Lecture given at Department of Information Studies, Aberystwyth University about the JISC / HEA project DELILA.
- 1. DELILA: sharing information and digital literacy resources as open educational resources Dr Jane Secker Centre for Learning Technology London School of Economics and Political Science Aberystwyth University: 9 thDecember 2010
2. Outline of talk
- Information and digital literacy
- Introduction to open educational resources (OERs)
- Overview and project aims
- Creative commons licensing
3. The Centre for Learning Technology at LSE
- Service to support and promote learning technology initiatives in traditional face to face courses
- Using Moodle for course content, discussion groups, video / audio files, online assessment and other functions
- Also support a range of other technologies: lecture capture, voting systems etc.
- Centre Director, 4 X Learning Technology Specialists, Technical Administrator, Learning Technology Librarian
- For more details see:www.lse.ac.uk/clt
4. My role
- Liaise between CLT and Library
- Provide advice and training to staff about digital copyright issues
- Co-ordinate the digital literacy programme
- Help integrate electronic library resources into the learning environment (Moodle)
- Advise academics over information literacy and best method of presenting resources (online reading lists)
- Teach information literacy course to PhD students
- Teach on LSEs PG Certification in Higher Education
5. Todays library users.
- Have different expectations about how to find and access information - Amazon
- Have different expectations of the library
- Have difficulty with evaluation and critical thinking but are good at copy and paste
- Dont always get copyright
- Need help from librarians information literacy
6. Information and digital literacy
- What is information literacy?
- what is digital literacy and how does it relate to information literacy ?
- are there any other terms that might also be used ?
7. Information literacy definition
- Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.
- SCONUL seven pillars of information literacy
- breaks this down into seven areas
8. SCONUL 7 Pillars 9. Other IL Definitions
- to be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."
- "Information literacy is an understanding and a set of abilities enabling individuals to recognise when information is needed and have the capacity to locate, evaluate, and use effectively the needed information."
10. Digital literacy definition
- Digital literacyis the ability to locate, organize, understand, evaluate, and analyzeinformationusingdigital technology . It involves a working knowledge of currenthigh-technology , and an understanding of how it can be used. Digitally literate people cancommunicateand work more efficiently, especially with those who possess the same knowledge and skills.
- Research around digital literacy is concerned with wider aspects associated with learning how to effectively find, use, summarize, evaluate, create, and communicate information while using digital technologies, not just being literate at using a computer.
- Wikipedia, Digital Literacy
11. DigEuLit Project
- The ability to use ICT and the Internet becomes a new form of literacy digital literacy. Digital literacy is fast becoming a prerequisite for creativity, innovation and entrepreneurship and without it citizens can neither participate fully in society nor acquire the skills and knowledge necessary to live in the 21st century.(European Commission, 2003)
12. Information literacy in practice
- Generic skillstraining sessions
- Subject specific training sessions
- Embedded training (in academic programmes) including core course for LSE undergraduates
- Online resources: quizzes and activities
- Support for different groups
13. Digital Literacy in practice
- Generic programme aimed at staff and PhD students
- Embedded training in some Masters programmes
- Embedded training in core course for LSE undergraduates
- In both cases writing a strategy to underpin this work
14. Introduction to open educational resources
- Open Educational Resources (OER) are teaching and learning materials that are freely available online for everyone to use, whether you are an instructor, student or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world.
- Term first used by UNESCO in 2000
- Covers a wide range of learning resources activities, files, objects
- Famous OER projects include MIT OpenCourseWare initiative and Open University OpenLearn project
- Provide open access to high-quality education resources on a global scale
- Relates to other open movements
- Many resources licensed using creative commons
16. Introduction to Creative Commons
- Creative commons is an alternative to copyright some rights reserved
- Creative commons licences are standard licenses you can attach to a piece of work (text, image, video etc.) to indicate you are happy to share it under certain terms
- Flickr makes use of creative commons licences
- You cansearch for creative commonscontent
17. How can you find OERs?
- Specialist search engines including:
