Information literacy education using the SCONUL 7 pillars model

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Information literacy education using the SCONUL 7
pillars model

• Sheila Webber
• University of Sheffield
• June 2003

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Outline

• Basics about the module
• Teaching and learning
• Assessment
• Thoughts

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Basics
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Changed URL!
7 pillars of information literacy
Source SCONUL. (1999) Information skills in
higher education a SCONUL Position Paper.
London SCONUL. http//www.sconul.ac.uk/pubs_stats
/pubs/99104Rev1.doc
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The module

• Taken by students on BSc Information Management -
  32 this year
• Level 1 semester 1
• 20 credits (i.e. a third of what they do in this
  semester)
• 3 hours most weeks 1 hr lecture followed by 2
  hours in computer lab
• WebCT to support class

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BSc IM

• Level 1 Info Lit Intro to IM Info Comm
  networks in organisations 60 credits
• Level 2 Info storage retrieval IM in the
  learning organisation Info Systems Modelling
  Database Design 40 credits
• Level 3 Project methods IM project Info
  Systems the Info Society IM management
  strategy 40 credits

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Aims Objectives

• to identify, evaluate and choose between key
  information resources in a variety of media,
• to start to develop their own conception of
  information literacy.
• By the end of the module students will have
  learnt
• to analyse their own information behaviour and
  start to identify ways in which they can become
  more information literate
• to understand some information literacy models
  and theories

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• to plan a strategy for seeking information and
  search for information in specific information
  sources
• to apply an evaluation framework to information
  resources
• to interact with an enquirer to identify what
  they want and carry out a successful information
  search on their behalf.
• to communicate more effectively orally and in
  writing

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Learning and teaching
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Introducing 7 pillars

• Week 1 7 pillars diagram plus explanation. In
  lab, students break into groups and put together
  ppt presentations on their Strengths and Areas
  for Improvement in IL
• Week 2 Groups present to the class. I can
  respond to recurring comments like "what does
  'Strategies' mean?" and highlight how "areas for
  improvement" relate to forthcoming sessions

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Our...

• Strengths
• Collating information
• Organising information
• Searching the internet
• Presenting information in an IT format
• Analysing
• Communicating within groups

• Areas of improvement
• Planning
• Evaluating
• Presenting
• Web design

Randeep Dhillon, Vickie Street, Phil Ryan, Olly
Jakes, Richard Francis, 2003
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An example of Information Literacy

• Business Studies coursework which included
• Collating information
• Analysing evaluating information collected
• Researching using market reports, internet,
  libraries etc.
• Interact with management of companies.
• Comparing companies
• Present the information in various forms e.g.
  diagrams, tables, reports and presentations.

Randeep Dhillon, Vickie Street, Phil Ryan, Olly
Jakes, Richard Francis, 2003
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Types of activity

• Being set a topic (by lecturer, by student) to
  search on
• Identifying a topic to search on
• Doing before after mindmaps, individually and
  in groups
• Searching individually as part of group
• Comparing searches results done by different
  groups
• Evaluating resources individually, in pairs, in
  groups
• Presenting orally in writing, interviewing

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Learning about

• Evaluation criteria
• Models of information behaviour
• Models of information literacy
• A librarian's perspective on information literacy
• Etc.

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(No Transcript)
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Assessment
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• (10) Reflection on reference interview
• (50) Reflection on achievement in each of 7
  pillars (1,500-1,750 words) plus portfolio of
  evidence including
• Before/after mindmaps
• Bibliography produced for student client
• Presentations
• Feedback from student client
• Anything else (e.g. other classes)
• (40) Examination

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Reflection/ portfolio

• Aims
• To reflect on your understanding of information
  literacy
• To improve your information searching skills by
  carrying out and evaluating a search for a
  real-life client
• To provide the client with relevant information
• To familiarise yourself with specific information
  sources
• Standard coursework feedback sheet individual
  comments

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Thoughts
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• Some good thoughtful reflections/ portfolios
  (average 63 for portfolio)
• As expected, students see most scope for
  improvement in pillar 7
• Better 7 pillars graphic scope notes aimed at
  non-librarians would have been useful
• Ideally, progress this through whole course
• If you tell students that infolit is important
  give them marks for it, then they tend to think
  it is important

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• These seven pillars are perhaps the most
  important thing that an undergraduate could know
  about to aid effective research.
• I feel that information literacy is an
  ever-on-going process. There is no way to have
  full complete knowledge of information literacy
  due to the dynamic nature of the topic. This
  makes the subject more attractive though, as
  there is an innate need for knowledge as a human.
  

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• I enjoy developing my information literacy and
  it is one main reason I chose Information
  Management. I will do more research to develop
  my information literacy to a higher level in my
  further study, and acquire more knowledge.
  Because I believe that success is built up by
  knowledge.

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s.webber_at_sheffield.ac.ukhttp//dis.shef.ac.uk/lit
eracy/
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http//ciquest.shef.ac.uk/infolit/