Information Literacy Concepts IL into the Curriculum Workshop Day 1 Session 2 Points in bold indicate things you should tell the audience. You can express them in your own words. Points in this script are facilitation instruction - for example, they might indicate how to run a group discussion or brainstorming session.

Objectives During this session, you will: Compare information literacy definitions Explore the ‘broadening’ definition of an ‘information literate person’ Consider the competencies for building 21st Century skills Discuss the importance of information literacy / 21st Century skills (2 mins) • Briefly outline the objectives of this session

IL conception ‘broadening’ (1 mins) • The conceptions of information literacy are ‘broadening’ in response to the behaviour and needs of future students in a digital age. Increasingly information is being viewed as a commodity which is capable of being controlled, traded and distributed. In an information society, as instructors, we should be concerned with promoting an inclusive view of information as a ‘vehicle for development, prosperity and freedom’. Information leads to knowledge, information enables individuals to make informed choices in their personal, social, occupational and educational endeavours. • Introduce the session. Whatknot, flickr.com

The Digital Natives Gideon Burton, flickr.com (4 mins) • Instructors are teaching students who were born with the internet, even if they have only experienced it for the first time at university, they are expected to embrace the concepts & tools quickly. Some of today’s students are known as ‘digital natives’, these are individuals who use information tools to communicate, share ideas and construct their understanding of the world. As professionals, we play a crucial role in preparing students to make a positive contribution to society. How can we prepare them for a society that changes rapidly, to be able to discern the difference between fact and untruths, bias and opinion? How can we encourage socially responsibility; creativity and curiosity? Our students will occupy an information society that we cannot currently conceive of – yet we must prepare them for the future, and for jobs in the 21st century. • Individual activity- ask participants to consider their opinion on the term ‘Digital Natives’ • Ask participants to comment on the skills and behaviours of their students, are they digital natives? How quickly do they acquire the skills of a digital native? Do they use Facebook, mobile phones? Gideon Burton, flickr.com

nicholasroseth.com (2 mins) • Increasingly employers want students who are ‘work-ready’. The attributes of a person who is work ready are included in this slide. You’ll notice that creativity, adaptability, sound-reasoning, Information Literacy, Media Literacy and ICT Literacy are listed as attributes that today’s employer needs in their workforce. • Show the slide and highlight some of the attributes. Invite 2 or 3 participants to respond to this list of attributes, are there any surprises? Does an IL trainer play a role in cultivating these skills? nicholasroseth.com

2013 and beyond… How can we prepare our citizens to be: Autonomous / self-directed Independent Life-long learners Critically engaged / critical thinkers Problem solvers, creative & adaptive Social, civic & corporate responsibility (appropriate behaviours, approaches, cognitive functions & skills) (1 min) • As an information literacy (IL) trainer your role is to help cultivate the attributes shown on this slide (autonomous and self-directed learning, critical thinking skills etc). Arguably IL is more than the cultivation of skills which are usually associated with the library (i.e. using edatabases, referencing skills etc). In your work it is important to highlight the behaviours and habits you are also helping them to foster, and most importantly that these skills will help them achieve their occupational and personal goals. • Show the slide and highlight some of the attributes.

Group activity Compare definitions of information literacy Identify the standard closest to your conception of IL Compare similarities & differences (Scope) Compare the behaviour & skills Draw a conclusion about the standard that responds to the behaviours & needs of students in next 5 years (17 mins) Group activity: Introduce the activity, and invite participants to identify the IL definition that is closest to their conception of IL (or identify the IL definition they use most frequently in their work). Tell participants that you will show the three definitions in quick succession and that everyone should listen quietly initially. Show slides 8-10, read through each definition and give participants time to reflect on the definition (i.e. thinking time) Then go back to slide 8 and ask participants to comment on the definition. Is this definition closest to their conception of IL, or the one that informs the development of their IL curriculum? What is missing from this definition? Does this definition offer a holistic view of information literacy? Move through slides 9-10 asking the same questions. Conclude with a group discussion about the conclusions that can be drawn about the scope of IL, do we need to broaden the topics covered in our curriculums? Which definition would appeal to students and help them understand the relevance of IL to their studies and their future work-based skills?

IL Definition #1 CILIP, 2004 “IL is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.” Chartered Institute of Library and Information Professionals (CILIP) ask participants to comment on the definition. Is this definition closest to their conception of IL, or the one that informs the development of their IL curriculum? What is missing from this definition? Does this definition offer a holistic view of information literacy?

IL Definition #2 ACRL, 2000 “IL is the set of skills needed to find, retrieve, analyze, and use information.” Association of College and Research Libraries (ACRL) ask participants to comment on the definition. Is this definition closest to their conception of IL, or the one that informs the development of their IL curriculum? What is missing from this definition? Does this definition offer a holistic view of information literacy?

IL Definition #3 UNESCO, 2005 “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, Alexandria Proclamation ask participants to comment on the definition. Is this definition closest to their conception of IL, or the one that informs the development of their IL curriculum? What is missing from this definition? Does this definition offer a holistic view of information literacy?

w4nd3rl0st (InspiredinDesMoines), flickr.com (1 mins) • Although the ‘google generation’ and ‘digital natives’ terms have been widely debated and criticised (Jones et al), it is clear that the information seeking behaviours and needs of students are changing (CIBER, 2008). What is clear, is that information literacy programmes over the next 5 years need to adapt and respond to the needs of current and future students (Secker & Coonan, 2011). We may need to adapt our training approaches, models and curriculum to address these changes, if we are to support the development of 21st Century information seeking behaviours and skills. • Show the slide w4nd3rl0st (InspiredinDesMoines), flickr.com

Outcomes By the end of this session, you will be able to: Define information literacy Define a ‘broad’ definition of an ‘information literate person’ Describe the competencies for building 21st Century skills Explain the importance of information literacy / 21st Century skills (2 mins) • Conclude the session by highlighting the learning outcomes, invite 2 or 3 participants to share their reactions to ideas covered in the session. • Show the slide

Course materials developed by Siobhan Duvigneau Information Literacy manager, IDS S.Duvigneau@ids.ac.uk You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work to make commercial use of the work Under the following conditions: Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. http://creativecommons.org/licenses/by-sa/3.0/ This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. 17/09/2018