Tagged: Information literacy

How can we make information literacy really matter to learners?

Facet Publishing have announced the release of Learner-centred Pedagogy: Principles and practice by Kevin Michael Klipfel and Dani Brecher Cook

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More than ever, librarians are required to possess pedagogical expertise and are being called upon to design, implement, and assess robust evidence-based reference and instructional practices that contribute to student success. In order to achieve this, librarians must know how to teach information literacy skills that go far beyond one particular library context to facilitate lifelong learning. In addition to the traditional information expertise of the library professional, today’s librarian must also master evidence-based pedagogical practices that can help make learning stick.

Learner-centred Pedagogy offers librarians concrete strategies to connect with learners at all levels. The book covers cognitive principles for organizing information literacy instruction, how to establish rapport and build learners’ motivation, questions to keep in mind for inspiring autonomous learning, the science behind information overload, and a balanced framework for evaluating specific educational technology tools.

Klipfel and Cook said, “Our goal in this book is to introduce readers to a practical, evidence-based vision of learner-centred pedagogy that helps learners develop the skills required to use information to think well about what matters to them. We hope that librarians, after reading Learner-centred Pedagogy, will feel more prepared for the changing job market’s increased focus on evidence-based instruction, have more confidence in adapting their skills to the robust teaching and learning environments of today’s libraries, and be well-prepared to facilitate learning environments that result in lifelong learning.”

Kevin Michael Klipfel received his master’s degree in philosophy from Virginia Tech. He received his M.S.L.S. from the University of North Carolina at Chapel Hill, where his master’s research on authenticity, motivation, and information literacy learning won the Dean’s Achievement Award for the Best Master’s paper of 2013 in the School of Information in Library Science. He has presented nationally on student motivation and learning both in and outside the library profession, and has published articles on the application of humanistic and existential psychology to learner-centred information literacy learning in journals such as College &Research Libraries and Reference Services Review. He lives and works in Los Angeles.

Dani Brecher Cook is Director of Teaching and Learning at University of California, Riverside. She holds an MSLS from the University of North Carolina at Chapel Hill and an A.B. in English Literature from the University of Chicago. She has published on information literacy pedagogy and learning technologies in College & Research Libraries News, Reference & User Services Quarterly, and Communications in Information Literacy. Dani has presented on the intersection of these two topics nationally at conferences such as ACRL, LITA, LOEX, and the Library Technology Conference.

More information: http://www.facetpublishing.co.uk/title.php?id=301553

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New edition of Bradley’s seminal internet search handbook tackles fake news

SEARCH

Image source: ‘search’ by Flickr user Pleuntje https://www.flickr.com/photos/pleuntje/

In the fifth edition of Expert Internet Searching, author Phil Bradley targets the recent phenomena of fake news. Bradley explains why it occurs, how it can be identified and how information professionals can lead the charge in combating it.

First published in 1999 (as The Advanced Internet Searcher’s Handbook), Expert Internet Searching covers the basics of search before going into detail on how to run advanced and complex searches using a variety of different search engines. The new edition references over 300 search engines and associated search tools and has been updated to include current trends including social media search, visual search, and discussion of the authority and validity of search results.

Bradley said,

We all still see the rather silly claim that ‘it’s all on Google, so why do we need libraries and librarians?’ but I firmly believe that information professionals are needed now more than ever. It’s part of our role to help stem the tide of fake news, to open people’s eyes to the rich abundance of information available in so many different formats, and to assist them in working out what they need to know and the best way of getting it. When I was a child and I told my careers officer that I wanted to be a librarian she said ‘is it because you like books?’ and I said ‘No, it’s because I want the power’.

Find out more about the fifth edition of Expert Internet Searching

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Phil Bradley is a renowned information specialist, internet consultant and conference speaker specializing in search. He has worked with a number of search engine companies to help them improve their products, and has a popular blog on internet search. He teaches internet search and social media skills to librarians and information professionals both within the UK and abroad. Phil was the CILIP (the Chartered Institute of Library and Information Professionals) President for two years (2012–13). He also writes a column in the CILIP Update magazine and his previous titles with Facet Publishing include Social Media for Creative Libraries (2015).

