You have hit the nail on the head!  IL is largely seen in terms of ICT.  In 
the past they have been the only people who really understand the concept, 
even if they often think too narrowly of it as computer literacy.  It was 
quite explicit in for example the inspection process for ICT

However with the new forward thinking on the curriculum which QCA are 
undertaking, the opportunity exists to make it more explicit and I'd urge as 
many as possible to respond to the consultations.  I have been involved in 
the ICT and English ones, and ICT really were thinking in a visionary way 
about the skills people will need, although English consultation meetings I 
attended tended to be a little pragmatic and backward looking.  for more 
info see
http://www.qca.org.uk/10969.html

NB we are talking about England here - not the UK.  Curricula for Scotland, 
Wales and NI are handled within those countries

Kathy

Kathy Lemaire
Chief Executive
The School Library Association
Unit 2, Lotmead Business Village
Wanborough, Swindon, SN4 0UY, UK
tel: +44 (0)1793 791787  fax: +44 (0)1793 791786
e-mail: [log in to unmask]
www.SLA.org.uk
----- Original Message ----- 
From: "M.Hepworth" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Thursday, September 29, 2005 12:15 PM
Subject: Information literacy in schools


> Hi,
>
> Looking at various web sites concerning the UK National Curriculum a 
> number
> of skills and attitudes associated with, what information professionals 
> have
> called, Information Literacy are subsumed into other areas.  Information
> Literacy or Information Skills are not explicitly stated.  What is stated
> are learning objectives such as:
>  a.. access, select and interpret information (see examples)
>  b.. recognise patterns, relationships and behaviours (see examples)
>  c.. model, predict and hypothesise (see examples)
>  d.. test reliability and accuracy (see examples)
>  e.. review and modify their work to improve the quality (see examples)
>  f.. communicate with others and present information (see examples)
>  g.. evaluate their work (see examples)
>  h.. improve efficiency (see examples)
>  i.. be creative and take risks (see examples)
>  j.. gain confidence and independence (see examples)
> (Obviously not all aspects of Inforamtion Literacy are evident in this
> particular text, but it provides an example where IL abilities are
> mentioned.)
> Generally these activities are associated with using ICT and how ICT can 
> be
> applied to achieve the above when teaching, for example, Geography or 
> Maths.
> One such site is the National Curriculum in Action
> www.naction.org.uk/subjects/geog/ict-lrn.htm
>
> Does this mean that Information Literacy as a stand alone concept is
> redundant in this environment?  In other words are the various facets of
> Information Literacy already embedded in the curriculum?  Or are the
> educationalists missing the point and lacking appreciation of the 
> complexity
> associated with the concept Information Literacy and the skills and
> attitudes associated with independent learning using, primarily, secondary
> sources of information?  Comments please!  As well as people in the UK it
> would be really interesting to get comments from people overseas, who have
> experience of different educational systems.
>
> Best wishes,
>
> Mark
> Dr. Mark Hepworth
> Department of Information Science
> Loughborough University
> LE11 3TU
>
> Tel: (44) (0) 1509 635706
>
> http://www.lboro.ac.uk/departments/ls/people/mhepworth.html
> ----- Original Message -----
> From: "Boden, Debbi" <[log in to unmask]>
> To: <[log in to unmask]>
> Sent: Thursday, February 17, 2005 10:15 AM
> Subject: Re: LIS-INFOLITERACY Digest - 15 Feb 2005 to 16 Feb 2005 
> (#2005-20)
>
>
> Hi
> There is also a very good mind map package called 'Inspirations'.  We
> recommend it for our dyslexic students and staff but we will be using it 
> to
> incorporate mind maps into our IL programme next year.
>
> Best wishes
> Debbi
>
> Debbi Boden
> Faculty Team Leader (Life Sciences)
> Central Library
> Imperial College London
> South Kensington Campus
> London SW7 2AZ
>
> Tel: 020 759 48619
>
>
>
>
