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The RILADS project originally aimed to deliver a small number of key outputs contributing to a wider investigation into the support available to students, staff and researchers to enhance digital literacy. There were two strands to the project. One was co-ordinated by Research Information Network (RIN) on behalf of Research Information and Digital Literacies Coalition (RIDLs), the other by SCONUL under the JISC Developing Digital Literacies (DDL) programme.
The original project has now been completed, and numerous outputs can be found below. As my research into information literacy continues, I am continuing the maintenance of this resource and will be regularly uploading material here based on my work in this area. I hope you find it useful.

- Dr Charles Inskip, UCL Department of Information Studies, 13th June 2014

Practitioner and LIS student perspectives on information literacy for librarians

Next week I’m very happy to be speaking at the ACRL 2017 conference in Baltimore about my work on information literacy in the LIS curriculum. Here’s the abstract for the paper, which will be in the conference proceedings:

This paper considers recent findings of ongoing research exploring how Library and Information Studies education can most effectively support students in developing their information literacy instruction practices. Practicing librarians in the UK were interviewed in order to gather their insights on the development of their information literacy instruction skills. The analysis identified key concepts and issues which may help to inform curriculum development in information literacy in LIS education, which is a growth area in the UK.

I’m very much looking forward to meeting participants from around the world and exchanging stories and views. Do contact me if you’d like to hook up.

Practitioner perspectives on information literacy for librarians

This ongoing research aims to explore how LIS education can most effectively support library students in developing their information literacy instruction practices. It builds on my recent previous work examining LIS student perspectives ( and widens the scope to include library practitioners’ views. A sample of practising librarians in the UK will be interviewed in order to gather their insights on the development of their information literacy instruction skills. The texts will be analysed thematically in order to identify key concepts and issues which may help inform curriculum development in information literacy in LIS education.

The analysis of LIS student views indicated that while students’ personal information literacy skills may be well-catered for during their studies, their ‘producer-IL’ skills, relating to how they may deliver good practice interventions to users, were considered to be less well served. Knowledge and understanding of pedagogy was particularly identified by LIS students to be an important issue.  A subsequent workshop at LILAC 2016 ( for practitioners explored some key areas: skills and competencies, how these are developed, how this development is supported, and the role of library schools in this development. These areas are now being explored in semi-structured interviews with a sample of practitioners drawn from a range of sectors in the UK.

While ongoing curriculum development in library schools is designed to support developing professional needs, other avenues of continuing self-development are also available pre- and post-study through on-the-job and externally provided training, professional association support and special interest groups.

I’m really interested in finding out from practitioners about the relative contributions by library school curricula and employer and professional association and other training body interventions.

I plan to map the findings from the qualitative data from these interviews to professional associations’ competences criteria and library school curricula with a view to making recommendations on how librarians may further enhance their skills in the area of information literacy. This will be used to inform LIS curriculum development around information literacy instruction and will encourage a continuing dialogue between library schools and the profession to support librarians in their professional development throughout their career.

On The Move: transitioning information skills into the workplace


Information literacy is a key life skill for students and graduates. Understanding the disconnect between Higher Education and the professional world will help university services when preparing students for the career path ahead. On The Move is a 12 month project, funded by the CILIP Information Literacy Group, which aims to foster engagement between stakeholders (careers staff, librarians, academic staff, employers, job-hunters) and help them understand the information skills graduates need in their early careers. The project will produce a valuable e-resource which will help students and support services more effectively design, develop and communicate transferable information skills.
This collaborative work will focus on the financial sector, being in the top five of most common destinations for UCL graduates for the last nine years. It will act as a pilot for wider cross-sectoral research in future. The insights of careers services will be integral to the project, enabling a new opportunity to develop a wider view of information literacy issues, which are currently strongly located within library silos. Research on workplace learning will be used to inform the project design and analysis, encouraging cross-fertilisation of ideas.
At completion, a workshop presenting the project and the tool will be targeted towards employers, careers services, candidates, librarians and academics in an attempt to develop and strengthen cross-disciplinary links and contribute to strategy development enabling transition of information literacies from HE into employment.

