Working together for the future of our profession

This is the name of the CILIP executive briefing on information literacy taking place in London tomorrow. I'm doing a short talk about Lollipop and SirLearnalot, two OER resources developed by Debbi Boden_Angell and Ruth Stubbings. The programme includes lots of experts in the IL field so it should be an interesting day.

RIDLs Information Literacy Coalition

As I mentioned in my last post, the RIN Information Handling Working Group of which I was a member has been changing and it has now transformed into RIDLs, the Research, Information and Digital Literacies Coalition and I'm still a member! Here is some official info about it and a link to the new webpage

RIDLs' aim is to ensure that the importance of information literacy is recognised by everyone with a stake in higher education research . It has been set up to promote the value of information and digital literacies for academic researchers and to enable activities which help to advance relevant knowledge, understanding and skills.

For further information, please contact Stéphane Goldstein at the Research Information Network: stephane.goldstein@researchinfonet.org .

Information Literacy Coalition

Yesterday I went to the first meeting of the group which used to be the RIN Information Handling Working Group, but is now deciding on a new name to reflect a coalition of partners working on information literacy as it relates to research. It's always an exciting meeting, with so many enthusiastic supporters of IL in one room!

The different bodies associated with the coaltion include library representative organisations (SCONUL, RLUK, CILIP and the Special Libaries Association), as well as BAILER, the British Library, the Digital Curation Centre, the Higher Education Academy, JISC, Jorum, the UK Council for Graduate Education and Vitae. I'm there in an ad hominem capacity, just as myself!

The aim of the coalition is to bring together folks from different constituencies and professional groups which each provide distinctive perspectives to this area. Stephane Goldstein and Michael Jubb from the  Research Information Network have worked very hard to secure funding for a year from HEFCE to support the coalition. The funding will be used to support a range of activities, including:
- setting out, testing and disseminating criteria that can be used to describe and review training courses and other interventions in the area of information literacy;
- identifying and promoting good practice in information literacy training;
- supporting the use of the Researcher Development Framework and the Seven Pillars of Information Literacy as instruments for promoting the centrality of information literacy in a higher education setting;
- supporting small-scale project work to advance the evidence base in this area;
- developing links with relevant information literacy projects and initiatives in other countries, in order to share good practice and identify possible opportunities for international joint working.

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“Shhhh? The Reality of New Technologies and their Place in Libraries”

This week, I went to a very interesting afternoon held by the ARLG in Darlington, with my pal Louise Gordon.

Louise has written an excellent blog post on the event, which was all about different aspects of new technologies in libraries, so there's no point me repeating it. You can read Louise's blog and download our presentation here

Information Literacy lens for the RDF

Vitae have now published the Information literacy lens for the Researcher Development Framework, along with the Informed Researcher booklet. I'm very pleased to have been involved with the creation of both these publications. This is what Vitae's website says:

"Being informed and informative are important aspects of being a researcher. In our increasingly information based society, information literacy is a vital ability that is required to be able to make effective and efficient decisions. It enables researchers to find, analyse and evaluate information and become independent lifelong learners. To highlight these important abilities, RIN, SCONUL and members of the Working Group on Information-Handling have created a mapping of information literacy onto the Vitae Researcher Development Framework, using the SCONUL Seven Pillars of Information Literacy. This information literacy lens can be used to identify how information literacy can contribute to researchers' professional development, as well as identify how the skills and attributes they have developed through research can contribute to, or underpin their development in information literacy.
To support the Information literacy lens The Informed Researcher booklet has been developed as a practical guide to being an information-literate researcher. The booklet is based on the Information Literacy lens and can be used to audit your skills and form an action plan for taking them forward."