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Information literacy in the workplace: a different phenomenon

In this guest blog, Marc Forster, editor of recent Facet book, Information Literacy in the Workplace, explores how information is experienced in the workplace and the ethical implications for ensuring that students are equipped with the right skills to ensure they are information literate when they enter the workforce.9781783301324

Isn’t information literacy in the workplace just ‘information literacy’?

Information literacy (IL) has been defined (and redefined) and widely written about; why bother to draw attention to how it’s experienced in a ‘workplace’ setting? The answer comes (as it should) from research which has made it clear that we can’t be confident that existing assumptions, definitions of IL and methods of development continue to be relevant and appropriate for the workplace, surely one of the largest and most important contexts in which information is used. IL doesn’t appear to be quite the same phenomenon in the workplace as the more familiar version developed in, and for, the academic world. Young professionals, confronted by a way of dealing with information quite different to the academic, find themselves having to think about their relations to information in new ways: in terms of meaning, value, and purpose. How can librarians, LIS academics and researchers address this problem?

Thinking about information literacy in the workplace

Do we know in what way information experiences in the workplace are significant to professionals themselves, their employers and educators and society at large? Indeed, what is the ‘workplace’ in an increasingly virtual information world? Thinking about, and understanding workplace IL should be a task for librarians and LIS academics, and it is. Our book Information literacy in the Workplace presents some of that thinking, much of it based on research into how individuals, teams and organizations use information to achieve their objectives. Research which has required and developed new approaches in order to investigate the work environment.

We describe, from new perspectives, several aspects of IL’s nature and role in the contemporary information driven workplace, and how academics, librarians and researchers can understand and develop it. Our authors engage in a range of contexts, including IL’s role in assuring competent practice, its value to employers as a return on investment, its translocational nature; and its function as an ethical safeguard in the duty and responsibilities professionals have to clients, students and employers.

Information literacy experience

Several of us have made use of the research methodology phenomenography to find just how individuals experience IL in the workplace. How can library professionals know how, when and why information is used in the workplace? Such knowledge, potentially acquirable through this kind of research, shows librarians how they can more profoundly engage with workplace professionals and their needs and ambitions. Using research evidence from a phenomenographic study of information ‘experiences’, they can more precisely focus their information resource provision; potentially achieving both a superior service and a more cost-efficient one. There is also the possibility of more effective programmes of IL education, tailored as they could be to the information culture of the organisation and the actual range and focus of the information experiences of workers. The continuing call for evidence-based practice in the library and information professions finds an echo in our book.

 Workplace information literacy is collaborative

One of the key aspects of workplace IL which comes strongly to the fore is its co-operative and team-based nature; IL in the real world is often a joint venture. Employees often work in teams and always as part of larger organizations and companies. Information use is often, even if on individual initiative, a means of contributing to the knowledge development, and so capacity to act effectively, of a wider group. In several contexts and chapters we give details of this ‘social’ IL and how it seems to function as the backbone of organizational operations. In fact one of the chapters of our book describes how IL can be made the fundamental basis of a creative and effective organization through its role in ‘Informed Learning’.

Information literacy or death?

IL isn’t just a tool for learning or empowerment but a means through which one can save lives.

Some professions must be aware of and locate, correctly interpret and apply research evidence, research-based professional guidelines and other more local and personal sources of information, in the varying ways that contribute to that fully informed practice that has the best chance of achieving successful outcomes for the patient or client. To be unable to do this invites failure of competence and care. Not to have the necessary information skills is a professional but also ethical failure as information illiteracy means that the most up to date research evidence or other relevant information may not be identified and applied. Without the correct information or best research evidence, inappropriate or out of date practice may be the result; practice which risks the health, social, legal or financial wellbeing, or even life, of the patient or client.

This new way of looking at IL, discussed in chapter 7 of our book, is one which implies that IL in some professions is absolutely essential to professional, even personal, development. Professional education’s awareness of this remains patchy, but this new understanding of IL’s role promises a means of raising its profile.

Developing information literacy in the workplace

How can IL be developed in this key environment; one which is so important to the financial, medical and personal wellbeing of our fellow citizens? If IL in the workplace isn’t identical to its manifestation in the academic sphere then simply teaching database searching and essay/dissertation based methods of using information might well be found to be irrelevant and wrongheaded. Managing the transition to the workplace must involve a recasting of pedagogical practices to better accommodate the transition to work. There is the additional problem of making the world of work aware of the value of IL. We describe in detail how the development of IL amongst a workforce might be facilitated through applying strategies that bring IL to greater prominence in corporate thinking and through promoting a better understanding of the social/contextual dimensions of information use. We look at how academics can address the needs of students who will soon be using information in the professional workplace; and how new methods for formulating evidence-based IL educational interventions and monitoring educational progress can be developed from research data.