> -----Original Message-----
> From: Information literacy and information skills teaching discussion
> list [mailto:[log in to unmask]]On Behalf Of Angela Newton
> Sent: 17 February 2005 09:03
> To: [log in to unmask]
> Subject: Re: LIS-INFOLITERACY Digest - 15 Feb 2005 to 16 Feb 2005
> (#2005-20)
>
>
> I was delighted to the response to my query about using MindMaps in
> teaching IL, it seems that many of us have tapped into the same
> methodology.  A few of you asked what I was using and how:
>
> I have been using freeware to construct maps called FreeMind:
> http://freemind.sourceforge.net/wiki/index.php/Main_Page it works fine,
> but it isn't as flexible as the Mind Genius package (which I have seen
> demonstrated but never used).  I'm using it specifically with students
> writing mini-dissertations on predefined topics, and trying to encourage
> them to put more effort into the planning stage of literature searching,
> though they can also use them to map a strategy for their entire
> dissertation.  What has been encouraging is that many students have
> asked for extra mind maps (I partially build one on their topic, print
> on A3 and they fill in the rest) to take away with them after the
> session.
>
> Other respondants are using MindMaps in HE and FE to teach at all levels
> from undergraduates right through to research staff.  They seem to work
> well when:
> - structuring your research question
> - developing keywords and synonyms
> - reflecting on learning
> - encouraging teamwork
> - ice-breaking
> - concept development
>
> I'm sure there are a million and one applications, of MindMaps, the keen
> amongst you may want to look at the work of Tony Buzan:
> http://www.mind-map.com/EN/index.html he has written lots of books on
> the subject and the website contains some interesting examples.
>
> If you missed Lou McGill's url for the DIDET Project, here it is again:
> http://dmem1.ds.strath.ac.uk/didet/
>
> Best wishes,
>
> Angela
>
> Angela Newton
> Faculty Team Librarian (Sci-Eng Team)
> Leeds University Library
> Woodhouse Lane
> Leeds LS2 9JT
>
> Tel:    0113 34 35060
> Email: [log in to unmask]
> www.leeds.ac.uk/library/people/ajn.htm
>
> -----Original Message-----
> From: Information literacy and information skills teaching discussion
> list [mailto:[log in to unmask]] On Behalf Of Automatic
> digest processor
> Sent: 17 February 2005 00:09
> To: Recipients of LIS-INFOLITERACY digests
> Subject: LIS-INFOLITERACY Digest - 15 Feb 2005 to 16 Feb 2005 (#2005-20)
>
>
> There is one message totalling 367 lines in this issue.
>
> Topics of the day:
>
>  1. Mindmaps
>
> ----------------------------------------------------------------------
>
> Date:    Wed, 16 Feb 2005 10:20:07 -0000
> From:    "M.Hepworth" <[log in to unmask]>
> Subject: Re: Mindmaps
>
> Hi Louise,
>
> Sounds really interesting.  Would you mind saying a bit more about the
> '3 reflective logs'?  Was there a given structure/format for this
> acitivity? What impact do you think this task had on students generally
> and with regard to their learning how to learn?
>
> Best wishes,
>
> Mark
> Dr. Mark Hepworth
> Department of Information Science
> Loughborough University
> LE11 3TU
>
> Tel: (44) (0) 1509 635706
>
> http://www.lboro.ac.uk/departments/ls/staff/mhepworth.html
> ----- Original Message -----
> From: "Louise McGill" <[log in to unmask]>
> To: <[log in to unmask]>
> Sent: Tuesday, February 15, 2005 12:44 PM
> Subject: Re: Mindmaps
>
>
> I have been using mind maps to support information literacy teaching for
> several years for postgraduates as well as undergraduates. I tend to
> suggest concept maps for PG level (as the expression of relationships
> between concepts is often critical to help them 'unpack' their research
> question).
>
> At an individual level I generally use them to help students identify
> terms for searching such as synonyms, broader, narrower and related
> concepts.
>
> I'm currently working on the DIDET project (see weblink below for more
> information) looking at the impact of digital content on the education
> of design engineering students working on team-based projects. We
