Is it worth the effort? Delivering Information Literacy using IBL

1. Is it worth the effort?Delivering Information Literacy using IBL Jo Myhill & Steve Briggs University of Bedfordshire

2. Discussion points • Overview of University of Bedfordshire • What is information literacy (IL) and how is it delivered at University of Bedfordshire? • Problems with this model • The CRe8 agenda • The project • Early findings

3. University of Bedfordshire • 3 main campuses in Luton & Bedford • 3 further campuses • £3.3 million Centre of Excellence in Teaching & Learning (CETL) • Short listed for University of the Year in THES awards 2007 • 16,000 students • 100+ countries represented • 45% of students aged over 24 years

4. Faculties

5. What is information literacy? “…knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner” (CILIP 2004) CILIP (2004) Information Literacy definition.  Available at: http://www.cilip.org.uk/policyadvocacy/informationliteracy.  (Accessed: 16th.May 2007)

6. Information literate • a need for information. • an appreciation of the resources available. • how to find information. • the need to evaluate results. • how to work with or exploit results. • comprehension of ethics and responsibility of use of information. • how to communicate or share findings. • how to manage findings.

7. How is IL delivered at UOB? • 11 Academic Liaison Librarians • Input at key learning points in the curriculum • Personal & Professional Academic Development PPAD) during year 1 • Dissertation support during second half of year 2 and throughout year 3

8. Formats • Lectures (ranging from 30 to 200 students) • Seminars (anything up to 20 students) • Workshops • One to one appointments • Drop ins

9. Content • Based around the 8 information literacy competencies • Try to tie in to an assignment • Underpinning knowledge (WHY) • Practical skills (HOW) • Evaluation of information found • Ethical use of information

10. Tasks • Devising a research question from a topic • Identifying keywords • Navigating the library catalogue using reading lists • Demonstrating databases • Task sheets on searching for journal articles • Workbooks

11. Problems with this model • Structured and prescriptive • Delivered by the tutor • Inadequate time to deliver skills learning • Restrictions in terms of formats – lectures • One off delivery • One size HAS to fit all • Lack of engagement • Not directly assessed

12. The CRe8 agenda • August 2006 merger • New mission and values • Develop a new framework for delivering teaching and learning to a diverse student population • Recognition that learning had “changed” • Curriculum Review for 2008 (CRe8)

13. CRe8 principles • Recognise the universities vibrant and diverse student body • Provide stimulating learning environments Provide a curriculum that excites, challenges, motivates and engages students • Develop students as independent self regulatory learners

14. CRe8 key strands • Personalised Learning • Curriculum • Realistic Learning • Employability • Assessment

15. Unit Information Forms (UIF) • Essential information on the unit of study • Aims • Learning Outcomes • Approaches to learning • Skills development • Assessment

16. CETL Project • Funds small-scale teaching and learning projects • All projects must be related in some way to CRe8 and the Universities Education Strategy • Findings are disseminated at the annual Teaching & Learning Symposium

17. The Project - rationale • CRe8 agenda in terms of: • Skills development • Challenging / stimulating / engaging curriculum • Problems with existing model of IL teaching • Personal development!

18. Project tasks • Literature review to identify • Definitions of IBL / EBL etc • Examples of best practice • Critical success factors • Survey of UOB staff to assess use and non use of IBL • Evaluate existing model of IL teaching • Make recommendations of how IBL could be used in curriculum

19. Surveys • Electronic, hosted by Bristol Online Surveys • Primarily open questions asking for a “considered” response! • Shared characteristics: • Basic demographic data • Definition • 2 separate surveys

20. Non use of EBL • Had they heard of EBL? • How would they define? • Why hadn’t they used? • Where did they think it might be effective in the curriculum? • How could it enhance student learning / engagement?

21. Use of EBL • Definition of EBL • Where and when have they used EBL • The impact of EBL on learning • Barriers to using EBL • Student responses to EBL • Peer viewpoint • Critical success factors

22. Early findings • Delayed start! • Aiming for 20 respondents for each survey • 5 responses so far: • 1 for use of EBL (5% response rate) • 4 for non use of EBL (20% response rate)

23. Use of EBL

24. Non use of EBL

25. Possible definition “An approach to teaching and learning in which the tutor(s) set up problem scenarios (or just problems) that the students individually or in groups are required to investigate. Most learning occurs through the process of active investigation rather than through the tutor transmitting knowledge.”

26. Comments

27. So, is it worth the effort? “I have used it elsewhere and seen it transform the ethos of a course.”