I’ve had a really busy week, but it was great to be out on the road again on Tuesday with Emma talking about ANCIL, this time at DeMontfort University. We ran a workshop for librarians, learning technologists and learning developers about embedding digital and information literacy in the curriculum. Emma started off the day with an overview of what ANCIL is, and how we created it 3 years ago, back in 2011. I then talked about ANCIL in practice, and how we used it to map the support at LSE for undergraduates, some of the work since that date, such as the LSE Digital and Information Literacy framework and then subsequent launch of the SADL project last year. The second part of the day was to really focus on what the issues are at DeMontfort, what IL currently looks like, where they want to be and what might be getting in the way. We then got the group to work on mapping the digital and information literacy according to 10 strands of ANCIL, to see if they could identify good practice, any gaps, and opportunities. It was a great day, so thanks to Jo Webb, Director of Library and Learning Services, for inviting us.
The week remained busy with planning for next week’s SADL workshops (and reviewing last week’s), promoting our next NetworkED seminar with Marieke Guy talking about Open Data, and planning some work to carry out a copyright literacy survey of library and information professionals in the UK, based on an existing European project. I found out about this project at ECIL 2014 and plan to run this survey in the UK with Chris Morrison from University of Kent.
I spent last week at the second European Conference on Information Literacy (ECIL), held in Dubrovnik, Croatia. The conference attracted almost 300 delegates from over 50 different countries from Europe and beyond, the location was stunning and the weather kind to us. There were about 15 of us from the UK attending, so it really is an opportunity to meet colleagues interested in information literacy from many other countries. The organisation was excellent, congratulations to the committee and to Serap and Sonja, the founders of this conference which started last year in Istanbul. The quality of the papers was also extremely high and I look forward to seeing the conference proceedings in due course. In this post I will focus on some of the keynotes and invited speakers, and write up some of the parallel sessions I attended later.
I was pretty busy over the course of the 4 days running a writing for publication workshop, participating in a panel discussion for InformALL on workplace IL and presenting a paper on the SADL project with my colleague Maria. The conference is pretty intense and although this year it didn’t run into the evening, other than for social events. Being based in a conference hotel also really helped, as there was less time walking, and a tempting pool when you needed refreshing!
This week I am attending the European Conference on Information Literacy (ECIL2014) in Dubrovnik. I’ll write up a longer post on the keynotes and sessions I have attended, but here are my slides from the presentation I am giving on Thursday with one of my colleagues from LSE, Maria Bell. It’s more about the Student Ambassadors for Digital Literacy project which is recruiting students this week at LSE for our second year.
Today I am starting a two day a week secondment to LSE’s International Programmes, the department that is responsible for our distance learning provision accredited by the University of London. I know something about their work as for five years or so I was a Fellow at UoL Centre for Distance Education (CDE). Back in 2007 CDE funded the LASSIE project which is how I got into blogging and researching libraries, social media and education.
Back to my secondment though; for the next six months I’m going to be working to develop a digital literacy programme aimed at teachers. The teachers are based at affiliate institutions around the world and the idea is to offer them a teaching certificate. It won’t be a full blown PG Cert but it will cover many of the same elements of a typical teaching in HE course. The challenge is that much of the course will be taught online as the teachers are based around the world. And this course will have digital literacies embedded in it. It will also explore the challenges of teaching in the digital age and assumptions about the concept of students as ‘digital natives’. I will be looking for existing courses and OERs to inspire me. Models like 23 Things seem to offer ideas about the approach we could use. In addition to teaching about digital literacies we want to use a variety of appropriate technologies with the teachers to encourage them to share ideas and be reflective about their teaching.
My first step will be carrying out a literature search to find out about similar existing courses and to find a suitable teaching model. I also need to devise a curriculum and find out more about the teachers, their current practices and use of technologies. It’s very exciting starting a new project and today feels like the first step on a new adventure! Wish me luck!
