1. Information Literacy, Reflective Practice and Critical Thinking: How do they Interrelate? UWE, Bristol 2007

2. Monday, June 4th, 2007 Information Literacy Seminar, UWE2 Presentation Structure The Seminar Team Background UWE IL Workshop 2006 SCONUL Model IL Audit Tool Relational Approach Today’s seminar New Challenges Aims Papers and Group Sessions Keynote Speaker

3. Monday, June 4th, 2007 Information Literacy Seminar, UWE3 The Seminar Team Praminda Caleb-Solly (School of Information Systems, CEMS) Jackie Chelin (Deputy Head of Library Services) Stewart Green (School of Computer Science, CEMS) Ursula Lucas (Bristol Business School) Malcolm McEachran (Faculty Librarian, HSC) Anne Moggridge (School of Information Systems, CEMS) Dianne Nelson (Faculty Librarian, CEMS)

4. Monday, June 4th, 2007 Information Literacy Seminar, UWE4 Background

5. Monday, June 4th, 2007 Information Literacy Seminar, UWE5 UWE IL Workshop 2006 Focused upon two approaches to information literacy: The SCONUL model The relational model Aims: To initiate debate on approaches to IL To create an IL audit tool for module leaders and programme teams

6. Monday, June 4th, 2007 Information Literacy Seminar, UWE6 SCONUL Model The Society of College, National and University Libraries Seven key skills: The ability to recognise a need for information The ability to distinguish ways in which the information “gap” may be addressed The ability to construct strategies for locating information The ability to locate and access information The ability to compare and evaluate information obtained from different sources The ability to organise apply and communicate information to others in ways appropriate to the situation The ability to synthesise and build upon existing information, contributing to the creation of new knowledge http://www.sconul.ac.uk/groups/information_literacy/papers/Seven_pilla rs2.pdf http://www.sconul.ac.uk/groups/information_literacy/papers/Seven_pilla rs2.pdf

7. Monday, June 4th, 2007 Information Literacy Seminar, UWE7 IL Audit Tool Two main components: A table mapping each of the seven SCONUL skills to learning outcomes based upon SEEC Level Descriptors for levels 1 to 3 and M http://www.uwe.ac.uk/library/info/academic/toolkit/ docs/IL%20model%20and%20audit_composite% 20document_web.pdf A form that module leaders complete in order to record the need for, and provision of, information literacy within their modules http://www.uwe.ac.uk/library/info/academic/toolkit/ docs/ILskillsaudit_web.pdf

8. Monday, June 4th, 2007 Information Literacy Seminar, UWE8 Relational Approach Focus is on: The information user, information literacy, and the relationship between the two Seven conceptions of IL: The information technology conception The information sources conception The information process conception The information control conception The knowledge construction conception The knowledge extension conception The wisdom conception “The Seven Faces of Information Literacy”, C. Bruce, Auslib Press, 1997

9. Monday, June 4th, 2007 Information Literacy Seminar, UWE9 Today’s Seminar

10. Monday, June 4th, 2007 Information Literacy Seminar, UWE10 New Challenges To improve our understanding of the relational approach To focus upon the higher order IL skills associated with critical thinking, for example: The ability to compare and evaluate information The ability to extend knowledge and synthesise new knowledge To consider how the pedagogic device of reflective practice can facilitate the development of critical thinking

11. Monday, June 4th, 2007 Information Literacy Seminar, UWE11 Aims To extend our knowledge of the relational approach to information literacy To identify what can be learned about the interplay between between information literacy (IL), reflective practice (RP), and critical thinking (CT) To share practical ideas and experiences about IL, RP, and CT To add to our IL resource base to support future work To consider how research in this area might inform practice

12. Monday, June 4th, 2007 Information Literacy Seminar, UWE12 Papers and Group Sessions Three papers Conceptions of Information Literacy – Sheila Webber Case Study: Developing Students as Critical Consumers of Business Information: a Reflective Practice Framework – Ursula Lucas The Practice of Critical Thinking, Reflective Practice, Experiential Learning and Progression to Independent Learning – Marcus Lynch Two breakout group sessions AM: focus on questions raised by Sheila’s and Ursula’s papers PM: focus on questions raised by Marcus’s paper

13. Monday, June 4th, 2007 Information Literacy Seminar, UWE13 Conceptions of Information Literacy Sheila Webber’s talk will focus upon variations in conceptions of information literacy discovered within and across four different discipline areas. It will help us to improve our knowledge of the relational approach and different conceptions of information literacy.

14. Monday, June 4th, 2007 Information Literacy Seminar, UWE14 Case Study: Developing Students as critical Consumers of Business Information: a reflective Practice Framework Ursula Lucas will review how students are encouraged to use reflective practice throughout a level-three module, “Accounting in Context”, so that those conceptions of information literacy related in particular to critical thinking, e.g. evaluating, extending and creating knowledge, might be further developed in the students.

15. Monday, June 4th, 2007 Information Literacy Seminar, UWE15 The Practice of critical Thinking, Reflective Practice, Experiential Learning and Progression to Independent Learning Marcus Lynch will talk about how we have interpreted critical thinking, reflective practice and experiential learning in classroom situations. In particular, he will focus upon the use of journals, diaries, logs, blogs, and other creativity techniques.

16. Monday, June 4th, 2007 Information Literacy Seminar, UWE16 Keynote Speaker I would like to extend a warm welcome to Sheila Webber, our keynote speaker today Sheila is a Senior Lecturer and Director of Learning and Teaching in the Department of Information Studies at the University of Sheffield Amongst her accomplishments and achievements, Sheila: Teaches IL (p/g & u/g), publishes papers on IL, gives invited talks on IL, and carries out funded research in the area of IL Is a member of the SCONUL Working Group on IL and the CILIP IL Group Managed the Business Information Service of the British Library for 13 years