International student support at Bangor

Library bag at Aber Falls, N. Wales

On Monday, I was invited to run a workshop on the SCONUL Guidelines on Library support for International Students at Bangor University. As usual, I really enjoyed the experience, as all the participants were so enthusiastic and came up with some great ideas towards their action plan. As Bangor is a bilingual university, they are well placed to empathise with students learning a second (or third) language. Staff also has some interesting suggestions such as establishing a "cultural hub" of information, rather than one just targetted at international students, celebrating Welsh events such as St David's day with relevant displays about Welsh culture and setting up a cross university working group.
The sun shone and I had a very pleasant day!

Rethinking Information Literacy: A practical framework for teaching

I was very flattered to be asked to contribute to this forthcoming book edited by Jane Secker and Emma Coonan as I'm in very august company with Geoff Walton, Susie Andretta, Libby Tilley and many more. My chapter, the draft of which I've just finished today (hurray!) focuses on academic literacy and describes some of the Information for Learning work we've been doing here at Newcastle. The book is due to be published by Facet in June and here is their publicity:

" A vision for the future of information literacy teaching. Based on groundbreaking research, undertaken by the authors as part of the prestigious Arcadia Programme at Cambridge University, this presents a new and dynamic information literacy curriculum developed for the 21st century information professional. The curriculum adopts a broad definition of information literacy that encompasses social as well as academic environments and situates information literacy as a fundamental attribute of the discerning scholar and the informed citizen. It seeks to address in a modular, flexible and holistic way the developing information needs of students entering higher education over the next five years. Interweaving the authors' research and the reflections of internationally-recognised experts from the library, education and information literacy sectors, it will illustrate how and why this new curriculum will work in practice"

The Informed Researcher

Over the last year, I've been working with colleagues in Vitae and RIN to put together a new booklet in the Vitae researcher series. The Informed Researcher is now available on the Vitae website and will be available in printed form from Vitae in the next few weeks. We were hoping to have it available for distrbution at LILAC, but sadly just missed getting it there in time.

The booklet aims to be a practical tips guide for researchers, linking together elements from the Researcher Development Framework with the SCONUL Seven Pillars model in an accessible way and I hope it will be a useful tool in researcher training programmes.

Info Lit lens for the RDF and Seven Pillars- consultation

Another exciting addition to the resources which are building around the Seven Pillars:

Vitae have been working with RIN, SCONUL and members of the Working Group on Information-Handling to develop a lens on the Vitae Researcher Development Framework and the SCONUL Seven Pillars of Information Literacy. This lens is now available for consultation and we would welcome your feedback on this. You can find it here. Jonathan Roberts, who has been developing the lens, would particularly welcome comments on:
•    Whether you think there are any areas of the framework that should or should not be highlighted?
•    Are there areas you would prioritise above others?
•    How do you think you would use the lens?
Feedback will be incorporated into the final version of the lens which will be made available later in April.
Please send your comments to Jonathan.roberts@vitae.ac.uk by Friday 13 April 2012

Collection management at Ngee Ann

At Newcastle we are currently looking to bring together many of our small collections into one sequence, to make finding materials simpler for students. I was interested, therefore to see how many specialised collections ar identified at Ngee Ann. For example, there is the wealth creation section, lifestyle collections on different topics, graphic novels and entrepreneurship linked to the "founding father" section. The photo shows this section, dedicated to Lien Ying Chow, after whom the Library is named. 

This photo shows Bee Ang demonstrating how the enterprise books are displayed in small attractive alcoves. Some collections are virtual, rather than physical and the Library uses Primo to tag the virtual collections so that they can be browsed online.

Ngee Ann Library - Wealth Creation section

Wealth creation in action!

The Wealth Creation InfoCentre in Ngee Ann Library aims to develop students’ financial literacy and investment skills.  This section of the Library contains books, periodicals and media covering personal finance, financial planning, portfolio management, stocks & shares and real estate investments. The facilities provide opportunities for hands-on practice on simulated investment programmes and other relevant databases.  Speakers from industry come in monthly to give talks on money management and investment.

