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 http://dx.doi.org/10.11645/9.2.1977
As part of my LILAC (http://www.lilacconference.com/) 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 (https://www.ucl.ac.uk/dis/taught/pg/tmalibsing01).
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 http://www.cilip.org.uk/sites/default/files/documents/Your%20PKSB%20WEB.pdf [accessed 11 Nov 2015]