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Using A New Curriculum for Information Literacy (ANCIL)

Using A New Curriculum for Information Literacy (ANCIL). A Training session for Librarians. Aims for today’s session. To introduce the curriculum, its ethos and content To introduce the range of ways it could be used in your own practice and look at using the curriculum to design provision.

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Using A New Curriculum for Information Literacy (ANCIL)

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  1. Using A New Curriculum for Information Literacy (ANCIL) • A Training session for Librarians

  2. Aims for today’s session • To introduce the curriculum, its ethos and content • To introduce the range of ways it could be used in your own practice and look at using the curriculum to design provision. • To identify the network around you and how you can promote the joined-up teaching of IL in other contexts across the institution

  3. Arcadia Emma Coonan (Cambridge, UL) and Jane Secker (LSE): Develop a new, revolutionary curriculum for information literacy in a digital age. Helen Webster (Cambridge) and Katy Wrathall (Independent): Strategies for implementing the curriculum.

  4. Information literacy: ANCIL’s definition “Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. “It is a basic human right in a digital world and promotes social inclusion in all nations.” UNESCO (2005) Alexandria Proclamation

  5. Curriculum attributes • Holistic – supporting the whole research process • Modular – ongoing ‘building blocks’ forming a learning spiral • Embedded within the context of the academic discipline • Flexible – not tied to a specific staff role • Active and assessed – including peer assessment • Transitional : Transferable : Transformational

  6. what might the curriculum be used for? framework to promote discussion and shared understanding - learning outcomes, marking criteria, feedback benchmarking/diagnostic tool - are students where they need to be? using the curriculum audit tool - institution, department or individual provision, course design and join-up teaching tool - curriculum, materials etc

  7. the curriculum • Transition from school to higher education • Becoming an independent learner • Developing academic literacies • Mapping and evaluating the information landscape • Resource discovery in your discipline • Managing information • Ethical dimension of information • Presenting and communicating knowledge • Synthesising information and creating new knowledge • Social dimension of information literacy

  8. The curriculum • Which strands belong to the traditional remit of the librarian? • Which could belong to a future remit of the librarian in a digital age? • Which do you already address in some format (state which format) • Which might present a challenge? what is that challenge?

  9. Curriculum Levels • Any provision should include: • What have I learned to do? Basic key skill (5, 6) • How does it apply in my context? Subject-specific context in which to understand and use the skill (3, 4) • How does that change my understanding? Advanced information handling e.g. evaluating, assimilating, synthesising information (7, 8, 9) • How does it reveal or change my learning?Learning to learn - reflection (1, 2, 10)

  10. the librarian • What can / could the librarian offer that other roles in the university can’t?

  11. Formal, structured Student-led Staff-led Informal, loosely structured

  12. Formal, structured workshop student-requested session induction tour student talks Student-led Staff-led peer mentoring drop-in sessions peer problem-solving session signposting Informal, loosely structured workshop

  13. what sessions could I run? • Focus on the research process, not the tool or interface • Use titles that reflect the learning outcome • Talk less. Teaching (or any profession) is not about having all the answers! It’s about helping the learner find their own. • (from: ANCIL: Six tips for Transforming your Teaching)

  14. Case study • The Learner: • Third year student(s) about to start writing a dissertation • OR a First year(s) who can’t find books on the reading list • The Librarian: A Librarian who: • ...? • ...? • ...?

  15. planning a session • Using the curriculum, plan a session • Bear in mind: • four levels of outcome (practical skill, subject-specific context, advanced information handling, reflective ‘learning to learn’). • activities and assessment (even if informal, or not assessed by you)

  16. Wider context Who is currently in my network? How could I support their IL work? Local context Me How could they support my IL work? Who might I add to my network?

  17. Thank you for your contributions! • For the curriculum and other resources, please see • the ANCIL website: • http://newcurriculum.wordpress.com/

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