Nanyang Library on the go

Nanyang Polytechnic Library (NYP) has a lot of different technological developments, all listed on their website but to see most of them working you need to be a member of NYP. I liked their Library on the go app for mobile library services. Using iFind, it's also possible for students to get a text message to tell them the location of a book and there's a neat interactive information booklet too.

Daniel Wee and Rosidah Awang are the staff specifically responsible for links with NUIS staff and students. Here they are next to the Food Science section of the library

Nanyang Polytechnic Library, Singapore

3D map

The other polytechnic in Singapore which hosts Newcastle students is Nanyang and I visited the Library there on Thursday. It has a similar size book stock to Ngee Ann, about 200k, but a smaller floor area.



I was very impressed with their 3D interactive guide. It displays on a large touch screen in the library entrance. Students can search for a book in the catalogue, click on Guide me and are shown a route from the screen to the bookshelf.

It's very clever and easy to use.

The Lifestyle Library

Bubble tea cafe

The whole of the entrance level of the Lien Ying Chow Library is devoted to the Lifestyle Library. This concept is aimed specifically at attracting students into the building and encouraging them to read. The exhibition area, which can be easily seen from a busy walkway, can be used by any of the Schools and is a popular way of bringing the Poly activities into the Library. There's even a small 12 seat theatre, which shows sports channels. The collections on this level are not academic materials but more like a public library, with books on hobbies, current fiction and a range of general interests. There's an impressive collection of audio and DVDs to support film and media (and current feature films) and lots of spaces to use the resources individually or in groups. The cafe is also located on this level (I wish I'd been able to try the bubble tea!), close to the newspapers, comic and graphic novels sections.

The board games room

Natalie in the board games room

I was fascinated by the board games room in Lien Ying Chow Library. There I met Natalie, a business student who is paid to staff the room. She is also part of an enterprise project in the Business School and was successful in being allowed to start an "enterprise" tuck shop in the room. Proceeds allow her team to go out for occasional evening meals as a team bonding exercise.
Board games are popular in Singapore and it seems many students enjoy playing them in gaps between lectures. The room holds most common board games, such as monopoly, cluedo etc and is apparently very busy in term time.

Lien Ying Chow Library, Ngee Ann Polytechnic

Bee Ang and Rashna in the exhibition space

Today I visited the Lien Ying Chow Library. It's very different from Newcastle, partly because most of the students are younger, so one of their main concerns is attracting students into the library and encouraging them to read around their subject. The education system in Singapore doesn't seem to prepare students for the kind of independent learning that we are accustomed to in the UK. Students rely on their notes and on specific text books and don't have a habit of critical reading or questioning. Usually they buy the key textbook and work to that. They are therefore much less likely to visit the library for extra academic texts. This means the library rarely needs to obtain many multiple copies and this is one area which they have needed to address (very succesfully) for the NUIS students, who are expected to read more widely.

Ngee Ann Polytechnic

View from the Library

The NUIS courses in Singapore are hosted at two different Polytechnics. I'm currently visiting Ngee Ann Poly, which has 15,000 students, mainly aged 16-18. Students here do a 2 year A-level course, followed by a year diploma course. They may then enter into Stage 2 of a NUIS course - in marine or chemical engineering at Ngee Ann, or mechanical engineering or food science at Nan Yang Poly.

Newcastle University in Singapore

View of Singapore from "the boat in the sky"

As I'm currently in Singapore on university business, these posts are primarily for my colleagues back at home, but for anyone else interested, this is what I'm up to.

NUIS: Newcastle University in Singapore, runs 4 programmes in conjunction with Singapore Institute of Technology (SIT). The programmes are hosted by 2 polytechnics, with Marine Engineering and Chemical Engineering at Ngee Ann and Mechanical Engineering and Food Science at Nan Yang. There are currently 23 full time staff and ~300 students based here, as well as several "adjunct" staff, local experts who contribute as guest lecturers. The poly libraries provide local support and access to print materials and Newcastle provides distance support and access to e-resources. You can see our library guide for NUIS students here

My brief is to learn more about how things work here so that we can ensure we are providing the best possible support for both staff and students. I've already spent a day meeting the Dean, chief administrator, SIT rep and Operations Director, which has helped clarify some of the systems and processes involved in a 3 way agreement such as this. I'm already realising the truth of Ehsan ( the Dean)'s comment that "once you have been here you won't be the same Moira". Is it the climate, the culture, different attitudes, different kinds of conversations? I'm not sure, but one certainly quickly slips into a different mind set.

