Taking information literacy beyond the ‘library’ Or How the Project has expanded Dr John Crawford

1. The Scottish Information Literacy Project:working with partners to create an information literate Scotland Taking information literacy beyond the ‘library’ Or How the Project has expanded Dr John Crawford Under One Umbrella 2009 University of Hertfordshire 14th – 15th July 2009

2. Where it all beganDrumchapel Project 2003 • An exploratory project – initially ICT skills orientated • Community ICT facilities little used - Library and Cybercafés – implications only now being addressed • School and School Library are main focus for IT use in deprived areas • Little integration of information literacy into the curriculum • Levels of ICT ‘deprivation’ did not seem to be high • Basic IT skills exist- WP, email, Internet • Pupil evaluation of websites poor • An asylum seeking issue • An information literacy skills/transitional agenda emerged

3. Which led to….. • Scottish Information Literacy Project was founded in 2004 with the original sole objective of developing an information literacy Framework linking secondary and tertiary education which would provide a means of promoting independent learning in both sectors and support the transition between secondary and tertiary education – in a year!

4. But • a need to explain and promote the concept of information literacy to educational and other bodies - advocacy focus. Included a petition to the Scottish Parliament • Recruited leading information literacy advocates in Scotland as Project partners. (Initially secondary HE/FE) partnership focus • the workplace (studies of GCU students/alumni) - a workplace focus • Adult literacies contacts – an employability focus • Continuing Professional Development (CPD) a CPD focus • An independent learning skill - lifelong learning focus • A major skills agenda but see below

5. Project objectives • to develop an information literacy framework, linking primary, secondary and tertiary education to lifelong learning including workplace and adult literacies agendas • Advocacy on behalf of information literacy for education and the wider community • Working with information literacy champions both UK and worldwide  • Researching and promoting information literacy in the workplace • Identifying and working with partners, both in education and the wider community • Researching the role of information literacy in continuing professional development • Researching the health and media literacies agenda

6. Agenda of issues 2004 -2007-8 • 2003 – The Drumchapel Project – where it all began • 2004 – The ‘one year’ Information Literacy, the Link between Secondary and Tertiary Education Project launched • 2005-8 - the first draft of the National Information Literacy Framework Scotland completed, piloted and evaluated • Contact and work with Learning and Teaching Scotland and learndirectscotland • Extensive network of partners and contacts from school, FE/HE, workplace, lifelong learning, Adult literacies + overseas • Website developed and more recently blog + PR activities • Initial health and media literacy contacts

7. Our friends in the North

8. Current key objectives (Esmee Fairbairn Foundation funded) Further develop the Framework to extend the early years, workplace, wider access and lifelong learning components to make it a genuine lifelong learning policy documents Research and progress the information literacy in the workplace agenda

9. Information literacy in the workplace study Dec.2007- Jan.2008 – key findings • The traditional ‘library’ view of information as deriving from electronic and printed sources only is invalid in the workplace and must include people as sources of information • The public enterprise with its emphasis on skills and qualifications is a fertile area for further investigation and developmental work • Advanced Internet training extends employees’ information horizons • A skill and qualifications based agenda is an important pre-condition • Most interviewees viewed public libraries as irrelevant for anything other than recreational purposes • Information literacy training programmes must be highly focused on the target audience • An understanding of what constitutes information literacy is widespread in the workplace but is often implicit rather than explicit and is based on qualifications, experience, and networking activities • Organizations which access a wide range of information, of high quality, including sources outwith their organization, will make the best informed decisions

10. Recommendations • Contacts should be established with chambers of commerce, skills agencies and other organizations involved in workplace training • Organizations’ information polices which are largely implicit should be made explicit and should include accessing a wide range of information, of high quality, including sources outwith their organization • Preliminary skills audits should be carried out within organizations to determine staff information literacy skills and the organization’s information literacy policy • The viability of developing information literacy training programmes should be further researched • Information literacy training programmes should initially target sympathetic organizations • Advanced Internet training programmes should be offered to all workplace employees • The private sector should be researched further • The provision of information literacy training programmes by public libraries should be investigated • Developmental work should be undertaken with Adult Literacies agencies • NHS contacts should be expanded to progress the health literacies agenda

11. Some outcomes (1) • Glasgow Chamber of Commerce – couple of meetings. Agreed to progress by sending out a questionnaire devised by us to all Glasgow Chamber of Commerce members about their information skills training needs. • CBI Scotland – one meeting to identify companies who might want to incorporate IL training into their CPD programmes – no subsequent developments • Scottish Trades Union Congress – presentation to Everyday Skills Committee of STUC (composed of TU learning representatives) – well received – further action pending • Skills Development Scotland (Careers Division – old Careers Scotland) – meetings led to identification of IL as a career choice, progression, CPD and employability skill. Joint symposium with SDS 27th March • Employability and Skills Division, Lifelong Learning Directorate – meeting which validated our strategy of targeting employers’ and skills organisation

