Geoff Walton

Teaching information literacy for inquiry-based learning

The first section of this work covers information behaviour, learning, information literacy, e-learning and pedagogical theory to assist the trainer understand the learner. The second section covers appropriate practical methods, based on theory, to help them explore and engage with being information and e-literate. It also helps the learner to be conscious of what it means to be information and e-literate and to use information effectively.

Using online collaborative learning to enhance information literacy delivery in a Level 1 module: an evaluation

Purpose The purpose of this study was to encourage Sport & Exercise Level 1 students to use the discussion board facility in the Blackboard Virtual Learning Environment (VLE) in order to engage them in online collaborative learning of This was achieved by using notions of scaffolding, reflection and situated learning in delivering the information literacy (IL) elements of the programme. Delivery of the programme was carried out in a blended fashion (a mix of face-to-face and online interventions). The study is part of a PhD pilot study and a Learning & Teaching Fellowship project undertaken by the main author. information literacy. Methodology This was a quasi-experimental design using both qualitative and quantitative strategies. Qualitative data was gathered via: capturing student postings and examining their content; a questionnaire administered at the end of the module and from Focus Group responses. Quantitative data was gathered via pre and post delivery tests and by calculating numbers of postings and time taken by students to make initial postings. Findings This paper indicates that it is possible to engage students in even the most detailed aspects of IL (for example, breaking down a URL as a criterion for evaluating a web site or where to place commas in a reference) if the appropriate tasks (involving active hands on, collaborative working), settings (within a subject based module during a timetabled session) and assessments (task based with some form of evaluation and reflection) are used. Discussion board output captured via VLE provides a rich insight into what students learn as they tackle IL online activities. From the tutors’ perspective the process of iteration used in the evaluation activities was successful and was an unanticipated outcome of the delivery. It can be seen that by seeding online discussions with student comments ‘moments of iteration’ were provided which enabled IL learning to be articulated in increasing detail. Practical implications We feel that the study shows that IL programmes underpinned with a productive collaborative relationship between support services and faculty is central to successful delivery. Scaffolded learning has two benefits: as a successful pedagogical technique within online collaborative learning (OCL) and as a mechanism for realising the iterative process within IL itself. A new process map showing how to structure this within the Blackboard discussion board facility is put forward for the purposes of improving future delivery and providing the basis for further research. However, the research also revealed that more work is required both in terms of courseware development and in articulating more robust techniques for analysing discussion content. Originality Providing learning opportunities via means of online collaborative learning to level 1 Sport & Exercise students is a novel approach to the delivery of IL in the university sector.

Introduction – information literacy and information behaviour, complementary approaches for building capability

Abstract This chapter gives a general overview of the book, indicates the rich diversity of information literacy (IL) and information behaviour (IB) work carried out and is organised into four broad areas moving from the strategic to the highly contextualised. The four areas are specifically: strategic view; delivering information literacy education; the link between university and work; beyond higher education. The approach for each chapter is summarised. This chapter also examines the inter-related nature of the concepts of information literacy and information behaviour. It shows how these ideas are contextualised, theorised and researched. The authors argue that far from being conflicting approaches to the same problem of information capability, they are, in fact, complementary. Though these are epistemologically different both have much to offer in terms of explanation and also as tools for fostering information capability. The history of information literacy and information behaviour is overviewed and their inter-relation explored. It is argued that information literacy can be viewed as the practitioners’ model for delivering information capability whilst information behaviour, being more research focussed, explains it. A diagram is presented at the end of the chapter which helps to highlight and summarise the distinctions and similarities between IB and IL research.

Information literacy is a subversive activity: developing a research-based theory of information discernment

The theory of information discernment discussed here is firmly based on models, research and scholarship of information literacy coupled with theory and research in information behaviour. This paper will explore original research conducted by Walton and Hepworth and how it has developed over the last 10 years - the pilot study was reported in the very first edition of this journal in 2007. It will show that it has led to the emergence of the concept of information discernment and how Foucault’s discourse analysis theory has been used to further critically analyse its application. This paper will show how the research has been applied in a range of contexts, from enabling students in their first year of A-level study in the UK to carry out better research for their extended project qualification (EPQ), to teaching information literacy to undergraduates in various disciplines. This research will then be synthesised to create a new theory of information discernment summarised as: the ways in which social, psychological, behavioural and information source factors influence peoples’ judgements about information . I argue that information discernment should be included in future notions of information literacy and, in particular, informs the ACRL (2016) key threshold concept that authority is constructed and contextual. Attendant psychological notions of worldview, misinformation, confirmation bias, motivated reasoning and epistemic beliefs will be explored to determine how these articulate and enrich this new theory. The paper explores how this theory can be applied in practice beyond the learning environment, and argues that, ultimately, information literacy is a subversive activity which challenges received notions of the construction, communication and exchange of information and knowledge.

