1. Delivering information literacy:
Getting closer to the academic community
Chris Gibson
Academic Liaison Librarian

2. Agenda Information literacy (IL) Challenges of delivering IL
Who delivers IL?
Planning for IL delivery
Delivering IL
Facilitating success

3. What is Information Literacy (IL)?
Concise definition for engaging with academics
‘Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner’ (CILIP, 2008)
IL standards
Developed by professional, international bodies (ACRL, 2000; ANZIIL, 2004; SCONUL, 1999)
Outline skills and competencies
Provide reference points for designing training programs

4. Why does IL matter?
To cope with the increasing volume, variety and quality of information (Lyman and Varian, 2003)
‘Information Literacy…is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of lifelong learning’ (UNESCO, NCLIS and NFIL, 2003)
Information behaviour of the Google generation (UCL CIBER group, 2008) :
Low level of IL
High level of library anxiety

5. What are the challenges?
Organisational culture
Acceptance by academic community
Institutional commitment (policy and strategy)
Control over the curriculum
Content determined by academics (not libraries)
Time available
Staff skills required to deliver IL
e.g. IL, IT, pedagogy, classroom management, presentational
Resources
Staff time, facilities, budget

6. Who delivers IL? Subject librarians (SL) are well placed
Extend SL traditional training role from library and bibliographic skills to information literacy
SL are involved with and informed of:
Schools’ activities and information needs
Information resources relevant to schools, and their context within the information landscape
Schools’ communication mechanisms, structures, and key role holders

7. A practitioner’s view Enable hands-on experience
IL is a practical based subject
‘Tell me, I will forget
Show me, I may remember   
Involve me, and I will understand’ (Chinese proverb)
Effective support is:
Timely (e.g. synchronised with coursework)
Relevant (subject focused; addresses current need)
Applied immediately (practice reinforces skills)
Begin IL early and build progressively

8. Integrating IL into the curriculum
IL Toolkit for securing change (CILIPS, 2008)
Planning for change
Advocacy for change
Implementing change
Evaluate the impact of change
Seize additional opportunities
Periods of curriculum change
Smaller pilot studies e.g. project or tutor groups
Also applies to research training and staff development programs!

9. Planning for teaching Lesson planning Consider learning theories
Identify learning outcomes
Plan learning activities
Prepare teaching materials
Prepare instructor’s notes
Consider learning theories
and styles
e.g. Learning cycle
(Honey and Mumford, 2000)

10. Example: training event
Delivery method
Activity focus
Lesson content
Timing (mins)
Presentation
Instructor
Introduction, learning outcomes, benefits of information skills, scientific communication process, selecting appropriate search tools 15
Guided demonstration
Instructor and student
Developing search strategies, generic database features, accessing full text 30
Practical
Student
Database search exercises, and referencing exercises
Demonstration
Citation searching, subject specific resources (print and electronic), Internet resources (contrast Intute and Google) 20
Group discussion
Evaluating quality of information (case study of web site)
Review and reflect
Relate learning outcomes and activities, discuss any outstanding issues, complete evaluation sheets, reinforce contact details for further support 10

11. Delivering IL Match delivery options with customer segments
Blended approach is effective
The following categories are notional and flexible!
Teaching support
Induction
Workbook (practical based)
Training event (practical based)
Contextual showcasing
Research support
One-to-one
Research profiles
Current awareness
Subject-focused presentation e.g. research group seminar
Online support
Web site
Informs (interactive tutorials)
Virtual Learning Environment (interactive online courses)
Generic support
Training program (resource or activity specific)
Drop-in event (often subject specific)

12. Virtual Learning Environment (1)
‘Market penetration’
Accessible 24/7
Complements face-to-face teaching
Replace some ‘lower level’ events e.g. induction?
Helpful for:
Large student numbers
Timetabling problems
Outreach e.g. distance learners, part-time learners, atypical starters
Supports mixed abilities via self-paced learning

13. Virtual Learning Environment (2)
Appeals to different learning styles
Text and image based guides and presentations, interactive tutorials (e.g. Informs), sound, video, screen capture demonstrations, and assessments
Issues:
Time, expertise and resources to create pedagogically sound content
Collaboration between librarians, academics, learning technologists

14. Informs
Tool for creating interactive online learning materials (Brook et al., 2003; Intute, 2008)
Shared community resource for UK HE and FE
Guide at the side (instructions)
Main window (live resource)

15. Evaluate teaching Feedback from students
e.g. evaluation forms, verbal comments, performance, behaviour
Feedback from academics
Quality of coursework, impressions from students
Personal reflection by instructor
Peer review by colleague

16. Facilitate success Establish an institutional IL policy
Develop co-operation between stakeholders
Enable staff development
Establish support for online delivery of IL
Co-ordinate IL activities across the organisation
Evaluate the impact of delivering IL

17. References (1)
Association of College and Research Libraries. (2000). "Information Literacy Competency Standards for Higher Education." Retrieved 29 May 2008, from
Brook, J., Franklin, G., et al. (2003). "INFORMS: The Information Skills Project: Final Report." Retrieved 29 May 2008, from
Bundy, A. (2004). "Australian and New Zealand Information Literacy Framework principles, standards and practice." 2nd. Retrieved 29 May 2008, from
Chartered Institute of Library and Information Professionals. (2008). "Information Literacy: Definition." 29 May 2008, from
Chartered Institute of Library and Information Professionals in Scotland. (2008). "Information Literacy: Securing Change: Toolkit." Retrieved 29 May 2008, from

18. References (2)
Honey, P. and Mumford, A. (2000). The Learning Styles Helper's Guide. Maidenhead, Peter Honey Publications Ltd.
Intute. (2008). "Informs." Retrieved 29 May 2008, from
Lyman, P. and Varian, H.R. (2003). "How Much Information?" Retrieved 29 May 2008, from
Mackenzie, A., Howard, H., et al. (2002). "The Big Blue: Final Report." Retrieved 29 May 2008, from
Morgan, N. and Davies, L. (2004). "Innovative library induction - introducing the 'Cephalonian Method'." SCONUL Focus 32: 4-8.
Pinfield, S. (2001). "The changing role of subject librarians in academic libraries." Journal of Librarianship and Information Science 33(1):

19. References (3)
Society of College, National and University Libraries. (1999). "Information Skills in Higher Education: A SCONUL Position Paper." Retrieved 29 May 2008, from
The Boyer Commission on Educating Undergraduates in the Research University. (1998). "Reinventing Undergraduate Education: A Blueprint for America’s Research Universities." Retrieved 29 May 2008, from
United Nations Educational, Scientific and Cultural Organization, National Commission on Libraries and Information Science, and National Forum on Information Literacy. (2003). "The Prague Declaration: Towards an Information Literate Society." Retrieved 29 May 2008, from

20. References (4)
United Nations Educational, Scientific and Cultural Organization, National Forum on Information Literacy, and International Federation of Library Associations and Institutions. (2005). "Beacons of the Information Society, The Alexandria Proclamation on Information Literacy and Lifelong Learning." Retrieved 29 May 2008, from
University College London, CIBER Group. (2008). "Information Behaviour of the Researcher of the Future." CIBER Briefing Paper Retrieved 29 May 2008, from