HELIG Webinar on ACRL Framework for Information Literacy
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Transcript of HELIG Webinar on ACRL Framework for Information Literacy
1. Resources
2. Changing programmes of IL
3. Learning Outcomes
4. Your role as Librarian in embedding IL in
teaching and learning
5. Additional load?
6. Collaboration?
Guidelines
For
Embedding information literacy in Teaching and Learning at UWC
information literacy: a learning literacy
IL framework: 6 frames drafted by ACRL
(Association of College and Research Libraries)
2014 http://www.ala.org/acrl/ invite
understanding of what it means to use information
to think, read and write in a discipline (context)
Lloyd (2010): information literacy is a situated
socio-cultural practice
Literacies are social and
situated•Reading: comprehension, analysis,
evaluation
•Thinking: visualising, synthesis, problem
solving
•Writing: articulation, shaping argument,
structure
Digital applications: searching, reading,
interacting, visualising, recording, writing
– multimodal communication
…IL as Socio-material
As textual practices are transformed by emerging
technologies and the Web 2.0 ecology, these
practices are reinterpreted by new understandings
of literacy.
Bhatt and de Roock’s study (2013) on the socio-
materiality of digital literacy events and Bhatt’s
doctoral thesis, (2014) A socio-material account of
assignment writing in Further Education
classrooms
The literacy practices that occur during research
and writing therefore also includes interaction with
material objects.
Research is undertaken alongside a host of
interrelated behaviours
Interconnected elements of an IL Frame
Threshold Concept
Knowledge Practices
Dispositions
Core
understandings
about
information
Abilities and
Proficiencies
Ways of
thinking and
behaviour
1. Scholarship is a
Conversation no single, easy answer in scholarly
research
discursive practice where ideas are formulated, debated and weighed against each other
competing ideas give rise to fresh insights and new discoveries –contesting and reframing perspectives within a field
students given opportunities to become conversant with the discipline
Knowledge is contested and uncertain
Scholarship is a
Conversation
The fact that the Universe is an orderly, harmonious system has been debated over centuries ….
Galileo
Galilei
Isaac Newton
Ralph
Alpher
Edward
Kolb
Phillipe
Pinel
The arrival at the answer of institutionalisation as the correct solution to the problem of mental illness
Al Walid Ibn
Abdul Malik
William Tuke
Economic equality and the role of the government in the capitalism v socialism debate has been on-going for many years.
Scholarship is an ongoing
conversation
Capitalism
2. Research as Inquiry
Open-ended exploration and engagement with information
Iterative process – student has to rethink, rework, explore, test concepts of their discipline
Students need to be taught how to identify unresolved issues and frame questions
Students will uncover more complex questions as they deepen their knowledge within a field
Process includes various research methodologies and different lines of inquiry
Data collection and management requires students to communicate with role players and practitioners in the community, where they will learn how issues affect these individuals.
Example of an assignment
Is the “passion” gap (removal of the top
four incisor teeth) that is so prevalent on
the Cape Flats, a cultural phenomenon,
fashion statement or a result of poor
dental hygiene? Discuss your position
and give possible strategies to combat it.
It involves doing interviews, with open –
ended questions, surveys and
observations.
(They will get a better picture of cultural
beliefs, personal perspectives and can
follow up on questions and have
conversations.)
Example of an assignment
Ask students to conduct original research based on qualitative interviews, a form of research where people are permitted to answer questions for themselves and in their own terms.
The interview-based assessment that is set requires students to interview someone who was or who had been involved in crime or the criminal justice system.
Students will be taught to learn new ways of investigating an issue
They will value the possibility of discovering social worlds about which they knew little
May also use the opportunity to explore their own social milieu.
3. Authority of texts is
Contextual and Constructed
Authority may be seen as the degree
of trust that is assigned to the source
of information
Depends on the origin, information
need and context within which
information will be used
Markers of Authority ….
external indicators such as peer
reviewed articles and credentials of
the author
origin, context and suitability for the
information need of the moment
Authority is contextual in that the
information need may help determine
the level of authority required.