The workplace remains a ‘new frontier’ for those who research and think about IL. Our book is a contribution to the ongoing process of research, theory-building and professional understanding. In the modern world of expanding information-based professions, information overload and false news, such work is as important in both the narrowly practical, and the broadest human context, as ever.

Find out more about Information Literacy in the Workplace on the Facet website

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Copyright and e-learning: 6 tips for practitioners

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This guest post from Jane Secker and Chris Morrison originally appeared on the CILIP blog last year to coincide with the publication of the second edition of Copyright and E-learning: a guide for practitioners.

We are re-publishing the blog now in the lead up to the CILIP Copyright Conference on Friday 7th April at which both Jane and Chris are speaking.

About the book

The book covers copyright law and its relationship to e-learning or onCopyright and E-learning, 2nd editionline learning. It is designed to be read by practitioners and so it tries to offer pragmatic advice on a range of topics issues from digitising orphan works, to lecture recordings, the use of social media and MOOCs. We tried to write the book in a jargon-free easily digestible way, to hopefully make it a practical guide for learning technologists, but also teachers, lecturers and other learning support staff in higher education, schools, further education and even in a workplace learning setting, where online learning is used extensively.

Six tips for practitioners

We’ve taken six key ideas from the book’s conclusion, which we feel are really important to helping you approach any copyright issue:

1. Everything is about risk

Realize that everything is about risk and there are ways of mitigating the risk. For example, devising helpful and timely education and training programmes, but also having institutional policies such as notice and takedown policies on the VLE or any online platform where content can be shared. You will need to decide how comfortable you (and your institution) are towards risk if you decide to rely on copyright exceptions, or are not sure whether a licence covers what you wish to do.

2. Break down any copyright query into its constituent parts

Break down any copyright query into its constituent parts – what type of copyright works does it concern, how will they be used, are there any licences that might apply and finally could a copyright exception come into play? This inevitably requires developing your own technical knowledge to tackle these queries and we’ve provided numerous examples of further resources and training that might help you in the book.

3. Use empathy

Use empathy – in any given situation understanding what someone is actually trying to do when they approach you with a copyright query is helpful. However empathy is important from both sides so try to get the person to think about what the creators and rights holders of a work had in mind too. Ideally this will help you put your copyright support work in context and frame it as a collaborative enterprise.

4. Understand that there is lots of great ‘stuff’ available for free

Understand that there is lots of great ‘stuff’ available for free or under liberal licence terms, such as Creative Commons. Many people are happy to share their work with you provided they are credited, particularly when it’s for educational use, but recognize that there are often good reasons why some content costs money or is not available to you.

5. Recognize that good manners go a long way

Recognize that good manners go a long way – asking nicely, giving credit and building creative networks are a fundamental component of education and research. Over time you can build up your network of contacts, and often knowing the right person to ask will give you access to a wider network of resources which can be used at little or no cost.

6. Remember, you are not alone

Remember, you are not alone. It’s easy, particularly if you are faced with a tricky copyright situation to feel you are expected to know all the answers and this clearly isn’t going to be possible and no one is an island. So build up your support network, both within your organization and externally, and get to know a few copyright experts who can help you out when you get stuck!

Find out more

If you’d like to find out more about the book you can visit our website where we have made the list of further resources available. You can also find out about some of the copyright education initiatives we’d been involved in recently. If you are interested in hearing more about some of the challenges related to copyright and e-learning, you may also wish to listen to the recent podcast we recorded with James Clay. We also plan to make the sixth chapter from the book, on copyright education, available on open access.

About the authors

Since the book was published in June 2016 Jane and Chris have been busy. Jane started a new job at City, University of London after Easter as Senior Lecturer in Educational Development and Chris is completing his Postgraduate diploma in Copyright Law at Kings College London. Jane and Chris are presenting at the CILIP Copyright Conference, Jane is keynoting at CILIP Wales in May 2017 and both Jane and Chris are keynoting at CILIP Scotland conference in June in Dundee. They will be speaking about their research into librarians experiences of copyright in their professional lives.

