Information Literacy has left the library: challenges, opportunities and lessons learnt
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Keynote at the Western Balkans Information and Media Literacy Conference held in Bihac, Bosnia 20-21 June 2019
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Information Literacy has left the library: challenges, opportunities and lessons learnt
- 1. Information Literacy has left the Library: challenges, opportunities and lesson learnt Dr Jane Secker Senior Lecturer in Educational Development, City, University of London Western Balkans Media and Information Literacy Conference - 21st June 2019
- 3. What am I talking about? Information literacy in education Expanding definition of Advocating IL outside library The need collaboratio
- 4. WHAT DOES IT MEAN TO TEACH IN THE DIGITAL AGE?
- 5. New possibilities for learning: Connectivism
- 9. Education might save us… Syrian refugee childen in a Lebanese school by DFID CC-BY-SA https://flic.kr/p/p1rLZH
- 10. Information Literacy is…… “…the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to develop informed views and to engage fully with society.” CILIP Definition of Information Literacy 2018
- 11. 5 Contexts of Information Literacy • Everyday life • Citizenship • Education • The Workplace • Health
- 12. What I’ve learnt from teaching information literacy • It’s complex and dangerous to make assumptions about what people know or what students want or need • Many teachers and academics do care but don’t understand how to foster these abilities in students • Concealing complexity helps users but is problematic • We need ways to expose information structures and privilege
- 14. Why is this not a priority?
- 16. We need more evidence?
- 17. We need more focus on critical literacy Hinrichsen & Coombs (2014).
- 19. Engaging with government The Psychological Effects of “Fake News” Those who aren’t very good at making judgements about information they read or see in newspapers, TV or social media, especially misinformation such as fake news, experience a negative physical response to it. This means that misinformation is actually bad for their physical health. Given the constant barrage of fake news that we come across everyday of our lives it clearly shows there is a worrying public health issue emerging.” Dr. Geoff Walton, Manchester Metropolitan University
- 20. Engaging with health professionals The global health literacy crisis In the UK 61% of 16-65 year olds cannot understand text and numerical data to read give the correct dosage of paracetamol to a child In Germany 54% of adults have poor health literacy costing an estimated 5-16 billion Euros each year In the USA only 12% of the population were proficient in health literacy Ruth Carlisle, LILAC 2019 keynote - Head of Library and Knowledge Services, Health Education England
- 21. Tackling social exclusion Refugees, the elderly and unemployed “Scotland’s public libraries are developing into ‘trusted guides’ connecting Syrian new Scots to the possibilities and opportunities created within their new communities” “The experiences and knowledge structures refugees bring with them should be considered less from a point of view of ‘otherness’ and more as contributing social capital to the context to which they were becoming a part” Dr Dina Martzoukou, The Lost in Information: New Syrian Scots project Robert Gordon University, Scotland
- 22. Engaging with teachers and faculty • Reviewing the National Curriculum • Working with the Higher Education Academy at university level • Advocacy with teacher training agencies / universities • Advocacy work with professional bodies • Information literacy in teacher education programmes
- 23. Embedding open practices and digital literacies in higher education • EDM122: Digital Literacies and Open Practice • 15 credit module at City, University of London • First taught October 2018 • Part of the Masters in Academic Practice • Sign up to the course blog to join the webinars and discussions
- 25. References CILIP Definition of Information Literacy (2018) Available at https://infolit.org.uk/new-il-definition/ Digital Literacy and Open Practice course. Available at: https://blogs.city.ac.uk/dilop/ Hinrichsen, Juliet and Coombs, Antony (2014) The five resources of critical digital literacy: a framework for curriculum integration. Research in Learning Technology, 21:21334. Available at: https://doi.org/10.3402/rlt.v21.21334 Markzoukou, K (2019) Syrian New Scots: Available at: https://www.slideshare.net/martzoukou/syrian-new- scots-the-way-forward-a-transition-from-being-a-refugee-to-becoming-an-active-part-of-the-community Secker, J. (2018). The trouble with terminology: rehabilitating and rethinking ‘Digital Literacy'. In: Reedy, K. and Parker, J. (Eds.), Digital Literacy Unpacked. (pp. 3-16). London: Facet Publishing. ISBN 178330197X Available at: http://openaccess.city.ac.uk/20546/ Walton, G., Pickard, A. & Dodd, L. (2018). Information discernment, mis-information and pro-active scepticism, Journal of Librarianship & Information Science, 50 (3), pp.296-309 http://journals.sagepub.com/doi/abs/10.1177/0961000618769980 Zurkowski, P. (1974) The Information Service Environment: Relationships and Priorities. Related Paper No.5. National Commission on Libraries and Information Science. Available at: https://eric.ed.gov/?id=ED100391 Images from Unsplash.com licensed under CC-0
Editor's Notes
- Good morning, I am delighted to be giving this keynote.
