resource management issues against the best evidence derived from the social science literature in human resource management.

Design/methodology/approach: We drew on systematic observations from the authors in developing, implementing, and assessing this project over 6 months. In addition, we used post-project written reflections from a sub-sample of 91 students who made up 21 project groups to inform our analysis. We also describe the emergence (or re-emergence) of evidence-based management in teaching human resource management from a pedagogical perspective.

Findings: An analysis of students’ post-project written reflections suggests that students learned much about the nature of evidence and reconciling managers’ conventional wisdom with the best evidence derived from the social science literature. The importance of information literacy was demonstrated in the observations that students made about their perceived inability to read and interpret social scientific research and the pragmatic (often technically-related) difficulties in accessing high-quality sources of social scientific research.

Research limitations/implications: Current research on the link between information literacy and evidence-based practice has predominately occurred in the medical field, with some studies done in the social sciences. Very little, if any, research has been done examining that link in the field of management education. Testing conventional wisdom against evidence from relevant literature introduces a new element to the theory and practice of information literacy development and delivery in management education.

Practical implications: This paper provides suggestions and ideas that can help management education instructors introduce similar learning experiences into their own classroom settings. Additional implications of this exercise include the increased ability for practicing managers to use of social science research as a tool to enable evidence-based management. The paper also provides ideas to management librarians about introducing information literacy into management classes or during discussions with individual students, the practical realities of sourcing literature on best practice in human resource management, and the importance of critical analysis of both.


Martin Belcher and Emma Farrow

International Network for the Availability of Scientific Publications, UK.
http://www.inasp.info/

Building capacity: lessons learnt from an intensive health information training programme in Vietnam

INASP (International Network for the Availability of Scientific Publications, UK) INFORM (International Network for Online Resources and Materials, Sweden) and HSPH (Hanoi School of Public Health, Vietnam) are undertaking a national-level, intensive, capacity development and training programme on online information access and use for public health sector librarians, researchers and professionals within Vietnamese medical universities and associated institutions. The programme is being run over 36 months and will involve the training of institutional based teams of health-information experts within 10 universities in Vietnam. Each of these teams will go on to train at least 100 public health researchers, practitioners and students in access and use of online health information and information literacy within the targeted health sector. This programme is expected to result in the following;

         Enhanced national, institutional and individual training capacities

         Distributed expert training teams at institutional and national levels

         Improvements in the information culture amongst participating universities and individuals

         Improved information literacy within the targeted sectors of the health education and research system

         Improved professionalisation, pro-activeness and end user service provision within participating libraries

         800-1,000 trained health sector librarians, researchers and practitioners

         Institutionalized and sustainable health information training capacity and programmes at university level

         Availability of locally adapted and developed training programme materials

         Academic quality impact assessment and sharing of results and best practice to the wider health sector in Vietnam and beyond

This paper will present an overview of the programme implementation to date (18 months in). Initial impact analysis and research findings will be reported on in an effort to identify what the key characteristics of effective health information training and capacity development programmes are.


Anne Sissel Vedvik Tonning

University of Bergen Library
anne.tonning@ub.uib.no>

Tove Rullestad

University of Bergen Library
tove.rullestad@ub.uib.no>

Integrating Information Literacy within the University Curriculum: cooperation between University of Bergen Library (UBL) and the Centre for University Pedagogy (UniPed)

The integration of information literacy training into the university curriculum is an excellent idea in theory: but how does one translate it into systematic cooperation with the academic staff?

In the UBL strategic planning documents such close cooperation with academic staff is considered an important factor in information literacy (IL) course development. The importance of consciousness-raising, for example among recently employed academics, cannot be underestimated if the aim of integrating IL across the entire university curriculum is to be achieved.

In this light, cooperation with UniPed presents a unique opportunity. The UniPed course catalogue is directed particularly towards recently employed staff, and the University Library’s course, described there, is called Integrating Information Literacy within the University Curriculum. The course requires 3 days of participation, and covers the following areas:

– Contrasting theoretical perspectives upon IL

– Connections between IL and various learning strategies and approaches to information seeking and evaluation

– Increasing consciousness of IL in connection with ethical considerations arising from research and related tasks

– Increasing consciousness of IL as a means to avoiding plagiarism

– Assessing how various kinds of learning activities may promote or inhibit students’ IL

– Laying the groundwork for integrating student IL training into the curriculum

The course is based on John Biggs’ Constructive Alignment Model for higher education (2003); our perspective on learning is socio-culturally oriented (Lave & Wenger, 1991) and emphasizes active participation. Discussion, group work, plenary reflection and oral summation are central throughout the course.

