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CILIP DfES presentation on teaching and learning information literacy

Agenda. Introductions (5 minutes)Orientation to information literacy (20 minutes)Current situation in schools (20 minutes)Improvement (20 minutes)Discussion (30 minutes). Who are we?. We represent CILIP (Chartered Institute of Library and Information Professionals) Information literacy (IL) gro

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CILIP DfES presentation on teaching and learning information literacy

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    1. CILIP DfES presentation on teaching and learning information literacy Debbi Boden (Chairperson CILIP SIG Information Literacy Committee, Faculty Team Leader, Imperial College); Marcus Woolley, (Treasurer CILIP SIG Information Literacy Committee, Head of Library Development and Academic Liaison, Bedfordshire University); Dr. Mark Hepworth, (Member of CILIP SIG Information Literacy Committee, Senior Lecturer, Department of Information Science, Loughborough University)

    2. Agenda Introductions (5 minutes) Orientation to information literacy (20 minutes) Current situation in schools (20 minutes) Improvement (20 minutes) Discussion (30 minutes)

    3. Who are we? We represent CILIP (Chartered Institute of Library and Information Professionals) Information literacy (IL) group and have the remit of moving the IL agenda forward on behalf of CILIP.     Our aim is to provide a forum across all sectors of the profession, which encourages debate and allows the exchange of knowledge on all aspects of Information Literacy.   We also:   Publish JIL - Journal of Information Literacy – launched in November 2006 Run a Discussion list - 1000+   Organise LILAC  - Librarians Information Literacy Annual Conference Manage and develop The Information Literacy Web Site - www.informationliteracy.org.uk                                                       

    4. Orientation to Information Literacy

    5. CILIP Information Literacy Definition

    6. A slightly more complex picture – study situation

    8. Current wisdom 14 – 19 education and skills white paper: ‘the Knowledge and skills needed for citizenship, employment and further learning are crucial’ IL is core to life long learning, digital citizenship and employment. ‘the modern world and economy requires all young people to be competent in the use of ICT … ICT skills should be developed across the curriculum’ Being able to use the technology does not develop the skills to find, evaluate and communicate information. ICT & IL skills should be developed across the curriculum. The Key Stage 3 National Strategy addresses the teaching of ‘information skills’. “A main tenet of the Key stage 3 Strategy is that schools help pupils to become more competent learners for life and that a sound grounding in information skills is particularly important for Key Stage 4 and beyond” (DfES 2004, p.3). However:

    10. Current ‘research’ projects in schools

    11. Student feedback

    12. Student feedback

    13. Student feedback

    14. Improving student’s ability to exploit the information process

    15. Importance of teacher intervention ‘… their attention is going to be improved … its going to help them take responsibility for their own learning and also to be more confident in that sort of environment’ ‘We have actually cut down on the content of the course … because we want time for the students to be reflective, we want to say: ‘What did you do well? What went wrong?’ ‘Well if they can extract information more easily then that makes learning much easier and they would be less frustrated because they have got it quicker’ ‘it would improve the quality of learning without any doubt, it would make a lot of activities more efficient and it would give more freedom to give the kind of open-ended activities that develop sills more and get a kind of knock on effect’ (Williams & Wavell, 2006) Taken from ‘Information literacy in the classroom: secondary school teachers’ conceptions Report funded for the society of education studies – designed to investigate how secondary school teachers describe their student . Sought to identify how IL is interpreted by teachers in relation to the learning tasks they design monitor and assess, and the issues related to its integration into the curriculum. Taken from ‘Information literacy in the classroom: secondary school teachers’ conceptions Report funded for the society of education studies – designed to investigate how secondary school teachers describe their student . Sought to identify how IL is interpreted by teachers in relation to the learning tasks they design monitor and assess, and the issues related to its integration into the curriculum.

    16. Questions How do we incorporate this in the curriculum – primary, secondary …? Should teachers be taught to teach IL? Should teachers be taught to be consciously IL?

    17. References

    18. References Department for Education and Skills (DfES). (2005b). The standards site: Thinking skills in English. Found at http://www.standards.dfes.gov.uk/thinkingskills/guidance/581458?view=get Accessed 20/11/05 Williams, D. & Wavell, C. (2006) Information literacy in the classroom: Secondary school teachers’ conceptions. Aberdeen Business School. National Curriculum in Action. (2005). Found at http://www.ncaction.org.uk/search/index.htm?view=1;subject_id=Gg;ictsub_id=ICTSUB01 Accessed 29/09/05

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