Christine Irving & Dr John Crawford LILAC 2008

1. The Scottish Information Literacy Project:working with partners to create an information literate Scotland Christine Irving & Dr John Crawford LILAC 2008

2. Project objectives • to develop an information literacy framework, linking primary, secondary and tertiary education to lifelong learning including workplace and adult literacies agendas • Advocacy on behalf of information literacy for education and the wider community • Working with information literacy champions both UK and worldwide  • Researching and promoting information literacy in the workplace • Identifying and working with partners, both in education and the wider community • Researching the role of information literacy in continuing professional development • Researching the health literacies agenda

3. Drumchapel Project • An exploratory project – initially ICT skills orientated • Community ICT facilities little used - Library and Cybercafés – implications only now being addressed • School and School Library are main focus for IT use in deprived areas • Little integration of information literacy into the curriculum • Levels of ICT ‘deprivation’ did not seem to be high • Basic IT skills exist- WP, email, Internet • Pupil evaluation of websites poor • School disproportionately important in deprived areas

4. The development of a National Information Literacy Framework (Scotland): progress, barriers, constraints and opportunities

5. The development of a National Information Literacy Framework (Scotland) • Looked at other frameworks – at home and abroad • Discussions with relevant bodies and individuals • Not reinventing the wheel • incorporate what is being used • look for common themes from existing models and definitions

6. Contents • Back ground information and provenance • Acknowledgements • Information literacy – what it is • Information literacy and lifelong learning • Information literacy education • Use of the Information Literacy framework • The framework levels • Information literacy and assessment • Appendices

7. Appendices • Examples of information literacy material • Existing skills definitions, frameworks and models used to inform the development of this national framework • Mind map of models, qualification and skills definition used in draft national framework • National Unit Qualification - Information Handling Skills DF9J 11 (Intermediate level 2); • University of Abertay Dundee: Information Literacy Framework • Loughborough University Library Information Literacy: IL competencies

8. Draft Framework

9. Progress Project timescale September / October 2007 - Easter 2008 Exemplars • Some good practical examples from partners to demonstrate how each level can be used within different sectors and for different subjects • Learning and Teaching Scotland • Adding value to LTS Information Literacy Online Service: Exemplars of good practice http://www.caledonian.ac.uk/ils/LTS.html

10. Progress Advocacy Curriculum for Excellence Literacy and Language outcomes www.curriculumforexcellencescotland.gov.uk/Images/literacy_english_outcomes_codes_tcm4-468727.pdf Attracted attention from home and abroad Phone calls, emails, from library & information professionals looking to introduce or improve IL in their school or institution Visits from Finland, Austria Emails from Sri Lanka, India, Netherlands, Spain Asked to speak at conferences, events

11. Exemplars of Good Practice Liz Lloyd, Information Literacy Librarian, Aberdeenshire Library & Information Service Various activities including SKIL website – Schools toolKit for Information Literacy SKIL is an Information Literacy model which provides a framework, toolkit and support materials to enhance the teaching of Information Literacy across the curriculum. It is not intended as an 'add-on' to the curriculum but used to provide lessons in various parts of the curriculum that will enhance the Information Literacy skills of pupils. Website includes: SKIL by year group Nursery – Primary 7 (12 year olds) Resource bank Pupil Zone

12. Exemplars of Good Practice Caldervale High School, Airdire Supporting our pupils in developing their information skills: how do we do it? Exploration by a group of staff (four teachers and the school librarian) around the question of how to improve the support they provide for the development of their pupils information skills in an academic context. Follow up activity to participation in researcher project looking at teachers’ conceptions of information literacy (Williams and Wavell, 2006).

13. Exemplars of Good Practice Carnegie College, Dunfermline Jillian Latto, Academic Services Librarian • working with HNC Applied Science students (most of whom go onto university, they see the HNC as a stepping stone) - choosing research topic, brainstorming, resources used for project, evaluation of information, referencing, bibliography etc (newly developed) • would like to develop an IL diagnostic assessment on Moodle to assess the knowledge and skills of the students before they begin any IL studies / work

14. Exemplars of Good Practice Craigholme School, Glasgow Donna Luc and Susan Cheyne, School Librarians Glasgow Info Lit project with Junior 6 • still in its infancy, girls and staff to evaluate • booklet will evolve as their skills change and develop.  • stages covered – brainstorming, deciding on research questions and then finally keywords • took 2 ½ weeks • then they had 4 weeks to find the required information from a mixture of books and internet. • Use of the internet not covered in detail at this stage, but having ‘mastered’ the planning stage, the next project will focus on searching. • Similar booklets for - Junior 7 who evaluated sources and websites and S1 with a focus on note making.