More information: Dr Charles Inskip, Lecturer, Department of Information Studies, UCL, Gower Street, LONDON, WC1E 6BT, 020 7679 3753,; Dr Sophia Donaldson, Careers Consultant, UCL Careers, 4th Floor Student Central, Malet Street, London, WC1E 7HY, 020 3549 5918,
Research project partners: Kieron Jones (UCL Library), Steve Rowett (UCL E-learning / Digital education), Eleanor Wale (current MA LIS student)

Twitter: @RILADS

UCL page:

Information Literacy in LIS education: exploring the practitioner view

I’m at LILAC 2016, in Dublin. I gave my presentation yesterday morning and this involved me summarising my recent work looking at LIS students and how they view Information Literacy in LIS education. You can read about this work here:

Inskip, C. (2015) Information literacy in LIS education: exploring the student view, Journal of Information Literacy, 9 (2) : 94-110


As part of my LILAC (  presentation the participants answered some questions in groups and what they wrote on Poll Everywhere has now been pasted into my slides, which you can download here (Inskip-LILAC-2016-ILinLIS-comments) as a pdf.

I’ll be looking at their comments in detail and thinking about how the practitioner view can be used to inform the development of Information Literacy in the UCL MA LIS (

Here’s the abstract for my presentation:

Information Literacy in LIS education: exploring the practitioner view

Practitioners in all sectors of the profession are increasingly expected to design, develop, implement and evaluate good practice instruction. Support is offered by employers, particularly in Higher Education, through provision of teacher training programmes, for example. The UK professional association offers continuing professional development support through the Professional Knowledge and Skills Base initiative (CILIP, n.d.). Individuals frequently take the initiative in their own development by attending conferences and local events. Training is offered by specialist organisations. This range of offers means that practitioners are, in theory, able to piece together bespoke training that reflects their specific needs, which may include teaching, marketing, technology, networking, advocacy, management and other skills and competences.

This symposium explores the delivery of information literacy within the library school curriculum. It is designed to gather views from practitioners around the need for the development of a deeper knowledge and understanding of the theories and practices of information literacy within the Library and Information Studies (LIS) curriculum. While LIS students need for information literacy development as consumers of IL is widely accommodated within LIS curricula, anecdotal evidence suggests that their needs as producers of interventions, or instructors, are not always met. This may mean that on completion of their studies they are required to seek out further specific training and other development opportunities from a wide range of sources in order to fill this gap.

The four key questions which the symposium will seek to address are:
• What are the skills and competencies need to successfully deliver good practice information literacy?
• How do participants currently develop these skills?
• Who currently supports them in this development (employers, professional association)?
• Could Library Schools support this development, or is it more appropriately delivered in the workplace?

The format of the symposium will consist of a brief introduction of the context by a library school academic, who will facilitate the event. The participants will then be asked to discuss the questions in crosssectoral groups and make notes of their discussions. A representative from each group will share their findings with the other participants and these will be discussed be used as foundations for a wider debate. There will be some use of simple internet and paper technology to allow anonymised contributions.
It is hoped that the session will contribute to a deeper understanding of the needs and motivations of library and information professionals through reflection and discussion. Recommendations drawn from the symposium will be circulated amongst the wider
community for use in LIS curriculum development.

CILIP (n.d.). Your Professional and Knowledge Skills Base. Available online at [accessed 11 Nov 2015]


CILIP Conference 2015

I’m speaking today at the CILIP Conference 2015 about workplace information literacy and will be chairing the Information Literacy strand at the conference for the next two days, so I’m looking forward to hearing about what colleagues have to say about all things IL.

This talk aims to provide an overview of thinking and practice in workplace information literacy, an important developing area. It will consider the semantic gap between education and workplace settings and identify key issues around the challenges to library and information professionals in bridging that gap.

My slides are here (mostly pictures, I’m afraid) Inskip: workplace information literacy – CILIP Conference 2015 but you may find some of the embedded links useful.

Slides from LILAC 2015

The kind folks at LILAC 2015 have uploaded the slides from the conference to their slideshare account ( Here are the slides to the workshop on ‘Making IL relevant in employment settings’ ( which was co-presented by Stéphane Goldstein, Charlie Inskip, Jane Secker & Geoff Walton and this link should take you to the slides on my current work looking at ‘What is workplace information literacy? A comparison of views from the chalkface and the workplace’ ( Do contact me if you have any questions or comments.

LILAC 2015

I’ll be involved in 2 presentations this week at the LILAC 2015 conference in sunny Newcastle:

FRIDAY MORNING: What is workplace information literacy? A comparison of views from the chalkface and the workplace
Charles Inskip, University College London,

This presentation discusses a mapping of information literacy (IL) concepts drawn from the library and information professional literature (CILIP, 2014; SCONUL, 2011) to graduate employability profiles drawn from higher education (QAA, 2014; Rees et al, 2006) and careers services (NCS, 2012; Prospects, 2014) in terms of their reference to information/digital literacies. The purpose of the mapping is to identify patterns of description in the UK around information literacies and further enable comparisons between professions and careers in terms of their IL needs. The CILIP (2014) and SCONUL (2011) frameworks are widely used in higher education by library and information professionals to develop and deliver information literacy interventions. The employability profiles and benchmark statements are widely used, alongside professional accreditation criteria and other frameworks, in good practice education to inform curriculum development.

