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ANCIL at LSE: interim findings from a survey of skills support
1. Information and digital literacy
skills support at LSE:
reviewing provision for undergraduates
using ANCIL
Jane Secker & Maria Bell
@jsecker @bellmari
LSE Library Seminar
2. Introducing the New Curriculum for Information
Literacy (ANCIL)
The ANCIL audit at LSE – reviewing current provision
Findings
◦ Interviews and questionnaires with staff
◦ Questions for academic support librarians
◦ Focus groups for students
What next?
4. What skills and behaviour does it include?
How do you think you help students or staff
become information literate as library staff?
5. Developing the new curriculum
◦ Arcadia Fellowship with Emma Coonan at Cambridge
◦ Academic advisor: Prof. John Naughton
Research remit: Develop a new, revolutionary
curriculum for information literacy in a digital age
◦ Understand the needs of undergraduates entering higher
education over the coming 5 years
◦ Map the current landscape of information literacy
◦ Develop a practical curriculum and supporting resources
Multiple outputs from the research
6.
7. "the ‘savvyness’ that allows young people to
participate meaningfully and safely as digital
technology becomes ever more pervasive in
society."
FutureLab 2010 Digital
Literacy Across the Curriculum
8. Information literacy is a continuum of
skills, behaviours, approaches and values that
is so deeply entwined with the uses of
information as to be a fundamental element
of learning, scholarship and research.
It is the defining characteristic of the
discerning scholar, the informed and judicious
citizen, and the autonomous learner.
ANCIL definition of information literacy (2011)
11. To inform Library / CLT teaching provision
To highlight good practice and any gaps in provision
Put information literacy on the agenda at LSE
Planning various reports for different audiences:
◦ Report for Library and CLT
◦ Report for LSE100 Course team
◦ Short paper for Teaching, Learning and Assessment
Committee?
12. Interviews with key members of staff to explore
provision in central support departments,
Interviews with Deans of UG and PG Studies
Interviews / online survey with academic staff
Questionnaire for Academic Support Librarians
Student focus groups
◦ How prepared are they for study at LSE
◦ What support students they need
◦ Their preference for delivery
13. Unequal provision across ANCIL strands and
support often not joined up
Much provision informal, standalone, not assessed
Services often not coordinated
However
◦ Belief that IL is important, needs to be embedded and
student learning should be scaffolded
◦ Evidence of willingness to change and opportunities to
work together arising from work
Talked to: TLC, IT Training, Language
Centre, Careers, Students Services,
CLT and Library
14. Good understanding of IL but focus on online information:
find, evaluate and manage
They tend to cover transition to HE, independent learning,
academic literacies, finding information
Rarely cover ethical and social dimension of information
Some depts (e.g. Economics, Accounting) state synthesis and
knowledge creation not required at UG level
Highlights some examples of embedded good practice
Time a factor in UG curriculum and assessment methods
make it difficult to justify (exam based)
Assumptions that students ‘should’ have IL skills when they
arrive or not their role to teach this
Also talked to Deans of UG and PG
studies and LSE100 team
15. Clear engagement with strands transition to HE, finding
and managing info while presenting, synthesis and social
dimension less well covered
Less evidence that IL is truly embedded in course
although recognised as ideal
Staff recognised need to work with other professionals
(Careers, Teaching & Learning)
Belief that embedding is difficult
Inconsistent coverage across departments
ANCIL take a broader view of information
literacy and the role of the librarian
16. Information use is largely driven by reading lists and
resources in Moodle
Very dependent on lecturers for direction
Unaware of expertise of librarians and library staff
More likely to seek support from Careers, IT Training, TLC
rather than Library
No systematic coordination between departments and
services across the School
Often seek out help at point of need (or crisis?)