18. Exemplars of Good Practice East Lothian School Librarians Dunbar Grammar School, Preston Lodge, Knox Academy and Ross High • Looking at in service day - presentation to illustrate the lack of IL skills  many students have and how it impacts on their ability to complete tasks well • Approached by staff to work with them to help students organise work and research • History work with Advanced Higher students. • RME PT has been bringing his Intermediate class to the Library for a period a week to research and write up an investigation - used Mind Genius to assist students to plan their research and organise their findings. • Physics teacher Intermediate 1 class to use Mind Genius to build revision notes • intention to book them into the Library once a month to update their maps • should be feasible to work on the higher order critical skills as part of these processes.

19. Exemplars of Good Practice North Ayrshire School Librarians - Rosslyn Lee,Ardrossan Academy 1st Year English Library Research project Biography research on a famous person gathering information from a variety of sources including non-fiction books, encyclopedias and websites covering reading skills (skimming, scanning), finding information, note-taking, Internet using a search engine including exercise note-taking from the internet, note-taking from books how to write a bibliography presenting your information, your talk.

20. Exemplars of Good Practice North Ayrshire School Librarians - Rosslyn Lee,Ardrossan Academy 2nd Year History Covering misinformation and disinformation giving examples of websites, photos strategies for searching searching the Internet effectively; searching the Internet using Google, URLs and Domain names evaluating websites and books including quick quiz on evaluation note-taking from the internet, note-taking from books resource search for resources on John F Kennedy (they have to include specific details / questions relating to - biographies of JFK and Lee Harvey Oswald, describe what events happened before, during and after the assassination, find and look at different conspiracy theories Curriculum for Excellence Audit audit ofIL activities and how they fit into the CfE

21. Exemplars of Good Practice North Ayrshire School Librarians - Theresa Newbury, Largs Academy S1 Art: Research into the Impressionist and Fauvist art movements to create a PowerPoint presentation which compares the two. • pupils directed to suitable websites through Learning Homepage and the pages for Art and Design • select pictures of their chosen artist • add the notes they had taken in a previous note taking IL session to the PowerPoint template which pupils use to store results of their findings • template designed to teach pupils the importance of organising their information logically while teaching them the basics of creating a presentation.

22. Exemplars of Good Practice North Ayrshire School Librarians - Theresa Newbury, Largs Academy S1 Religious Education: Investigation into religious festivals Pupils work individually and as part of group, identify keywords, search books and web sites, note take (not allowed or able to print) Information Literacy Audit Target of the school development plan, had two meetings plus drawn up your audit questions to ask teachers. Information Skills class – Friday at lunchtime (and Monday after school)

23. Exemplars of Good Practice • Carol Stewart, Learning Resource Co-ordinator, St Modan’s High School, Stirling Variety of innovative and interactive activities. • Ian McCracken, Learning Resource Manager, Govan High School, Glasgow Works across the school with the support of the head teacher. • Jayne Powers, Oban High School Carried out audit in the school to ascertain what different subjects are doing with information skills so that she can build up a whole school picture. Also established a working group in the school.

24. Barriers & Constraints Perceptions and Reality 2006 • We agree that the concept of information literacy is important and should be developed in all sectors of education. • the development of information literacy as described by the petitioner is already central to practice at most levels of education in Scotland The Educational Institute of Scotland 2006 • the development of information literacy skills policies and lessons is currently haphazard and disconnected F. Devoy, Convenor, SLA (S) 2006 • The results of the study indicate that teachers understood information literacy to be important for lifelong learning but do not feel able to effectively support the development of information literacy in their students within their current curriculum environments. Information Literacy in the classroom: secondary school teacher’ conception Professor Dorothy Williams & Caroline Wavell 2006

