rgu LILAC 2006 Libraries supporting learners – really? Dorothy Williams The Robert Gordon University

rgu Overview What “support” do learners need? Literacies and critical thinking for tomorrow’s learners Thinking beyond the models Making connection with the learner The library’s role?

rgu What “support” do learners need? Literacies and critical thinking for today’s learners Knowledge is highly situated; rapidly changing; more diverse than ever before (Australian Council of Deans of Education, 2001) ”good learners will be broadly knowledgeable, and in particular able to engage with the different interpretive frameworks and contexts of specific information” (Kalantzis et al, 2003 )

rgu Information literacy “the ability to identify, locate, evaluate, organize and effectively use information to address issues or problems at hand that face individuals, communities, and nations.” (Thompson, 2003) “...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) Skills, knowledge and critical thinking

rgu Real-world relevance Information Literacy meeting of experts, Prague, 2003 (“Prague Declaration”) recognises relevance to: Education and learning Health Economic development Communities and social problems

rgu Challenges Developing strategies for learner/client support which is relevant to learning tomorrow as well as learning today Preparing learners for real-world learning environments - where people and the internet are key sources.

rgu Models: support or barrier? Many models and frameworks from the information and library community: e.g. Big 6 Skills model (1999), SCONUL’s 7 Pillars (2005), Marland (1981), Herring’s PLUS model (2003), Big Blue (2001), Becta’s Star model, Moore (2002), ACRL’s Information Literacy Competency Standards for Higher Education (2000), Australian and New Zealand Information Literacy Framework (2004)…… Varying experiences/conceptions of information literacy in relation to learning (e.g. Bruce, 1997; Webber et al, 2005; Williams & Wavell, 2006) Thinking beyond the models…..making connection with the learner and learning experience

rgu Quality of interaction is a key factor (Williams & Wavell, 2001)

rgu Strategies for making connection with the learner (e.g. Kuhlthau, 1993, 2004; Limberg, 1999; Bruce, 1997; Webber, 2005; Williams & Wavell, 2001, 2005; Williams & Coles, 2003) Mediation within the learning process Reflection – encouraging self-awareness of information experiences and strategies; metacognition Integration – integration within teaching and learning

rgu Mediation and reflection Mediation: interaction that encourages the learner to make their own decisions about information; mediation between the learner (understanding of task/purpose, motivation to learn, prior information skills and knowledge) and the learning context (purpose, task, curriculum, assessment, information resources) Process-oriented mediation - the “counsellor” role (Kuhlthau, 1993, 2004) Effective mediation and encouragement to reflect on experience can develop learner confidence; absence of effective mediation can de-motivate students or result in coping strategies (Williams & Wavell, 2001) Reflection – the key to transfer of skills and strategies?

rgu Mediation continues to be important in professional learning Research into real-world information seeking also shows that professionals use their social networks as “mediators” – e.g. trusted colleagues who can help contextualise information decisions e.g. engineers, lawyers, accountants (Leckie, 1996; Cheuk, 2000); teachers (Williams & Coles, 2003) How can the librarian adopt this role?

rgu Integration Integration of information literacy within the curriculum (school, FE, HE) has often been seen as the ideal – helping to validate information literacy for students. But integration within teaching and learning is just as important

rgu Integration – a particular challenge for schools? (Williams and Wavell, 2001) Learning in the library - teachers and librarians were finding it difficult to focus on student learning and to provide support and mediation as part of the learning process Lack of a common vision or language to describe the way the library/information activities contribute to learning Need to develop as information communities with shared understandings of value and definition of information literacy and its relationship to learning….

rgu The teacher perspective….. (Williams & Coles, 2003) Teachers’ own real-world information literacy - based on a pragmatic acceptance of the information readily available, even if known to be limited in scope or quality Reliance on readily accessible sources; informal sources they trust; “pre-prepared” sources Prefer one point of access - Internet/web use is increasing Have mixed feelings about libraries

rgu Source used for subject related research % regularly using source Source used for research related to teaching & learning theories & practice % regularly using source 1Colleagues: Informal discussions46.5Colleagues: Informal discussions Professional magazines or newspapers 41.3 Professional magazines or newspapers In-service events37.2In-service events30.1 4EA Information34EA Information28.5 5Mainstream Newspapers29.5 Colleagues: school-based development meetings 25 6 Colleagues: school-based development meetings 28.5Mainstream Newspapers17.9 7The Internet27.6The Internet Colleagues: EA-wide development meetings 15.7Head teacher13.1 9Colleagues: local subject networks15.4 Colleagues: EA-wide development meetings Head teacher13.8Research journals11.2

rgu The teacher perspective…. (Williams and Wavell, 2006) Teachers talking about information literacy and their own students It’s important They feel frustrated and recognise problems “some have it and some don’t” They feel constrained It’s too much of a risk

rgu Libraries supporting learners Libraries developing learners Librarians developing learners The library’s role?

rgu Librarians developing learners means…… Accepting challenge and role change - develop learners, don’t support the status quo Prioritising development areas - be prepared to make difficult choices and take risks Being evidence-based practitioners Keeping an open mind about the definition and experience of information literacy

rgu “Libraries supporting learners” really means…… librarians developing learners