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Information Literacy the link between secondary and tertiary education

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Petitions Committee reviewed evidence on 31st May and sent it to us for comment. We have commented on the evidence. Where should we be going? ... – PowerPoint PPT presentation

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Title: Information Literacy the link between secondary and tertiary education


1
Information Literacy the link between secondary
and tertiary education
  • John Crawford and
  • Christine Irving
  • Glasgow Caledonian University

2
Scotland - a good place to be for information
literacy
  • The Lifelong Learning Strategy for Scotland a
    peg to hang IL on http//www.scotland.gov.uk/libra
    ry5/lifelong/llsm-00.asp
  • The second least socially divisive educational
    system in the world Scotsman, 25/1/06,
    http//thescotsman.scotsman.com/index.cfm?id12005
    2006
  • Over 50 of the eligible population continue from
    school to university, making strategies which
    link the secondary and the tertiary sectors
    feasible
  • Organisation of the school system is both simple
    and uniform
  • Scottish Executive e-government policy

3
The Drumchapel Project 2003
  • An exploratory project initially ICT skills
    orientated
  • Community ICT facilities little used - Library
    and Cybercafés
  • School and School Library are main focus for IT
    use in deprived areas
  • Little integration of information literacy into
    the curriculum
  • Levels of ICT deprivation did not seem to be
    high
  • Basic IT skills exist- WP, email, Internet
  • Pupil evaluation of websites poor
  • School disproportionately important in deprived
    areas

4
Secondary 5/6 focus group
5
LIRG/SCONUL Value and Impact Project 2
  • Questionnaires to students (electronically) and
    alumni (administered by post Spring 2004)
  • Respondents included middle/senior management
  • Considerable change in attitude/usage between
    university and work
  • Strong link between IL and employability
  • Scholarly methods spreading in the workplace
  • Work greatly sharpens perceptions about value of
    IL
  • Good match between databases introduced at
    University and used at work
  • Information literacy linked with the exercise of
    initiative in the workplace and getting on
  • Varied attitude to IL among employers
  • Sparse replies from the unemployed

6
A few quotes
  • information literacy skills are of about
    20-30 importance in my job
  • I have been dragged, if not kicking and
    screaming, at least wincing, into EIS
  • Young people should be leaving school with the
    basic skills to find employment or further their
    studies, whilst universities should not have to
    make up for this failure
  • If you cant do this you cant do anything
  • because for a start you need to be information
    literate to find a job in the first place.

7
Where do we go from here?
  • From all studies undertaken an information
    literacy agenda emerged
  • Need for a strategy which links the secondary and
    the tertiary sectors
  • The tertiary sector is not an independent unit
    but a stage along the way avoid fixating on the
    undergraduate
  • Need to focus on employability

8
Information Literacy the link between
secondary and tertiary education
  • innovative national pilot project which will
    develop curriculum based IL frameworks with
    secondary and tertiary partners which, at the end
    of the project, can be rolled out to other
    participants.
  • to produce secondary school leavers with a skill
    set which further and higher education can
    recognise and develop or which can be applied to
    the world of work directly.

9
Project objectives
  • Identify student information literacy skills they
    bring to university
  • Convert identified IL skills into an IL framework
    extending from secondary into higher education
  • pilot and test developed framework
  • Identify barriers to and constraints on the
    development of a national IL framework
  • Test the link between IL, progression, and
    retention and the employability agenda

10
What information literacy skills if any do 1st
years bring to university ?
  • Summary findings from Subject/Academic
  • Librarian interviews (Glasgow area)
  • Varies depending on the student, the course and
    the school they come from plus home life
  • Poor or limited skills are generally in the
    following areas
  • Knowing the different types of information where
    information comes from how it is generated
    published etc. and how to use it
  • Search strategies, searching in depth or beyond
    whats available
  • Evaluating information found plus critical
    thinking

11
Developing an IL framework linked to SCQF
  • Aim to create an overarching framework defining
    IL learning in terms of statements of skills,
    knowledge and understanding
  • Use the Information Handling Skills Intermediate
    2 qualification SCQF level 5 as a starting
    point
  • Use CILIP definition of IL skills and competences
    to develop the other level descriptors and show
    progression
  • Map the existing learning that is taking place
    within the context of SCQF
  • Obtain funding and work with project partners to
    achieve this.