Work is also continuing apace to develop educational games for copyright education. Copyright the Card Game is being adapted for US law and a prototype of the game has been produced by Paul Bond a librarian at University of Pittsburgh, Johnstown campus. There is also work being undertaken to develop an Irish and Canadian version of the game. Chris and Jane are also demonstrating a prototype of their new game, The Publishing Trap, at LILAC 2017 on 10-12 April in Swansea. This game was the runner-up in the Lagadothon games competition and is aimed at early career researchers to help them understand the choices they make about scholarly communication and sharing their research.

What are the main copyright challenges you face? Let us know in the comments

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Kroski’s hands-on sourcebook for makerspaces

makerspace

Makerspaces are drawing new users into libraries and engaging them as never before. Edited by technology expert Ellyssa Kroski, The Makerspace Librarian’s Sourcebook, is a must-read for any librarian using technology in teaching and learning as well as those considering whether to set up a makerspace, or with one already up and running.

Ellyssa Kroski said,

The Makerspace Librarian’s Sourcebook aims to be an essential all-in-one guidebook to the maker realm written specifically for librarians. I hope it will inspire readers through practical projects that they can implement in their libraries right now. The book is jam-packed with instruction and advice from the field’s most tech-savvy innovators, and will be well-suited for any librarian seeking to learn about the major topics, tools, and technologies relevant to makerspaces today.

The book:

  • Shows readers how to start their own makerspace from the ground up, covering strategic planning, funding sources, starter equipment lists, space design, and safety guidelines
  • discusses the transformative teaching and learning opportunities that makerspaces offer, with tips on how to empower and encourage a diverse maker culture within the library
  • delves into 11 of the essential technologies and tools most commonly found in makerspaces, ranging from 3D printers, Raspberry Pi, Arduino, and wearable electronics to CNC, Lego, drones, and circuitry kits.

Find out more about The Makerspace Librarian’s Sourcebook

Ellyssa Kroski is Director of Information Technology at the New York Law Institute, as well as an award winning editor and author. She is a librarian, an adjunct faculty member at Drexel and San Jose State Universities, and an international conference speaker. Her professional portfolio is located at www.ellyssakroski.com.

Exploring a workplace information literacy design

SONY DSCA sample chapter from Information Literacy in the Workplace is available to view and download from the Facet Publishing website.

The chapter, Learning within for beyond: exploring a workplace information literacy design, written by Annemaree Lloyd, discusses:

  • how the intensification of work and creation of new ways of working can present librarians with challenges in terms of creating information literacy education that provides scaffolding for students’ transitions into professional or vocational practice.
  • how by addressing this need, librarians must balance students’ transitions at both ends of the process – into higher education or vocational settings, and then into the workplace. This complexity requires a recasting of pedagogical practices to accommodate changes in the nature of work. With this in mind, common themes drawn from practice-based research are used to construct a conceptualization of workplace information literacy instruction.

Information Literacy in the Workplace, edited by Marc Forster, explains how information literacy is essential to the contemporary workplace and is fundamental to competent, ethical and evidence-based practice.

More information about the book and the open access chapter are available on the Facet website.

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Interpret, understand and teach the ACRL’s new Framework for Information Literacy for Higher Education

Facet Publishing have announced the publication of Teaching Information Literacy Reframed: 50+ framework-based exercises for creating information-literate learners by Joanna M BurkBurkhardt_FACET COVER_01.jpghardt.

This book offers a starting point to understanding and applying teaching practices to the six threshold concepts listed in the Association for College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education, an altogether new way of looking at information literacy.

Bestselling author and expert instructional librarian Burkhardt decodes the Framework, putting its conceptual approach into straightforward language and offering more than 50 classroom-ready Framework-based exercises.

Each chapter focuses on one of the six concepts and offers sample exercises that can be applied in single lecture periods or over semester-long courses. The book offers best practices in creating learning outcomes, assessments, and teaching tricks and tips. Finally, it offers perspectives on how learning, memory, and transfer of learning applies to the teaching of information literacy.

This book will assist librarians in teaching information literacy and enable their students to cross the threshold and become information literacy experts.