Authority as Contextual
Check currency rate of eg. UK and RSA
Quick currency convertor check – no need
to test the authority of the source
But a dissertation on the Economics of
Inflation – study of currency – investigate
the credibility of the source
Authority is Constructed… The “authority” of different information
sources tends to be determined by disciplinary communities
Acknowledges that certain voices are elevated through established rules and systems – social construction of knowledge
All sources are not created equal, authoritative voices exist in specific categories of knowledge and
Whereas the novice learner may rely on superficial indicators of authority, the expert recognises schools of thought or paradigms within the discipline
Scholarly communication is evolving and knowledge is shared in different ways
Each source of information has constraints and capabilities. These characteristics as well as the particular information need will determine how the product is used
The novice learner should understand the importance of the creation process of each information source. This will enable them to make informed choices when matching the source with the information need
The expert researcher is able to recognise that information sources are valued differently in different contexts – academia or workplace
Format of Information How is it Created? How can I locate
information in this
format?
Newspapers
(online + print)
Interviews, reports,
investigations, research
Online via newspaper
websites.
Reading newspapers
Books Research, interviews Print copies( libraries,
bookshops)
Podcasts Audio recording Podcasting sites online
Journal Article Reading , research,
thought, debate, drafts,
formal peer review. May
have been shaped form a
conference presentation
Online or in print
Blog Online Blog websites
5. Searching as Exploration
Search strategy is not straight-forward and sequential
Involves inquiry, discovery and serendipity
Discovery of one source can lead to other sources or avenues of inquiry
Basic and advanced search strategies, interview techniques
Should be able to match information need and search strategy with appropriate search tool
DATE RESEARCH
RESULTS AND
FINDINGS
THOUGHTS ON MY
PROGRESS
08/18 I found a Web site about
asthma and downloaded
information about the
causes of the illness. I
also visited in a chat
room with another teen
who has asthma.
So far, so good.
Getting information
has
been easy. I’m finding
out a lot.
08/23 I wanted to interview Dr.
Anders, my asthma
specialist, but she is
going to be out of town
for a few days.
I think I waited too long to
call Dr. Anders. Now I’m
not sure if I will have
time to interview her and
still get the paper done.
Next time, I’ll start the
interviews early!
08/24 A packet of information
that I requested from one
of the online groups
came in today’s mail. It
has a lot of information
about athletes who have
asthma and still play
sports.
This is great information!
It answers some of my
research questions. Best
of all, I got some tips on
how to play sports and
not get too short of
breath.
6. Information has Value
“Information possesses several dimensions
of value – as a commodity, as a means of
education, as a means of influence, and as a
means of negotiating and understanding the
world” (ACRL,2014)
Students should understand their obligation
to cite and acknowledge the ideas of others
Understand the differences between
copyright, open access and public domain
Commerce acts as a barrier – students
should understand how their research
strategy may be affected by toll access.
Roles
Library to work closely with relevant role-players
Teaching staff: application of 6 frames in their coursework
Framework offers a problem-based learning pedagogy with several sample assignments
Library to support lecturers by working with Teaching and Learning Specialists -designing learning outcomes and learning activities and assessments
Our story so far…
Faculty Librarians have been trained to understand
and apply the new IL Frames
Library drafted Guidelines for the Embedding of IL
in Teaching and Learning at UWC
Shared Guidelines and held presentations on the 6
IL Frames with all Faculties at Teaching and
Learning Committee meetings, Board meetings
and seminars
Positive feedback from Faculties - Invited to offer
workshops/consultations at departmental level to
discuss and design how IL may be embedded via
learning activities and assessments
Contact details
Shehaamah Mohamed
Senior Librarian: Information
Literacy
University of the Western Cape
021-9592922