12
Outcome of meeting with Curriculum Review Team
  • the curriculum was being fundamentally changed
    with the main focus being a move towards a 318
    curriculum that will declutter the curriculum
    (which is currently very prescriptive) and have
    cohesion and progression
  • we need to demonstrate a link between information
    literacy and cohesion and progression for
    information literacy to be considered as part of
    the new curriculum
  • we need to clarify the confusion about study
    skills, library skills, information skills,
    information handling skills, information literacy
    and media literacy (Ofcom)
  • those interested in information literacy need to
    input into the curriculum review, raise
    information literacys profile and lobby for its
    inclusion in the curriculum.

13
The curriculum the way forward
  • A curriculum for excellence progress and
    proposals
  • Interdisciplinary projects and studies
  • The curriculum needs to include space for
    learning beyond subject
  • boundaries, so that learners can make connections
    between different
  • areas of learning. Through interdisciplinary
    activities of this kind, young
  • people can develop their organisational skills,
    creativity, teamwork and
  • the ability to apply their learning in new and
    challenging contexts.
  • enterprise, citizenship, health, creativity and
    problem solving, for
  • example, are embedded and developed across the
    curriculum

14
HMI Report 2005
  • The report identifies that Few schools had
    systematic approaches to developing information
    literacy to ensure that all pupils acquired this
    set of skills progressively as part of their
    passport of core and life skills. As part of the
    conclusions relating to curricular planning it
    states that
  • Schools should ensure that
  • pupils ultimately achieve a cohesive ICT skills
    set, to prepare them for the world of tertiary
    education or work including information literacy
    skills
  • (HM Inspectors of Education Scotland 2005)
  • http//www.hmie.gov.uk/documents/publication/EvICT
    20Final201820Oct.html

15
A few points
  • In Scotland there a number of initiatives in the
    secondary sector but they are uncoordinated
  • Contacts between schools and universities are
    limited
  • There is very little perception in HE about what
    skills new students bring with them
  • Partners recruited from both the secondary and
    tertiary sectors and..

16
Issues identified
  • There should be a seamless progression from
    school to work (via HE or directly into work)
  • The employability agenda is a key issue which we
    must focus on
  • We need to know more about how the skills we
    impart extend to the workplace
  • We need to know more about the workplace and
    attitudes of employers
  • Does IL have a direct value which can be
    calculated?
  • Making the case - Advocacy

17
Progress so far
  • Partners identified but limited progress
  • Mapping exercise and piloting next
  • Work with learndirect Scotland
  • New focus on the workplace - LTS funding
  • Links with work based learning
  • Advocacy focus Petition to the Scottish
    Parliament
  • Funding mainly to support employability agenda
  • Still terrible problems with definitions

18
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19
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20
Outcomes
  • Very favourable reaction from the profession and
    professional media otherwise zilch
  • Petitions Committee wrote to the Scottish
    Executive, a range of NGOs and unions
  • Other interested bodies subsequently submitted
    evidence
  • Petitions Committee reviewed evidence on 31st May
    and sent it to us for comment
  • We have commented on the evidence

21
Where should we be going?
  • Lifelong learners shift from content to ability
    to learn
  • Workers information to support decision making
    and career development
  • Is it a competition issue?
  • Problem based thinkers
  • People with recreational information needs

22
Some references
  • McLelland, Dorothy and Crawford, John (2004) The
    Drumchapel Project a study of ICT usage by
    school pupils and teachers in a secondary school
    in a deprived area of Glasgow, Journal of
    librarianship and information science, 36, (2),
    pp. 55-67.
  • Crawford, John et al (2004) Use and awareness of
    electronic information services by students at
    Glasgow Caledonian University a longitudinal
    study, Journal of librarianship and information
    science, 36, (3), pp. 101-117
  • Crawford, John (2006) The use of electronic
    information services and information literacy,
    Journal of librarianship and information science,
    38, (1), pp. 33-44
  • Crawford, John Irving, Christine (2006) Begin
    at school. Library Information Update, 5
    (1-2), pp. 38-39

23
Contact details
  • Dr. John Crawford, Christine Irving
  • Library Research Officer, Research Assistant /
    Project Officer
  • Room 302, (3rd floor) Room 305, (3rd floor)
  • 6 Rose Street, 6 Rose Street,
  • Glasgow, G3 6RB Glasgow, G3 6RB
  • Tel 0141-273 -1248 Tel 0141-273 -1249
  • Email jcr_at_gcal.ac.uk Email christine.irving_at_gcal.
    ac.uk
  • Project website
  • www.learningservices.gcal.ac.uk/ils/index.html
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