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![Does it matter?
◘ Information and data as both the raw material and the product of
research: knowing how to handle it is truly important!
– Foundation of the scholarly record
– The imperative to share
– The tendency to protect
◘ Information and data deluge – need for discrimination
◘ Importance of meeting standards and institutional/funders’
requirements (esp. for data)
◘ Quality versus quantity
– Google = the wisdom of the crowd
– Wikipedia is a celebration of the amateur”
◘ Digital Darwinism
– The survival of the loudest and most opinionated
– An endless digital forest of mediocrity
[Keen, A : The cult of the amateur (2007)]](https://image.slidesharecdn.com/vitaeconferencewshop-v04-101110031856-phpapp01/75/Why-should-I-care-about-information-literacy-9-2048.jpg)
![JISC and data management skills
◘ Projects to promote research data management skills
in HEIs, through designing and piloting discipline-
focused training units for postgraduate courses.
◘ Aim is “to encourage means by which skills and
capacity for data management and curation in HEIs
may be increased. It aims to promote the transition
to embedded training in management of research
data within the academic curriculum.”
◘ […] projects have recently been funded, covering a
range of disciplines](https://image.slidesharecdn.com/vitaeconferencewshop-v04-101110031856-phpapp01/75/Why-should-I-care-about-information-literacy-19-2048.jpg)
More Related Content
Similar to Why should I care about information literacy?
Why should I care about information literacy?
- 1. Why should Icare about information literacy? Improving researchers’ competency in information handling and data management Moira Bent – University of Newcastle Stéphane Goldstein – RIN Simon Hodson – JISC
- 2. Structure of workshop ◘“Information handling and data management” = “information literacy” ◘ How does this relate to researcher development? ◘ Information Literacy and the RDF ◘ The 7 Pillars model of information literacy ◘ What’s happening in practice? – National initiatives – Personal experiences, perceptions and needs – Case studies ◘ An information literate graduate or/ and an information literate university?
- 3. What does informationliteracy mean to you? ◘ Choose top 3 statements ◘ We’ll record your top choice
- 4. Are you maleor female? (give one answer) M ale Fem ale 0%0% 1. Male 2. Female 0 of 49
- 5. Are you: Postgraduate student/p... Research supervisor/m a... Teachingsupportstaff/t...LibrarystaffPolicy staff Other 0% 0%0%0%0%0% 1. Postgraduate student/postdoc 2. Research supervisor/manager 3. Teaching support staff/trainer 4. Library staff 5. Policy staff 6. Other
- 6. What does informationliteracy mean to you? Beinga lifelonglearner How /w hen to use the library Able to search forand findinfo/... Understandinglegaland ethical... M anagingand curatingresearch ... Usinginfo to develop ideas Understandingthew ayinw hich ... Abilitytojudgethequalityand ... Interpreting,sum m arising 0% 0% 0% 0% 0%0%0%0%0% 1. Being a lifelong learner 2. How/when to use the library 3. Able to search for and find info/data 4. Understanding legal and ethical issues around information/data 5. Managing and curating research data effectively 6. Using info to develop ideas 7. Understanding the way in which information/data are disseminated 8. Ability to judge the quality and authenticity of information/data sources 9. Interpreting, summarising
- 7. An IL definition Informationliteracy can be thought of as: “Individuals building an awareness of how they use, manage, synthesise and create information and research data, in an ethical manner, together with the information skills to do so effectively, as part of their learning and research life. Information literacy is central to learning and essentially involves developing skills and competencies and changing learning attitudes, habits and behaviours so that people understand how information and research data fit into their learning and research”.
- 8. An Information LiteracyLandscape
- 9. Does it matter? ◘Information and data as both the raw material and the product of research: knowing how to handle it is truly important! – Foundation of the scholarly record – The imperative to share – The tendency to protect ◘ Information and data deluge – need for discrimination ◘ Importance of meeting standards and institutional/funders’ requirements (esp. for data) ◘ Quality versus quantity – Google = the wisdom of the crowd – Wikipedia is a celebration of the amateur” ◘ Digital Darwinism – The survival of the loudest and most opinionated – An endless digital forest of mediocrity [Keen, A : The cult of the amateur (2007)]
- 10. How important isIL in the context of researcher development? Crucial Veryim portant Fairly im portant Notvery im portant Notatallim portant Notrelevantatall 0% 0% 0%0%0%0% 1. Crucial 2. Very important 3. Fairly important 4. Not very important 5. Not at all important 6. Not relevant at all
- 11. What might motivateyou to support or become more involved with IL development? M ore tim e M ore resources M ore guidance /support M ore dem and from users M ore rew ard Betterunderstandingof... Don’tw antto becom e... 0% 0% 0% 0%0%0%0% 1. More time 2. More resources 3. More guidance / support 4. More demand from users 5. More reward 6. Better understanding of its relevance 7. Don’t want to become more involved
- 12. So, who’s interested? ◘Vitae – Development of the RDF ◘ SCONUL – Development of the 7 Pillars model of Information Literacy – Linkage between 7 Pillars and the RDF: the former provides an information/data ‘lens’ to the RDF ◘ RIN – Facilitation for all those with an interest – Working group on information handling and data management ◘ JISC – Data management skills projects – Support project for the above ◘ CILIP – Information literacy group ◘ And others…
- 13. The 7 pillarsof Information Literacy: a research lens that can be applied to the RDF The Information Literate Researcher The research process NoviceExpert