The careers services job profiles are designed to assist job seekers identify suitable jobs and careers. There is a perceived lack of uptake of the IL concept by employers, which is arguably exacerbated by a semantic gap between the higher education views of IL and those within the workplace. The analysis explores this gap between stakeholder views, comparing them to definitions of workplace information literacy drawn from the academic literature. The discussion of the analysis identifies key areas where library and information professionals may contribute to better communication between these stakeholders, thus enabling a more positive transition for those moving into the workplace.


CILIP (2014) Professional knowledge and skills base. Available online at accessed 31 Dec 2014.

NCS (2012) Job profiles. Available online at accessed 31 Dec 2014.

Prospects (2014) Types of jobs. Available online at accessed 31 Dec 2014.

QAA (2014) The UK Quality Code for Higher Education: subject benchmark statements. Available online at accessed 31 Dec 2014.

Rees, C., Forbes, P. & Kubler, B. (2006) Student employability profiles: a guide for higher education practitioners. Available online at

SCONUL (2011) The SCONUL seven pillars of information literacy: core model for Higher Education. Available online at accessed 31 Dec 2014.


THURSDAY AFTERNOON: Making IL relevant in employment settings
Stéphane Goldstein, Research Information Network,
Charlie Inskip, University College London,
Jane Secker, London School of Economics and Political Science,
Geoff Walton, Northumbria University,

There is a growing body of scholarly literature on the place of information use and handling in employment settings. But rarely is this explicitly recognised by employers as information literacy (IL), and there is correspondingly little evidence on the impact of IL on the workplace. This timely symposium seeks to examine how IL – however it is expressed or defined – is perceived and understood by industry and businesses. It will contribute to the debate about the merits of persuading organisations with an interest in employment and employability to recognise the competences and know-how associated with IL as an important factor in their skills and professional development agendas, and how best to do this.

During 2014, a report was issued [1] which examines the relevance of IL as a transferable attribute for individuals as they move from higher education to professional employment. This presented and analysed views from key stakeholders at the interface between higher education and employment: careers services, professional and accreditation bodies, employers and representative or specialist bodies relating to employment and skills. The report was complemented by an annotated bibliography [2] that addressed a set of related questions: (i) how should IL be described within workplace settings; (ii) what are the priority/key information skills and abilities related to the effective use of information in the workplace; and (iii) whether there is any evidence of the value and/or impact of IL in the workplace.

This work will help to progress the dialogue between organisations at the interface between higher education and employment, and to consider how they might:

  • benefit from a further exploration of the relevance of IL to their policies and practices;
  • better understand and recognise how IL relates to the particular context and requirements of different professional settings, and how it might contribute to career progression;
  • consider how the professional development infrastructure might be better aligned with IL;
  • reflect on what role information professionals might play to help to foster this dialogue.


The symposium provides an opportunity to reflect on possible outcomes of this ongoing work. It will consider the following questions:

  • What are the merits and usefulness of progressing a dialogue with stakeholders at the interface between higher education and employment?
  • How might the concept of IL in the workplace be explained in a language that relates to the needs and priorities of these stakeholders?
  • What might be done (strategies, approaches…) to generate interest among these stakeholders in the relevance and application of IL to employment contexts; and what are the barriers to doing so?
  • What role can be played by the CILIP Information Literacy Group, InformAll and other interested parties in moving this agenda forward?


The symposium has a practical purpose, in contributing to define ways in which interest in IL might be developed in sectors, beyond the library world, where it has not been readily recognised as a defined set of attributes. Delegates should come with ideas and questions and be willing to participate in a lively debate about the way forward. The session will consist of a 10-minute introduction from the panel of presenters. Delegates will then be invited to cluster in small groups in the meeting room to consider the above questions question for up to 5 minutes each, and on that basis, to present views for discussion to the entire audience. The panel of presenters will be at hand to facilitate the discussion and to record emerging ideas and conclusions.


Goldstein, S., (2014) Transferring information know-how: Information literacy at the interface between higher education and employment. InformAll –

Williams, D., Cooper, K and Wavell, C. (2014) Information Literacy in the Workplace: an annotated bibliography. Robert Gordon University Institute for Management, Governance & Society (IMaGeS) in association with InformAll –

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