We (Jenny Foreman & Paul Gray) attended the 10th LILAC (Librarians’ Information Literacy Annual Conference) hosted by Sheffield Hallam University from 23rd-25th April 2014. Watch this ‘Happy 10th Birthday LILAC!’ video to see what LILAC is all about.
“Information literacy skills are the skills to take advantage of our huge information overload” – Paul Zurkowski on the 40th anniversary of information literacy (1974 -2014).
Here’s our summary of the action, followed by our pick of the presentations:
- Conference details including summaries and presentations from sessions. http://www.lilacconference.com/WP/past-conferences/lilac-2014/
- Paul’s conference tweets. All the key messages I took from the conference
- All conference tweets (recorded by another attendee)
- Links to key resources from the conference
- Sheila Webber’s conference blog post. Lists some of the presentations
- LILAC Poster Presentations
Scroll down to see links to poster presentations
Key takeaways from the sessions we attended:
Jade Kelsall: Great expectations: a team approach to creating interactive online skills resources
See www.manchester.ac.uk/library (My Learning Essentials) @jadekelsall @mlemanchester
Storyboards and session Prezi links:
Involve team in all stages of creating resources. From skeleton plan to storyboarding to launch and regular feedback. Always identify learning objectives. Storyboarding takes the longest to do but well worth it as a good story board saves time in the long run. Manchester uses ARTICULATE for storyline.Their feedback survey feeds into the materials so they take all feedback on board.
Susan Halfpenny: Contextualising your literature search using the Contextagon
The Contextagon is a tool for getting students to think about their research question. Can be adapted to different sectors.
Also see http://subjectguides.york.ac.uk/subjectguides
Joanne Keleher: An investigation into student use of LibGuides: Do they want fries with that?
Libguides. Launched in 2007 by SpringShare. These are the most popular web publishing guides for libraries. http://www.springshare.com/libguides/
Session presentation: http://www.slideshare.net/infolit_group/keleher
Jonathan White: What does digital literacy mean for information literacy practitioners? Business as usual or a disruptive force? And how compatible are they?
Jonathan is writing a book on Digital Literacy skills for Further Education. @jonwhite82 teachdigitalliteracy.com
Suspect we’re all looking at Digital Literacy from different angles. Derby has an Information Literacy Framework. We played a game in groups. “A digitally literate person is…An information literate person is… “ Both involve critical thinking. They could both be subsets of each other. You can’t be digitally literate if you aren’t digitally literate. And you can’t be digitally literate without being information literate Context is everything. Who we are talking about and why we’re talking about IL and DL.
Jonathan White’s book – these 5 terms are what makes Digital Literacy: digital inclusion, embracing social media/digital tools, creating a digitally skilled workforce, encouraging learner creativity, developing new approaches to teaching. The definitions: we need to show DL’s relevance to IL and vice versa. BCS 2013 Digital Literacy definition similar. DL = digital tools, knowledge and critical thinking and social engagement. Themes: employability, online courses, branding (do we call it IL or DL?). Roles are merging between teachers and librarians but librarians expert in IL and DL. Engagement and collaboration a priority. We need to give space for librarians to be creative with information literacy, and digital tools allow that.
Keynote: Liz Barnes ‘Teaching in the 21st century’
Information literacy and collaboration are both themes which are to be used a lot at this conference as well as in the 21st century. We’ve all allowed technology to become mysterious, we need to understand Heartbleed for example. We all need to understand code and coding. We need to understand our iPhones and laptops. Not everyone needs to be a programmer but we need to understand what code is and what it does. Stop it all becoming an oligarchy of Google and Amazon!
40 years of Information Literacy and a video address from Paul Zurkowski.
This is a call to action for IL advocates and librarians to develop universal training skills. Paul described the Information Action Coalition: a global network of local organisations to support a coalition of members in extending university information literacy training (9min 30sec). Paul’s talk describes a world wide programme of information literacy training for citizens, employability and to protect democracy.
Keynote: Alison Head
- Use video to get short instruction/messages out to your audience
- Librarians are fundamentally trainers and educators
- PIL research: Context is king. Language is most important as per Wittgenstein.
- 3 ‘C’s for research most important – convenient, close at hand, current.
Wikipedia is most important too and should be added to training materials.
CoPILOT: Community of Practice for Information Literacy Online Teaching
Nancy Graham and Jane Secker: From local to global: sharing good practice in information literacy.
Using Open Educational Resources to share training materials
Jess Haigh: IL on a shoestring-using a ‘whole team’ approach to developing in-house resources.
Involved the whole team to create a murder mystery tour of the library for induction (inc video). Very cheap to produce. Only available at http://moodle.leedscitycollege.ac.uk/, but would put this online of they did it again.
Leah Emary and Clare McCluskey: Little and Often: Exploring the Potential of Information Literacy Mini-Lessons
Bite-sized learning. Frequent and often best approach as people have short attention spans and need learning re-inforced.