- Jane
- What am I talking about and why should you care?
- George Siemans created MOOCs in 2008 with Stephen Downes on Connectivism Stanford launched the first open courses in 2011. – Using technology with the idea of the course being open to everyone online. Is this a new theory of learning? We teach about learning theories – behaviourism, constructivism, cognititivism – but does technology mean we need a new way of learning where we are all connected and use the network? Is this different to before?
- Lack of ‘training’ / skills / literacies Lazy habits - following the path of least resistance – lecturers will believe this – students given lots of reading, becoming lazy, spoon fed. Impatience A good enough mentality – finding something better than finding the right thing – in many cases the first thing we find may well be good enough Over reliance on search engines and how they work in other areas of our lives
- Technology is NOT neutral – we need to think about our systems – what they find, what they don’t find. Has anyway read this book? It came out in January this year. She’s been doing the rounds at various US conferences. Those helpful Google suggestions, of what you might like, what it thnks you want to see – we all have learnt a lot about the concept of the filter bubble. Be aware of this.
- Hope, Love, learning, Critical thinking, evaluation skills, discernment https://flic.kr/p/p1rLZH Hope on it’s own won’t……
- So I have thought about IL for quite a long time and why it’s important, how to support IL and develop it in students and others. And of course why it matters. I wouldn’t be chair of the IL group if I didn’t think it matters.
- And here is why technology and you guys matter – you make information accessible and discoverable and that is IL . This slide is a curtain – I call it the librarians velvet curtain. We spend a LOT of time concealing the complexity of information, in our bid to make it manageable, discoverable, more accessible. We build authentication systems so many of our users get seamless access to our resources. I am not saying we want to make it complicated – but by concealing the complexity we sometimes don’t help ourselves. Our resources don’t get used if our systems are too complex
- What I have learnt from studying digital literacy Digital natives don’t exist apart from in the minds of MANY teachers!
- It’s complex and dangerous to make assumptions about what people know or what students want or need Many teachers and academics do care but don’t understand how to foster these abilities in students Concealing complexity helps users but is problematic We need ways to expose information structures and privilege
- Hinrichsen and Coombs make a similar issue – they point out that technology is not neutral – it’s created by humans – it’s not necessarily a force for good, but its not a slippery slope towards AI and the world of a sci-fi movie either. It is what we do with it. They also argue that a functional skills based approach of IT literacy, leads to digital literacy being taught outside the curriculum, rather than taught as part of academic practices and that “broader literacy practices are not going to emerge spontaneously as a result of technology proliferation’ (Hinrichsen and Coombs, 2013, p.4) But we need people to understand how to use technology critically – tech will not save save us It might enable us, but it might also stop us doing many of the things we have a right to do. We need to be careful not to alienate academic staff who may not perceive themselves to be fully digitally literate. Let’s turn to copyright – the tech industry would tell us copyright is broken – out of step with the modern world
- Collaboration – it’s an easy word to say, but a difficult thing to make happen in practice for all sorts of reasons Tribes and territories and crossing professional boundaries People just not getting on / seeing things from the same perspective
- It needs to become part of our practice as teachers