25. Barriers & Constraints Perceptions and Reality 2008 the need for information literacy skills across the curriculum. (And not as a separate library course running without being reinforced across subjects as my head teacher seems to expect.) Katie England (School Librarian: Tiree High School) the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems Internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information either for relevance, accuracy or authority Young people have a poor understanding of their information needs and thus find it difficult to develop effective strategies information behaviour of the researcher of the future CIBER briefing paper2008

26. Opportunities Curriculum The broad area of learning, study and information skills may acquire a more embedded and explicit presence in future curriculum frameworks, as it can be seen as underpinning the purposes of ‘A Curriculum for Excellence’ for students to be successful learners, confident individuals, responsible citizens and effective contributors. The on-going curriculum review process provides opportunities for engagement with education professionals and interested parties. A basic understanding of information literacy is probably best gained during the primary school years, so that the student may benefit from more effective information-handling through the rest of their school experience. Bernard McLeary, Chief Executive, Learning and Teaching Scotland 2006

27. Opportunities Resources LTS has procured digital content and learning resources for information literacy and study skills courses, which will be made available online as support for teachers and learners. Professional Development LTS believes that there is also an on-going need for Professional development to refresh the information literacy skills of the teacher workforce, and for consideration of coverage of this skills area in initial teacher training. Bernard McLeary, Chief Executive, Learning and Teaching Scotland 2006

28. Opportunities Curriculum for Excellence • single coherent curriculum for all young people aged 3-18 in Scotland • provides a framework within which excellent learning and teaching can take place • it is an integral part of the improvement agenda in Scottish education.. Draft experiences and outcomes • describe expectations about learning from 3 to 15. Work on the curriculum beyond age 15 will be linked closely with these developments. • designed to • allow teachers to ‘raise the bar’, permitting greater depth and challenging young people to be ambitious in their learning, whilst ensuring that learning is enjoyable. • encourage a range of learning and teaching styles, whilst at the same time actively encouraging participation and the development of a range of skills • particularly important given the recognition given to schools’ contribution to skills development in the Scottish Government’s recently published Skills Strategy.

29. Opportunities Curriculum for Excellence Literacy Literacy and English Outcomes February 2008 The three lines of development for literacy skills are: Reading - Enjoyment and Choice, Tools for reading, Finding and using information, Understanding, analysing and evaluating Writing - Enjoyment and Choice, Tools for writing, organising and using information, creating texts Listening and talking - Enjoyment and Choice, Tools for listening and talking, Finding and using information, Understanding, analysing and evaluating, creating texts Within each of these there are organizers relevant to all curriculum areas. www.curriculumforexcellencescotland.gov.uk/Images/literacy_across_the_curriculum_tcm4-470951.pdf

30. Opportunities CIBER Report 2008 Information skills are needed more than ever and at a higher level if people are to really avail themselves of the benefits of an information society. Emerging research findings from the US points to the fact that these skills need to be inculcated during the formative years of childhood: by university or college it is too late to reverse engineer deeply ingrained habits, notably an uncritical trust in branded search engines to deliver quick fixes.

31. What we would like to do next • Restructure the National Information Literacy Framework Scotland in the light of feedback from piloting in the school and FE/HE sectors • Expand the Framework to extend the lifelong learning/community engagement component using the data from the workplace/Adult Literacies study currently completing • Investigate the development of information skills training modules which could be delivered via public libraries, workplace training and Adult Literacies programmes • Review and develop our existing workplace information literacy skills expertise with chambers of commerce, Adult Literacies partners, etc • Have more time to publicise and promote our work to the sectors which we are targeting and to disseminate and develop strategic collaborations and partnerships on a national and international basis. • To develop further strands in media and health literacies • Get information literacy incorporated into Scotland's’ lifelong learning policy

32. Constraints and issues • Funding is the basic issue • After that – time • Trying to cover a wide range of issues • But – all information literacies areas overlap • Encouraged by wider support especially outside UK • Washington visit enlarged our agenda • Moving towards a networked environment?

33. Our friends in the North

34. Contact details Dr. John Crawford, Christine Irving Library Research Officer, Researcher / Project Officer Room 302, (3rd floor) Room 302, (3rd floor) 6 Rose Street, 6 Rose Street, Glasgow, G3 6RB Glasgow, G3 6RB Tel: 0141-273 -1248 Tel: 0141-273 -1249 Email jcr@gcal.ac.uk Email christine.irving@gcal.ac.uk Project website www.caledonian.ac.uk/ils/

35. Questions?