Presentation at http://www.slideshare.net/claremccluskey/lilac14-presentation
Used Moodle to deliver 60 second ‘information literacy shorts’
Sarah McNicol: Information Flow: An integrated model of applied information literacy. ITEC http://itec.eun.org (used in English schools so far).
- EXPLORE (find the information)
- IMAGINE (dream activity)
- MAP (like any visual resemblance – a mindmap)
- SHOW (present what you’ve got to your audience)
- You can use any of the above in any order to create your own model.
- You can repeat it again and again until you find all your material.
- It’s a flow, not discreet activities.
- Lots of collaboration involved in creation of Information Flow model.
- It encourages people’s engagement with information. It uses resources flexibly.
- Don’t create a separate IL session or module but create one that slots into all of the modules that others in your organisation are delivering.
- Students have confidence in an online environment so they’re much more likely to contribute.
- Student discussions ‘went like a bomb online’.
- Good for the librarian team as they can collaborate and become better teachers and trainers in information skills.
Andrew Whitworth: Dialogism, Mikhail Bakhtin and Information Literacy @DrewWhitworth1
- We make judgements about information every day.
- Bakhtin sees literacy applied to both verbal and non verbal conversation.
- Literacy is context specific.
- POWER and AUTHORITY are missing in the theories of information literacy.
- Librarians need to steward the information literacy landscape.
- Don’t just look for IL as the library defines it. We need to broaden our horizons and see IL as broader.
- Join research areas in organisations, not just offer Library support.
- This conference is a RESEARCH conference not an IL one for example.
- Offer expertise, facilitate experience…. But always in context.
Michelle Schneider: The Student Guide to Social Media: a case study in collaboration.
Involved a small team to work on different aspects. Collaborated with others in other work areas. Look at people’s strengths and then work together with set tasks.
Michelle Schneider: Digital Dates
- Simple idea – short informal talks – 20 mins presentation, 10 mins Q & A
- I session per month often lunchtimes. Get others in organisation to write them not just librarians.
- ‘Learning in the Digital Age’ was the chosen title of the monthly sessions.
- Used the JISC definition of needing digital skills in life.
- ‘Thinking about your Online Presence’: ‘Making the most of Twitter;’ ‘Digital technologies for collaborative working.’ Think of engaging titles!
- Found that people more likely to attend multiple sessons if short.
David Parkes and Alison Pope: An ID&AL loop
Feedback loop. As soon as students had to book sessions, they were much more popular.
- Aim was to increase student attendance for study skills so advertised session as ‘How to get a better grade’ session.
- Generic sessions didn’t work whereas embedded sessions did.
- Alison suggested putting badging into all their courses and sessions and it worked.
- Alison suggested put ‘badging’ on the HR appraisal system so the whole organization buys into the skills sessions.
- Guides branded as “making the most of…”
- Students preferred to receive feedback on their own – not in front of others
- Considering Open Badges for personal feedback in the future
Keynote: Kate Arnold: The information professional has got to evolve, but how?
Background on the work of the US Special Libraries Association:
Free report: The Evolving Value of Information Management
- IFLA Report shows that trends are: Lifelong learning, Transparency, Technology and Work,
- FT & SLA research – ft.com/sla
- Need to understand and respond to organisation’s drivers
- Need to build relationships including ones at the top
- Getting to grips with social media is most important. Remember it’s part of CPD!
- SLA and competencies are being updated.
- Understanding and applying information tools and technologies are most important.
Solveig Kavli and Eli Heldaas Seland: Empowering Students to Critical Thinking
Sok & Skriv (Search & Write) http://www.sokogskriv.no/english/
Search & Write is for all students who want to learn more about information gathering and academic writing, independent of institution and subject area. Search & Write has four main parts: searching, reading, writing, sources and referencing.
Andrew Walsh: Playing with information literacy
Used Videoscribe to create this http://www.videoscribe.co/
Making games for libraries blog post http://gamesforlibraries.blogspot.co.uk/
Also check out the Bibliobouts Project http://bibliobouts.si.umich.edu/
Andrew’s points on gamification were:
- Taking ideas from games (scores, competition, rules of play) and applies them to other areas of activity. Eg learning
- Learning objectives are the most important thing when making a game.
- Make your printed game material look professional. Get them printed at a print shop.
Clare Scott and Amy Collins: Strategic proposal for an embedded information literacy curriculum
- Need to ensure your elearning is taken up and promoted by your HR and learning department as part of your organisation’s induction.
- Watch your language. Call it ‘research skills’ not ‘library skills’.
Lots for us to consider and look into for the Scottish Government Library – watch this space! We’ll leave the last word to Andrew Whitworth, who summed up our approach to information literacy when he stated “Information literacy is for all, and anyone can teach it”.
Jenny Foreman and Paul Gray
3rd August 2014