18. Why, why, why DELILA?
- Information literacy / digital literacy needs to be embedded into new teachers training
- Many librarians have already created valuable resources
- Sharing helps model best practice
- Sharing saves time and money
- Sharing is good for your institution and your reputation
19. DELILA: overview
- LSE, University of Birmingham and CILIP Information Literacy Group
- Developing educators learning and information literacies for accreditation
- Part of the JISC / HEA OER programme
- OMAC Strand 11 projects to develop materials for HEA accredited courses
- The PG Cert at LSE is one example of an accredited course
20. Aims and objectives
- To provide a model of embedded digital and information literacy support into teacher training at higher education level;
- To release a small sample of open educational resources to support embedding digital and information literacy education into institutional teacher training courses accredited by the HEA including PGCerts and other CPD courses;
- To customise local repositories to provide access to these resources.
21. Work packages
- Mapping of digital/information literacy to HEA framework
- Review of content to ensure content can be made open
- Conversion of material to appropriate format (licensing etc)
- Dissemination and publicity
- Quality control and evaluation
22. The audit
- Birmingham and LSE audited their IL and DL resources currently used in teaching
- Collated material on a spreadsheet
- Title, description, file format, nominal hours, level (UG, PGR, Staff)
- Included information about 3 rdparty materials
- Audit report now in draft format
23. Some example of LSE materials
- Example 1: MI512 Information Literacy course for PhD students
- Covers literature searching, using the internet, research materials, specialist sources (archives, data) managing information, keeping up to date
- Lesson plan, workbooks, PowerPoints and Moodle course
24. Example 2: Web presence workshop for academic staff
- 3-4 hour workshop for academic staff
- Covers developing your web presence, institutional, social and personal web presence, writing for the web
- Hands-on activities, discussions and presentations. Lesson plan and PowerPoint
25. Example 3: Going beyond Google
- Generic IL training session
- Covers advanced use of the internet, internet evaluation criteria, Google Scholar, Google books, other search engines
- Lesson plan, workbook and PowerPoint
26. Finding information literacy resources
- Use Jorum for find UK resources
- US / Canadian initiative:ANTS
- Through personal contacts
27. Barriers to sharing
- Activity you need to teach and information skills course for first year undergraduate students about literature searching. What would you do? Would you search for resources created by others?
- Would you be happy to use materials created by someone who was a colleague? Who was at another institution?
- What are the advantages of doing this?
- What are the disadvantages?
28. Barriers to sharing
- Lack of awareness and understanding
- Personal wheres the value to me?
29. Next steps for DELILA
- Review and select content appropriate for accredited courses
- Customising our repository software to facilitate sharing of OERs
- Deposit of resources in local repository and in JorumOpen
- Quality control and evaluation
30. Keep up to date with DELILA
- Project blog and websitehttp://delilaopen.wordpress.com
- Look out for presentations, publications and workshops
31. If you are interested in information literacy
- LILAC (Librarians Information Literacy Annual Conference) 2011in London in April 2011
- Student places are sponsored each year to include full delegate place, travel and accommodation
- Last years student wrotean article in the Journal of Information Literacy
- Further details onLILAC website
32. Thanks for listening!Jane Secker[email_address] My blog:http:// elearning.lse.ac.uk/blogs/socialsoftware / My bookmarks:http://delicious.com/lse_lassie 33. Further reading
- CILIP (2004) Information literacy: definition. Available at:
- DELILA Blog:http://delilaopen.wordpress.com/
- European Commission (2003) eLearning: Better eLearning for Europe Directorate-General for Education and Culture. Luxembourg. Office for Official Publications of the European Communities
- Godwin, P and Parker, J. (2008)Information Literacy Meets Library 2.0.Facet Publishing.
- LASSIE project website:http:// clt.lse.ac.uk/Projects/LASSIE.php
- Research Information Network & Consortium of Research Libraries (2007) Researchers use of academic libraries and their services London: RIN
- Rowlands, et al (2008) The Google generation: the information behaviour of the researcher of the future.ASLIB Proceedings . 60 (4) 290-31.