- 14. The 7 pillarsof Information Literacy IDENTIFY • A researcher is able to identify a need for information ASSESS • A researcher can assess their current knowledge and identify gaps PLAN • A researcher can construct strategies for locating information and data GATHER • A researcher can locate and access the information and data they need EVALUATE • A researcher can review the research process and compare and evaluate information and data MANAGE • A researcher can organise information and data and apply the knowledge gained PRESENT • A researcher can present the results of their research, synthesising new and old information and data to create new knowledge and can disseminate it in a variety of ways
- 15. Stage 6: Manage Aresearcher can organise information and data and apply the knowledge gained The researcher understands: ◘ Their responsibility to act with professional integrity and to be honest in all aspects of research, especially information handling and dissemination (e.g. copyright, plagiarism and IP issues) ◘ The role they play in helping others in information seeking and management ◘ The need to keep systemic records, for example of: – search strategies and resources searched – resources found – resources used – research data ◘ The importance of sharing research data ethically without breaching data protection and informed consent of individuals ◘ The need to archive research data ethically ◘ The importance of metadata
- 16. Stage 6: Manage Theresearcher is able to: ◘ Use the information and data found to address the research question ◘ Use appropriate bibliographical software to manage information ◘ Cite printed and electronic sources using suitable referencing styles ◘ Create appropriately formatted bibliographies ◘ Demonstrate awareness of issues relating to the rights of other researchers and research participants, including ethics, data protection, copyright, plagiarism and IP issues ◘ Set standards of conduct for academic integrity ◘ Identify data curation opportunities to ensure that research data is ethically stored for re-use in other projects ◘ Use data management software to manage and curate research data
- 17. Researcher Development Framework ◘RDF recognises the importance and place of information literacy ◘ Several competencies in the RDF are explicitly relevant, notably: – Information seeking – Information literacy and management – Synthesising – Evaluating – IPR/copyright – Attribution/co-authorship – Publication
- 18. Need for joined-upapproach: RIN working group ◘ “A focal point for the discussion of issues relating to the effective development of information-handling training for researchers in HE… Advocating for and promoting the need for greater coordination and a more strategic approach across the UK with regard to the provision of such training for HE researchers.” ◘ Current membership includes Vitae, CILIP, SCONUL, RLUK, British Library, JISC, DCC, UKCGE, HEA as well as RIN ◘ More organisational membership welcome!
- 19. JISC and datamanagement skills ◘ Projects to promote research data management skills in HEIs, through designing and piloting discipline- focused training units for postgraduate courses. ◘ Aim is “to encourage means by which skills and capacity for data management and curation in HEIs may be increased. It aims to promote the transition to embedded training in management of research data within the academic curriculum.” ◘ […] projects have recently been funded, covering a range of disciplines
- 20. Group work Each groupto consider one of four sub-domains from the RDF and identify any statements which have an information literacy element 1. Highlight key elements / priorities 2. Discuss what you might do to develop the IL related competencies in the sub-domains 3. List what you might need (resources, support, etc) to take forward any such initiatives. Also note examples from your own organisation of any of these elements in practice
- 21. Some instances ofgood practice ◘ Newcastle ◘ Glasgow Caledonian ◘ Loughborough ◘ Leicester ◘ Importance of documenting examples through such resources as Vitae database of practice – RIN working group taking the lead in this activity
- 22. Did you findthis workshop useful? 0%0%0%0%0% Very useful Fairly useful Interesting but n... Not very useful Not at all useful 1. Very useful 2. Fairly useful 3. Interesting but not relevant 4. Not very useful 5. Not at all useful
- 23. I plan toapply what I’ve learned in my own institution 0%0% Yes No 1. Yes 2. No
- 24. Over to you! Pleaseuse the post-it notes to leave comments on any aspect of the workshop For example: What do you think about the activities of RIN/SCONUL/JISC? Is the 7 pillars model helpful? Is information literacy / info and data handling important?
- 25. References • RDF: www.vitae.ac.uk/rdf •7 Pillars: http://www.sconul.ac.uk/groups/information_literac y/sp/model.html • RIN initiatives: www.rin.ac.uk/information-handling- training • JISC data management skills projects: www.jisc.ac.uk/fundingopportunities/funding_calls/ 2010/03/410dataskills.aspx
- 26. Thank you fortaking part! Moira Bent [email protected] 0191 222 7641 Stéphane Goldstein [email protected] 020 7412 7303 Simon Hodson [email protected] 020 3006 6071
- 27. 17% 17% 17%17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 17% 0% 20% 40% 60% 80% 100% 120% Not relevant at all Not at all important Not very important Fairly important Very important Crucial How important is IL in the context of researcher development? Postgraduat... Research su... Teaching su... Library staff Policy staff Other
- 28. 20% 20% 20%20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 20% 0% 20% 40% 60% 80% 100% 120% Not at all useful Not very useful Interesting but no... Fairly useful Very useful Did you find this workshop useful? Postgraduat... Research su... Teaching su... Library staff Policy staff Other
Editor's Notes
- #2 Introductions/ welcome
- #5 First we need to practice – explain how they work
- #6 Categories to be changed to suit audience
- #9 Not a simple picture – affected in lots of ways
- #21 4 groups – 4 sub domains:Knowledge baseCognitive abilitiesProfessional conductCommunication Each group to pick out elements which relate to IL, discuss how to address them in training and how they might take them forward.Also to share experiences of what they do now.Each group to summarise on flipcharts but just report back 2 key points and 1 example. We will summarise and circulate the full flipcharts
- #22 Just to run through a few examples – details on handouts
- #25 Some wrapping up questions using SRSFeedback