12. Some outcomes (2) • Public library services – contacts with three services including Inverclyde Libraries who are currently running employability training courses (10 weeks). IL has been incorporated in the courses at our suggestion. (Basic skills courses run by public libraries have IT/Internet training from which IL training can be developed) • Aberdeen Business School – secured £400,000 + EU funding to run ‘bite sized courses’ for local SMEs (up to 12 modules). 20 businesses and 70 learners so far – hope for 175. Exchanged information and role of IL – employers’ don’t know what training they need (RGU finding) • Royal Society of Arts - Opening Minds Curriculum running in 200 schools in England – includes an IL component – Managing information – also strong focus on skills acquisition in education and the workplace • Scottish Government Information Service • Scottish Government Information Service – have set up advanced Internet searching skills courses for staff; developed an information strategy for the Scottish Government. Now on Scottish Government website – Education and Training (Information Literacies) – a first? http://www.scotland.gov.uk/Topics/Education/skills-strategy/progress/sg/supportingindividuals/InformationLiteracies/Q/forceupdate/on

13. The Draft Framework • Background information and provenance • Acknowledgements • Information literacy – what it is • Information literacy and lifelong learning • Information literacy education • Use of the Information Literacy framework • The framework levels • Information literacy and assessment • Appendices

14. The Framework Levels

15. The Restructured Framework • Draft pdf further developed as a Weblog • static pages (background information, different sectors, levels etc.) • interactive through postings (current activities, developments etc.) • Still to be further developed • workplace case studies needed, SME’s, large organisations (public and private), different professions

16. The Framework

19. And more recently • Information literacy case studies/exemplars of good practice in secondary schools completed http://www.ltscotland.org.uk/informationliteracy • Funding obtained from Learning and Teaching Scotland to develop learning materials and CPD materials for teachers aimed at Primaries 1-3 (5-7) – See Digital Britain report (2009), p.64 • Fruitful working relationships established with Glasgow Chamber of Commerce; Scottish Trades Union Congress; Learning and Teaching Scotland; Skills Development Scotland; public libraries; Royal Society of Arts; Scottish Government Information Service • Study on the workplace and its consequences • Joint Open Space event with Skills Development Scotland • Post Open Space meeting • Internal focus

20. Putting definitions into practice "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." CILIP (2004) Information Literacy Definition “Information Literacy was defined as the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address an issue or problem.” Prague Declaration

21. What we have learned • Different groups of people constantly reinterpret IL in the light of their own qualifications, training, experience and needs • IL is a key career choice, progression, CPD, employability and workplace skill • IL is not recognised in any government document produced since 2005 which recognises IL as an independent skill. It is rolled up with IT – this much change! But see Scottish Government website – Education and Training (Information Literacies)  http://www.scotland.gov.uk/Topics/Education/skills-strategy/progress/sg/supportingindividuals/InformationLiteracies/Q/forceupdate/on • Target skills and employers’/employee organisations • IL skills training in the workplace is feasible but must be carefully planned and targeted • The public library can offer IL training, developed from IT training but again it but must be carefully planned and targeted. Public librarians must be involved in IL skills development • Need to think cross sectorally - Govan High School’s ‘Future Skills’ framework of about 70 skills in association with local employers and involving the pupils. Includes IL. Blane (2008) • Findings of workplace study have been validated

22. Some further information • Crawford, John and Irving (2008) Going beyond the ‘library’: the current work of the Scottish Information Literacy Project. Library and information research, (32) 102, pp. 29-37 http://www.lirg.org.uk/lir/ojs/index.php/lir/article/view/89 • Crawford, John and Irving (2009) Information literacy in the workplace: a qualitative exploratory study, JOLIS, (41 )pp. 29-38 http://lis.sagepub.com/cgi/content/abstract/41/1/29?etoc • McDonald, Natalie and Keenan, Peter (2009) The ‘stuff beyond Google: information literacy in a corporate setting . http://www.information-online.com.au/sb_clients/iog/bin/iog_programme_you_may_be_right_C1.cfm?vm_key=8EDF7462-D5A6-FFAA-AB89D511D74817DA • Crawford, John et al, (2008) Use of information in the Scottish Government, Library & information update, Dec., pp. 48-49 • Interview with Philip Pothen, formerly of JISC, 28.11.08 about the work of the Project http://www.jisc.ac.uk/news/stories/2009/02/podcast71johncrawfordchristineirving.aspx

23. Contact details Dr. John Crawford, Christine Irving Library Research Officer, Researcher / Project Officer Milton Street Building Milton Street Building MS004, (ground floor) MS005, (ground floor) Glasgow Caledonian University Glasgow Caledonian University Cowcaddens Road Cowcaddens Road Glasgow, G4 0BA Glasgow, G4 0BA Tel: 0141-273 -1248 Tel: 0141-273 -1249 Email jcr@gcal.ac.uk Email christine.irving@gcal.ac.uk Project website www.caledonian.ac.uk/ils/ Project blog http://caledonianblogs.net/information-literacy/

24. Questions?