Online conversation: information literacy as discourse between peers

The objective of this paper is to outline a fresh approach which seeks to harness students’ predilection for communication by exploiting its value as a learning tool to teach information literacy (IL). This approach was used in the first-year undergraduate core module Research and Professional Development. Inquiry-based learning, IL (particularly information discernment) and online peer assessment were used to create active online learning opportunities where students learnt by doing: they read, reviewed, reflected on and commented on other’s work (a draft essay) via a Virtual Learning Environment. These online conversations were informed by face-to-face workshops on research skills, critical thinking, plagiarism and referencing and the Assignment Survival Kit (ASK) www.staffs.ac.uk/ask . This approach not only produced a noticeable change in student achievement, but brought together e-learning and IL to deliver a range of IL learning outcomes including information discernment.

The enquiring minds project at Staffordshire University: integrating information literacy into the curriculum and assessment

Alison Pope, Keith Puttick and Geoff Walton have been involved in the information literacy aspects of a project to help students improve their research skills and they report on this and the wider current debates on information literacy with an emphasis throughout on legal research skills.

Information discernment, mis-information and pro-active scepticism:

A participatory action research approach was employed to investigate school students’ information discernment capabilities. Placing school student participants at the centre of the research process enabled them to define the problem in their own words and begin to find solutions to the issue of how to choose good quality information. Findings confirmed the results of many studies - that school students adopt a cognitive default position of trust and are relatively unquestioning when using information sources for their work (in this case the Extended Project Qualification or EPQ). Results also showed that with an appropriate embedded learning and teaching intervention, which includes aspects of information and digital literacy, school students adopt a cognitive questioning state, which leads to pro-active scepticism, enhancing their information discernment and in turn enables them to make better information choices. This has implications not only for school teachers and librarians but for educational policy makers also.

Preparedness for Research Data Sharing: A Study of University Researchers in Three European Countries

Many government and funding bodies around the world have been advocating open access to research data, arguing that such open access can bring a significant degree of economic and social benefit. However, the question remains, do researchers themselves want to share their research data, and even if they do how far they are prepared to make this happen? In this paper we report on an international survey involving university researchers in three countries, viz. UK, France and Turkey. We found that researchers have a number of concerns for data sharing, and in general there is a lack of understanding of the requirements for making data publicly available and accessible. We note that significant training and advocacy will be required to make the vision of data sharing a reality.

Information Seeking Behaviour of Aspiring Undergraduates on Social Media: Who Are They Interacting with?

In this paper we consider how aspiring undergraduates are utilising social media to meet their information needs during their application and transition into university. In particular, we ask who some of the prominent online actors are during this period. We want to know whether hopeful students are consulting social sources online, and if so, who these conversations are with, or, about. We use term frequency analysis to process a large sample (n = 494,180) of “tweets” (social media messages from Twitter) to determine who these main actors are. Our analyses provide insights into who students are interacting with during different stages of the decision-making process and, perhaps more importantly, who they are mostly failing to engage with. This leads us to a number of potentially useful conclusions and recommendations with regard to young people’s information behaviour on social media in the context of university admission.

Issues of quality and professionalism of library volunteers: reporting from a qualitative case study

Purpose The purpose of this paper is to consider the preliminary findings arising from two case study library authorities in the North East of England, examining current volunteer use in Public Libraries. Specific reference to quality and professionalism will be discussed, to identify key trends and ways forward. Design/methodology/approach This research involved a series of interviews with key staff, a staff survey, user survey and volunteer focus groups. Findings The early-stage results of the qualitative analysis are reported, including key emergent themes relating to quality and professionalism. Triangulation of the key stakeholder opinions will be carried out. Research limitations/implications This research relates to an area that is a key factor of modern public library provision, and helps to illustrate the complex environment that exists. Practical implications Volunteer use in public libraries is a feature of the hybrid model of library provision in the twenty-first century, and the need to ensure quality and professionalism to improve service provision is even more critical. Social implications This research considers current thinking amongst stakeholders within public libraries and attempts to move the debate about volunteer use in library service provision forward. Originality/value It provides initial thoughts on what features are essential for successful volunteer use in public libraries, with regard to quality and professionalism.