In the autumn 2008 the course module was taught to ten participants from different faculties. By March 2010 this course will have run twice. This paper describes recent and forthcoming work at the University of Bergen Library in cooperation with the Centre for University Pedagogy at the University of Bergen. The paper will also explore how to formalise and further extend cooperation between the Library and academic staff.

References:

Biggs, J. B. (2003) Teaching for quality learning at university: what the student does. Philadelphia, Pa.: Society for Research into Higher Education: Open University Press.

Bruce, C. (2001). Faculty-librarian partnerships in Australian higher education: critical dimensions. Reference Services Review, 29(2), 106-115.

Carroll, J. (2007) A handbook for deterring plagiarism in higher education. Oxford: Oxford Centre for Staff and Learning Development.

Johnston, B. & Webber, S (2005). As we may think: Information literacy as a discipline for the information age. Research Strategies, 20(3), p. 108-121.

Kuhlthau, C.C. (2004) Seeking meaning: a process approach to library and information services. Westport, Conn.: Libraries Unltd.

Lave, J. & Wenger, E. (1991) Situated learning: legitimate peripheral participation. Cambridge England; New York: Cambridge University Press.


Katy Sidwell and Michelle Schneider

University of Leeds
c.a.sidwell@leeds.ac.uk
m.r.schneider@leeds.ac.uk

Researching researchers: developing a one-stop-shop for research support

What sort of online information literacy support do researchers need? This short paper describes the first phase of a project to create a comprehensive online research support resource. Researcher@Library was launched for research staff and students at the University of Leeds in September 2009. It builds on the online support provided to undergraduate and taught postgraduate students by the Skills@Library service. Though the idea to improve our online support for researchers had been discussed for some time, the project began formally in September 2008 when it was decided to focus initially on supporting researchers in the Faculty of Medicine and Health.

The paper will outline the project’s main phases but highlight in particular the outcomes of our consultation and discussions with research staff, an often hard to reach group of users. The results of our user needs analysis completely altered the direction of the project and caused a significant tension between what we had set out to deliver and what research staff were asking for. In addition, feedback from research staff highlighted the need for us to draw information from a range of University bodies – Research Support, Staff Development and other Central Services, in order to create a meaningful and comprehensive resource.

We will reflect on the process we went through and consider the areas which were (and to some extent remain) difficult to address, in particular: can you teach information literacy in an online environment to researchers who are already highly knowledgeable in some areas, and, to what extent are generic, as opposed to subject specific, resources appropriate at this level? We will consider the evaluation we have received on the resource thus far and outline our plans for the future.


Rachel Johnson

University of Worcester
r.johnson@worc.ac.uk

ILS and RTP: The Research Training Programme delivered by Information and Learning Services at the University of Worcester, Past Present and Future

Staff within the Peirson Library, now the Department of Information and Learning Services (ILS) at the University of Worcester (UW) were first invited to contribute to the Research Training Programme (RTP) over  ten years ago, at which time Information Literacy became a component of the RTP. The information literacy input has kept pace with the move to electronic access to information and incorporated the use of developments in Web 2.0.

During the last academic year, the RTP has been reviewed and rewritten. ILS Staff were involved with the review and were able to reassess IL input. In addition to delivering training, members of ILS staff are fully involved in future planning and development.

Face to face sessions are supported by the development of PILS, the Postgraduate Information Literacy Module developed by Imperial College and adapted to the needs of research students based at the University of Worcester. Future developments of this module include a version badged for staff.

Underpinning the research training programme is the development of the research agenda at UW. In August 2008 the need to provide further support for research as a whole led to the creation of the ILS Research Team. In addition to developing services for all staff and students engaged with scholarly activity, this team is responsible for the delivery of RTP401.

This paper will outline the support given to research students beginning with a brief account of support given in the past, an examination of present support and a reflection on considerations for future support. The focus will be on discussion of, and reflection on factors affecting student reception of content rather than the content itself with consideration for the findings of recent RIN reports.

References:

UCL (2008). Information Behaviour of the Researcher of the Future: a ciber briefing paper

Research Information Network (2006). Researchers and Discovery Services: Behaviour, perceptions and needs. A study commissioned by the Research Information Network.

Research Information Network (2007). Researchers’ Use of Academic Libraries and their Services. A report commissioned by the Research Information Network and the Consortium of Research Libraries.

Webb, Jo, Gannon-Leary, Pat and Bent, Moira. (2007). Providing effective Library Service for Research. London: Facet.

Windham, Carie (2006). Getting Past Google: Perspectives on Information Literacy from the Millennial Mind. EduCause Learning Initiative Paper 3.