Training session to develop five components for the Toolkit in Information Literacy TIL

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Training session to develop five components for
the Toolkit in Information Literacy (TIL)

• Sponsored by the NLH
• In support of SHANE-IL Project

Facilitator Susie Andretta London Metropolitan
University
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Team work

• Identify the TIL component
• Targeted user group
• Formulate appropriate learning outcomes and
  assessment strategies
• Each team to report back on preliminary outline
  of TIL component

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Mapping TIL components to KSF
The toolkit will be mapped to the different
levels of the KSF dimension for Information and
knowledge, assisting staff in constructing their
personal development plans. (SHANE-IL Project)
Health and Wellbeing Clinical staff General -
Management staff Core - a range of user
groups. Mapping KSF to VLC Subject tree and
ACRLs IL standards
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Developing Evaluation strategies - Macro view

• Purpose of the evaluation Advocacy
• Dont focus on what you do, but on what you
  achieve
• Dont focus on what youve got, focus on what
  contribution you are making to the objectives of
  the organisation
• Need to shift the mind set, eg 350 people
  received training last year What does it mean in
  practice?
• Making an impact on patient care, eg 15 people
  out of the 350 changed their clinical positions
  as a result of the training. (Booth, 2007)

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Evaluation strategies - Macro view

• What are we evaluating?
• Impact of intervention
• Face to face/e-learning?
• Right dosage
• Length of the training session (less is better)
• Appropriate time interval
• How long after the training do we evaluate?

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What do we mean by impact?

• Any effect on a service, product or other
  event, at individual or group levels
• positive or negative
• intended or unintended
• may be short or long term
• may result in changed
• Knowledge/skills (easiest to measure)
• Outcomes (i.e. what an individual and/or group
  produce during or after interaction with the
  training)
• Attitudes (difficult to assess)

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Examples of Evaluative Surveys

• Mixed - Survey evaluating the Learner Support
  Programme (LSP)
• When did you implement this activity? (2 wks to
  16 weeks)
• Likert Please rank the options below as 1
  (most important) to 5 (least important)
• Hybrid, eg Instant Online Reflective Practice
  Activity (IRPA). Assessing preference by
  selection from a list of statements (works well
  in large groups)
• Survey on The Six Frames of Information
  Literacy

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Defining Thematic/content analysis

• What do we do with the data generated by the
  evaluation?
• Quantitative - Basic analysis of statistics
  (general trends - 50 are satisfied with the
  training)
• Qualitative - Thematic/content analysis
  (examining attitudes - I feel more
  confident/confused after the training..)
• Thematic/content analysis is a systematic
  method that enables the compression of words/text
  into content-meaningful categories based on
  explicit rules of coding. Interpreting specific
  characteristics of non-numerical messages.

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Thematic/content analysis framework
KWIC - keyword in context Referential or
Propositional
Word count
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Academic library - Log-entries analysis

• Development of a risk assessment of working
  practices within an academic library and of a set
  of recommendations to address the issues found by
  the evaluation (Based on the analysis of log
  entries completed by staff).
• Analysis objectives
• Produce a risk-assessment of working practices
  within an academic library
• Develop a set of recommendations to address the
  issues found by the evaluation.

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Content Analysis three steps

• Identify the Categories (ie risks faced by
  library staff)
• Devise a Coding system using quantitative and
  qualitative coding word count (frequency) and
  KWIC
• Apply the codes consistently

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Word count

• I asked a student to switch off a mobile phone,
  but he didnt. When I returned to him for the
  third time to ask him to switch it off he did
  thrusting the phone in my face and shouting that
  he had switched it off and was I satisfied?
• A male student was playing with his mobile phone
  in LRC. I asked him to turn the phone off he
  refused and became verbally aggressive.
• I was asked to do a series of tutorials with a
  group of students on how to do a literature
  search. One particular group would not pay
  attention, kept chatting amongst themselves and
  using their mobile phones. After repeatedly
  trying to get them to be quiet I simply walked
  out of the room

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KWIC (Referential)

• Referential representation, eg way things are
  described (measures attitudes, values,
  preferences)
• A user set off the library system alarm. In all
  cases where the alarm goes off with no legitimate
  cause, we are supposed to fill in a report form.
  I started to complete the form, whereupon the
  student became aggressive, and snatched his ID
  card and the form out of my hands. He exited the
  library after further abuse towards me and other
  staff members who were present.
• A customer jumped over the turnstile at the
  entrance. I went upstairs with security and asked
  him to leave, which he did after a short
  discussion. As he left he slammed his fist on the
  window and v-signed me.

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KWIC (Propositional)

• Propositional interpretation, eg analysis of
  underlying assumptions
• After repeatedly trying to get them to be quiet I
  simply walked out of the room
• Entries on Mobile phone

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Content Analysis of Searching Steps for Success
workshop

• Using the word count and KWIC methods examine
  these comments and identify at least
• one positive outcome from the feedback
• one area of the workshop that needs to be
  improved or followed up

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References
Association of College and Research Libraries
(ACRL, 2000) Information Literacy Competency
Standards for Higher Education. Available at
http//www.ala.org/acrl/ilcomstan.html (Accessed
2 April 2008) Booth, A. Information literacy
training How can we know we are not wasting our
time?, Talk presented at FILE, 14 February 2007.
Available at http//www.ilit.org/file/files/booth
_infolit_training.ppt (Accessed 4 April
2008) Bruce, C., Lupton, M. and Edwards, S. L.
(2006). Six Frames for Information literacy
Education a conceptual framework for
interpreting the relationships between theory and
practice. In S. Andretta (Ed.), ITALICS, 5 (1),
January 2006. Available at http//www.ics.heacadem
y.ac.uk/italics/pdf/sixframes_final20_1_.pdf
(Accessed 2 April 2008) Edwards, S. (2006)
Panning for Gold. Information literacy and the
Net Lenses Model. Adelaide Auslib
Press. Marton, F. and Booth, S. (1997) Learning
and Awareness, Mahwah New Jersey, LEA.