I’ve just attended an Information Literacy seminar held at Charles University in Prague, (founded in 1348) although the meeting was at the more modern Faculty of Social Sciences. I was invited to give the keynote which opened the seminar and to speak about the support for research students we offer at LSE. The IVIG seminar, which is an information literacy seminar, was organized by the Association of Libraries of Czech Universities, Institute of Information Studies and Librarianship of the Charles University in Prague, and SPRIG Civic Association. I have made my presentation available on Slideshare.
The programme was really interesting and it isn’t that often you get to meet so many Czech academic librarians. The group arranged for an interpreter to help me out, as the entire day was (unsurprisingly) in Czech. I had been invited following meeting Hana Landová, Lenka Bělohoubková and Ludmila Ticha last year at the ECIL conference in Istanbul. Their information literacy group has made great progress furthering good practice in information literacy in the Czech Republic and the seminars they organize are very popular with librarians.
The focus of the seminar was supporting PhD students and early career researchers and there were presentations from a wide range of universities. Overall I found the issues they were discussing were very similar to those we experience in the UK, such as how to promote courses to PhD students and also how to evaluate their effectiveness. The workshops being offered by Czech librarians were quite similar to those we run in LTI and LSE Library: literature searching, managing references, citation analysis, copyright issues. A couple of differences I noticed were several people talked about offering courses to PhD students on the publication process and on writing an academic (or scientific) paper. It struck me as a really useful addition to the programme we offer at LSE, and worth discussing with LSE’s Teaching and Learning Centre. This course covered how to identify high impact journals in your field and also discussed open access issues. Petra Dědičová from Brno, University of Technology was one speaker who had a particularly impressive programme of support for PhD students, with a complimentary Moodle course.
Today I’ve been chairing a workshop at CILIP on undertaking research, writing proposals and getting published. It was a joint event being run by the Information Literacy group and Library and Information Research Group. I got involved in my capacity as Editor of the Journal of Information Literacy. I was looking forward to the day and have always believed that undertaking research is a really important part of a practitioner. In fact I am in the process of writing a research strategy for our team which should be available on our website fairly soon.
The strategy is an attempt to provide a rationale and a strategic direction for the research that we have done for many years and it sets out the key areas of research interest. Up until this point our research has been driven by funding opportunities from organisations such as JISC and the HEA and from personal interests. However it’s helpful to have this work recognised more formally and to have an explicit strategy. Writing the document also helped me see how the various areas where we have undertaken research fit together. I’ve undertaken research on open education, on digital and information literacies and on the impact of new technologies on learning and teaching at our own institution and more widely. However the strategy should provide more focus for the activities.
I headed off for a few weeks to visit the Canadian Rockies in search of bears, (four spotted) elk, (20 plus spotted) lakes and mountains (too many to count but Lake Louise and Lake Maligne up in Jasper were highlights). It was also a good chance to spend time thinking and reflecting on what I had learnt at the conference I attended from 23-25th July in Portland, Oregon, Library Instruction West. I’m grateful to the CILIP Information Literacy CO-PILOT committee and LSE for supporting me to attend a great conference.
Working in the newly renamed team, Learning Technology and Innovation, I was on the look out for new ideas and innovations. We have this sense in the UK that exciting things are happening in North American universities that we need to be aware of in the UK. I certainly came back with a sense that things are different, I’m just still trying to pin down exactly how! So here’s my attempt and in my first blog post written during the conference I was struck by the differences in terminology we use. I think in terms of people’s job titles it is worth thinking about this a bit more. I met instruction and outreach or information literacy librarians (not subject librarians or academic support) I also met instructional designers (what LSE would call educational developers) and I heard talk of educational technologists but from what I heard many did not seem to be working alongside the library folk as often as in case in the UK. Those differences suggest academic support services are set up slightly differently in US and Canadian universities. However, people did talk about the same issues such as how to engage faculty, how to embed digital and information literacy effectively into the curriculum, how to be innovative in their teaching and use technology appropriately.