IL for psychology students and pre-service teachers

Some recent articles from Behavioral and Social Sciences Librarian (a priced publication at http://www.tandfonline.com/loi/wbss20). We don't subscribe to it at Sheffield, so I can only go by the abstracts.
- Gordon, L. and Bartolia, E (2012) "Using Discipline-Based Professional Association Standards for Information Literacy Integration: A Review and Case Study". Behavioral and Social Sciences Librarian, 31 (1), 23-38. "This article describes the outcome of a collaboration between a faculty member and a librarian to integrate information literacy into a graduate counseling psychology program. This collaboration used discipline-based standards from a professional association (the Association of Counselor Education and Supervision, ACES) to provide instructional goals, rather than utilizing the more traditional Association of College and Research Libraries (ACRL) standards. The authors discuss how using the discipline standards allows for a richer, more authentic collaboration, especially in a graduate program geared toward students who are already working in their field. Ultimately, using discipline standards could be a more effective way to promote information literacy in graduate and professional programs."

- Lee, E., Reed, B. and Laverty, C. (2012) "Preservice Teachers’ Knowledge of Information Literacy and Their Perceptions of the School Library Program." Behavioral and Social Sciences Librarian, 31 (1), 3-22. "Graduating preservice teachers were surveyed regarding their knowledge of information literacy concepts, the pedagogy of information literacy, and the role of the teacher librarian and school library programs. The preservice teachers felt poorly prepared to teach information literacy to pupils, had a limited array of information skills, and held a narrow view of the role of the school library. In response to these findings, the education librarians revised their instruction to the preservice teachers by moving the focus from information literacy skills for teachers to strategies for teaching information literacy skills to K–12 students."

Currently they also have a call for papers on "Critical information literacy" reported at http://www.personal.psu.edu/dxf19/blogs/dolores_list_of_cfps/2012/06/critical-information-literacy-in-the-social-sciences.html
Photo by Sheila Webber: Busy bee, Sheffield Botanic Gardens, June 2012.

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Libguide on lesson planning & Poll Everywhere

There is a nice Libguide on lesson planning resources for trainee teachers at http://libguides.geneseo.edu/content.php?pid=82567&sid=619491 from Michelle Costello, Milne Library, State University of New York. This was mentioned by her in the context of an ili-l discussion about using Poll Everywhere as a tool in information literacy sessions; she uses it on this site to get ideas (not, in this case, about information literacy). The majority of people in the ili-l discussion felt that using Poll Everywhere was better than using "clickers" (personal response devices), but that you couldn't assume that all students had mobile phones, so you needed to enable those without mobiles to access the poll in other ways.
Photo by Sheila Webber: Festive items in Second Life

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Education Libraries, new issue

Volume 34, number 1, Summer 2011, has been published of Education Libraries. It includes:

Dissertation 101: A Research and Writing Intervention for Education Graduate Students: by Anne Switzer and Sherry Wynn Perdue

The Role of Multicultural Information in Experiential Learning: by Lan Shen

Identifying Information Behavior in Information Search and Retrieval Through Learning Activities Using an E-learning Platform Case: Interamerican School of Library and Information Science at the University of Antioquia (Medellín-Colombia): by Alejandro Uribe Tirado and Wilson Castaño Muñoz.

It can be downloaded at http://units.sla.org/division/ded/educationlibraries/34-1.pdf

Photo by Sheila Webber: Bamboo graffiti, Puerto Rico, August 2011

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LTEA conference: academic literacy

Here is another report from the Learning Through Enquiry Alliance conference in Reading 14th-15th July.

Cathy Burnett, Fufy Demisse, Mary Haynes and Sheila Sharpe (Sheffield Hallam University) presented "Now I feel like I'm really at University": using a community of enquiry approach to promote enagement and academic literacy amongst undergraduate students.
The approach they used was adopting the idea of "philosophy for children in schools", feeling it was actually useful for their grown-up students (trainee teachers). The idea is to probe concepts (e.g. "friendship" or "beauty"), encouraging children to form and chose questions for discussion. Underlying the approach are the principles: Critical, Creative, Collaborative and Caring (the 4Cs): there is a society to support this approach SAPERE.
The role of the tutor is to set ground rules and to encourage the "4Cs" in discussion (so students ask critical questions, solve problems collaboratively, are creative in approaching the questions, and caring with each other).The role of students is to pose questions, chose questions and offer suggestions and justify viewpoints using the 4Cs.
The presenters then talked about using it in teacher training at Sheffield Hallam University. At the time celebrity chef Jamie Oliver was doing one of his meals investigations in Rotherham (which is near Sheffield and some students came from there). The general issue of children and junk food was proposed as a topic, then students had to generate a number of possible questions in the first stage, and choose between the possible questions to determine the one they would debate in depth. The question "Is this child abuse?" (i.e. giving them junk food) was chosen.
Ranging through the discussion were issues to do with the value of fast food and it led to debate about what could be done about these issues in the actual school curriculum (i.e. the curriculum the students would in future be contributing to).
Students commented on the seating format (in a circle) and the process structure, as enabling more people to feel it was OK to contribute without anxiety. There was also an interaction between what happened in this seminar and what happened outside: students felt they were learning more about each other as developing professionals and people. Students also noticed the ownership they had of the process, finding information themselves and presenting it to each other (rather than relying on the teacher givingthem material). The multiple perspectives encouraged them to think critically about their own perspective. Therefore this exercise seemed powerful in a number of ways.
If you have sufficient time and control, this seems a good framework for an information literacy exercise, since probing the information need ("what is the question") is prominent, and if information literacy is the focus there could be a particular emphasis on finding and sharing evidence to support your (or other people's) viewpoint.

Photo by Sheila Webber: Pre-conference-dinner - Pimms on the balcony at Henley-on-Thames.

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New book: Information skills for education students

A recently published book:
Richardson, L. and McBryde-Wilding, H. (2008) Information skills for education students. Exeter: Learning Matters. ISBN 978184451906 (paperback, 104pp, £10) info@learningmatter.co.uk (As the title implies, this is specifically for students studying education)

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