Often don’t know about key library
resources and how library staff can
support them
17. Teaching & Learning Centre
Language Centre
Careers LSE100
Language Centre Departments
Library
Teaching & Learning
Centre
Departments
Departments Language Centre
Library
LSE100
Language Centre
Teaching & Learning Centre
Careers Teaching & Learning Centre
Departments Departments
LSE100 Language Centre
Library
Centre for Learning Library
Technology
Library Library
18. Report almost ready for: CLT, Library but also
others in School and involved in research
Opened doors for further collaboration with TLC
over skills support
Interest in findings from LSE100
Fed into development of Library Companion for
this coming year
Key contacts in Economics and Sociology who are
keen to pilot an initiative in first year courses
CLT / Library need to think about integration of
information literacy materials into Moodle
Considerable interest from outside LSE
19. Phase 1 reports
• Executive summary, expert consultation report, and
theoretical background
• Curriculum and supporting documents
http://newcurriculum.wordpress.com/
Phase 2 resources and case studies
• Case studies - University of Worcester, York St John
University
• Cambridge resources
http://implementingancil.pbworks.com
YouTube Video
• Search for “ANCIL curriculum”
http://www.youtube.com/watch?v=vY-V2givIiE
The 2011 Demos report argues that helping young people navigate hugely variable Internet sources should be achieved not by tighter controls but by ensuring they can make informed judgements (4).The move towards independent learning is again key not just to our practices but in our thinking – we should think less about the internet causing harm (passive learning model) and instead focus on what young people bring to the technologies – helping them equip and empower themselves with an understanding of how to apply critical judgement.The Guardian’s high-provile digital literacy campaign for radical change to how ICT is taught and thought about in schools, JISC’s portfolio of projects around the digital library, data management, digital repositories, and Vitae’s events for the ‘Digital Researcher’ – all show that this concept of digital literacy or fluency is becoming of national importance (at last!). In this environment we have a chance to rehabilitate IL.
JaneInfluenced by UNESCOHolistic ModularEmbedded FlexibleActive and assessedTransitional : Transferable : TransformationalJaneholistic: supporting the whole process of researching and writing rather than just teaching traditional library skills modular: ongoing classes to meet the developing needs of students during their whole academic career, not just one-shot sessions embedded and flexible: can be implemented and taught not only by librarians but by study skills advisors, learning developers, supervisors and lecturers (depending on the needs and structure of the institution) active and assessed: containing a significant element of active and reflective learning, including peer assessment elements, in order to help students develop into informed and autonomous learnersTransitionalTransferableTransformationalTransition occurs in learners, who enter university from a wide variety of backgrounds, but often need to make the transition from school to higher education. They also have to make the transition from dependent to autonomous learning.The curriculum content needs to be transferable, forming a part of education, not simply ‘library training.’ Information literacy fosters and develops appropriatebehaviour, approaches, cognitive functions and skills surrounding the use of information. In essence information literacy equips students with the capacity to generate their own strategies for dealing with new information contexts, for example when they leave higher education and enter the workplace.Finally, information literacy should be transformational for the learner, changing their attitude, behaviour, outlook and even their world-view. Therefore this curriculum has the potential to change lives and make a real difference to society.
Follow up work at Cambridge after I finished – to explore how you could implement ANCILKaty looked at using it as a tool to ‘audit’ provision across an institution – choose YSJ and University of WorcesterYou need to identify the important players before you auditAllow time – 3 weeks in a 10 week project is not enough – but make sure you maintain the impetusFind the right format and right reward reward to encourage participation - coffee
Unequal provision across ANCIL strands and support often not joined upMuch provision informal, standalone, not assessedServices often not working togetherHowever Belief that IL is important, needs to be embedded and student learning scaffoldedEvidence of willingness to change and opportunities to work together arising from work
Good understanding of IL but focus on online information: find, evaluate and manageThey tend to cover strands 1-5 in more detailRarely cover ethical and social dimensionSome courses (quantitative) state Strand 9 not required at UG levelHighlights examples of good practice and suggested skills embedded at some levelTime a factor in UG curriculumMention lack of dissertations at UG level.
Clear engagement with strands 1, 6 & 7Strands 8, 9 and 10 not well coveredLittle evidence that IL is embedded although recognised as idealRecognised need to work with other professionals (Careers, Teaching & Learning)Belief that embedding is difficult, might be met with resistance from faculty, organisational problems, timetables all seen as reasons why it might not happenInconsistent coverage across departmentsNot all ANCIL strand titles clear
Add more examplesNeed to emphasise how library staff can do more than point them to book on shelvesStudents often unaware of key resources on library website and even in Moodle (e.g. Library Companion)