When we created A New Curriculum for Information Literacy in 2011, one of our aims was to inform future information literacy teaching. By creating a framework which is both practical and research informed, we wanted not only to exemplify what we found forward-looking teachers were already doing but also to offer an accessible model for others. Lack of confidence, pedagogic expertise or institutional support are just some of the factors that can still prevent librarians from fulfilling their potential as partners in teaching and learning, rather than providers and custodians of material (Wheeler, 2016; McCluskey, 2011; Mwesigwa, 2017).
This workshop, led by the creators of ANCIL, will offer the opportunity to focus on your own teaching practice and environment, using ANCIL’s 10 strands of own information literacy as a springboard. Some of the questions we will consider are:
- What are you teaching in your sessions? How does it align with one or more of the ANCIL strands?
- What are you not teaching, and why?
- Is it teaching; is it training?
- How are your students learning? Are you telling them what to do? Or are you helping them to think?
We return to some of the underlying principles of ANCIL, where we looked to develop a pedagogy for empowerment, not transmission of knowledge. We will consider whether your teaching is constructively aligned (Biggs, 1996). Using one of the original resources we developed as part on ANCIL, our lesson plan template, we will give you a chance to consider your own espoused theories verses theories-in-use (Schön, 1987). We will consider the 4 bands or levels in ANCIL that you might wish to reflect in your teaching design: from information skills through discipline-appropriate behaviours and advanced information handling to higher-order thinking and lifelong learning abilities. Where are you investing your energy? How well constructed are your learning outcomes, and how do you know they are being achieved?
We expect the session to appeal across the board to people with greater and less levels of experience in teaching. If you are applying for HEA Fellowship or Senior Fellowship it might be particularly valuable. It’s also a chance to spend time focusing on an aspect of your teaching in a quiet, reflective and highly personal way. We will guide you during the session and suggest further reading to support you afterwards.