Tomorrow, I'll be visiting one of the libraries, as well as giving talks to some of the student groups

Teaching toys

As part of our work on the IL Blackboard modules, we've been working with our e-learning staff and they have introduced to a few freely available "toys" which we're planning to try, either within the modules or just in general teaching. Many folks will already know about them, but they were new to us.  For example:

Durham Lumiere

Wallwisher allows you to pose a question or a comment on a web page and have respondents add post it notes. maybe a way to get students engaged in posting questions before a workshop. You can allow free comments or moderate them.
Poll Daddy is a neat way of quickly getting a group opinion and embeds nicely into Blackboard.
Poll Everywhere enables people to text a question or answer which immediately displays on a screen

IL for academic staff

A colleague and I are currently devising a couple of modules in Blackboard, part of an Innovation Fund award from the University. One of the modules is aimed at academic staff, to encourage them to think about how to integrate IL development into the curriculum. It's based on workshops I currently run for our Intensive CASAP (Certificate in Academic Practice) which the university has been delivering for Nigerian academics. I'm hoping to test it with staff at our campus in Singapore next month. This is something close to my heart, I firmly believe that librarians shouldn't be teaching all the IL development, it should be an integral part of the student learning experience and owned by all teaching staff. Of course library staff can facilitate it and support the staff in delivery and I do enjoy delivering sessions myself, but I think the most effective sessions are those which students perceive as part of the discipline. That means we have to let go a little and "they" have to own it more.

Durham Lumiere

Our twin module contains IL resources for students and it could be run as a "stand -alone" skills module, but what I'm really hoping is that academic staff will take chunks, tailor them and embed them into their own modules. Is this just a dream? We shall see. It's certainly easier to just point them to a module, but is this effective? Maybe it's ok for info skills, but then the context relating to attitudes and behaviours, so key to the new 7Ps model, is lost.

Helsinki Follow up info

Vikki Campus Library

Ruth and I also promised to send everyone at the Helsinki seminar, or who we met subsequently, information about some of the resources we discussed. Again, it's taken a while, but here it is: Useful links

Helsinki IL seminar

Paivi and me

After our two talks (on the relevance of IL models and the 7Ps in particular) at the IL seminar in Helsinki last November, Ruth and I asked all the participants to ask questions and make comments. We used the "one thing" approach again - ask us one thing, tell us one thing you like/disliked. This generated a host of questions and comments which Ruth carefully collated. We promised to answer them all and sent the answers to the group. However, I also promised to post the responses on the blog and it has taken me a while to get round to it. However, you'll find the document here : Q&A

SCONUL Seven Pillars model: Digital Literacy lens

Durham lumiere: Lord Londonderry snowdome c. A Bent

Since we launched the new SCONUL Seven Pillars model last April, we've had a lot of feedback, mainly positive, about the new approach. The main difference from the original approach was the addition of attributes relating to understanding and approach as well as abilities. This is underpinned by a core model which can be viewed through a series of "lenses", depending on the audience or environment. We launched the research lens alongside the core model, to demonstrate how this might work and I'm really excited that over the last few months colleagues have been developing other lenses. The latest addition, created by Helen Howard and Alison Mackenzie, is a Digital Literacy lens. It's already available on the SCONUL WGIL website in draft form and is very timely, given the current JISC activities around developing digital literacies. I hope folks will have time to look at the new lens - if you'd like to post comments about it here I can take them back to the Group.