> recently integrated information literacy sessions within a six week
> student project using team concept maps. In this design engineering
> project where students not only have to source relevant information, but
> create, store and share content, concept maps had the additional
> advantages of being a visual tool, a team ice-breaker, a way to identify
> and record the teams knowledge construct of the problem, a focus for
> allocating team roles and areas of activity, and a starting point for
> identifying ways to organise file folders and information. 3 reflective
> logs were part of the assessed work - the first of which was concerned
> with the impact of using concept maps on the above activities.
>
> I haven't had the chance to write this up yet so no reference as yet.
>
> Lou McGill
> DIDET Project
> Learning Services
> University of Strathclyde
> Alexander Turnbull Building
> 155 George Street
> Glasgow G1 1RD
> Tel: 0141 548 3216
>
> http://dmem1.ds.strath.ac.uk/didet/
>
>
> -----Original Message-----
> From: Information literacy and information skills teaching discussion
> list [mailto:[log in to unmask]] On Behalf Of Angela Newton
> Sent: 14 February 2005 16:36
> To: [log in to unmask]
> Subject: Re: Mindmaps
>
> Hi,
>
> I was interested to see Mark mention using MindMaps in IL training, I
> have recently started to integrate these into teaching literature
> searching with undergraduates with some success.  Has anyone else had
> experience of using MindMaps in IL teaching?
>
> Angela Newton
> Faculty Team Librarian (Sci-Eng Team)
> Leeds University Library
> Woodhouse Lane
> Leeds LS2 9JT
> Tel:    0113 34 35060
> Email: [log in to unmask] www.leeds.ac.uk/library/people/ajn.htm
>
>
> -----Original Message-----
> From: Information literacy and information skills teaching discussion
> list [mailto:[log in to unmask]] On Behalf Of Automatic
> digest processor
> Sent: 12 February 2005 00:09
> To: Recipients of LIS-INFOLITERACY digests
> Subject: LIS-INFOLITERACY Digest - 10 Feb 2005 to 11 Feb 2005 (#2005-17)
>
>
> There is one message totalling 245 lines in this issue.
>
> Topics of the day:
>
>  1. KPIs for Information Skills Delivery and testing information
> literacy
>
> ----------------------------------------------------------------------
>
> Date:    Fri, 11 Feb 2005 11:03:29 -0000
> From:    "M.Hepworth" <[log in to unmask]>
> Subject: Re: KPIs for Information Skills Delivery and testing
> information literacy
>
> Hi,
>
>
>
> Apologies for not responding to various emails that I instigated but a
> little buried under the start of semester and keeping 190 of the little
> darlings amused ;) .
>
>
>
> Chris Armstrong's comment: 'I'm not sure I agree with your view of IL as
> non-generic.'
>
>
>
> At one level I think it is generic in that the profession has come to a
> detailed understanding of core elements of IL.  This is shown in the
> various definitions of skills and learning outcomes, including Chris
> Armstrong and the IL groups in the recent Update, CILIP's (which I like
> because it is broad and applied) ACRL (because it tries to codify
> learning outcomes), SCONUL's (because it provides case studies where
> there has been a focus on learning outcomes), the detailed checklist of
> core skills at the University of Abertay, Dundee, the definition of
> Levels of IL at Southampton etc..
>
>
>
> However I think we would all except that these skills take on a
> slightly/very different character in different contexts.  Some will be
> generic, some similar sounding but different, some unique.
>
>
>
> That's fine.  But agreeing on what it is does not mean we understand how
> it should be taught and assessed.  We do have experience of what doesn't
> work. For example, in SCONULs Learning Outcomes and Information Literacy
> (2004), the University of Wales experience where discrete packets of
> library skills failed to have much impact (nice to see an honest account
> of what didn't work!).  Other work provides us with a clue as to what
> does work.  For example Susie's experience at LMU (and apologies Susie
> what I meant was that the diagnostic test was a good example of using a
> check list NOT that that was primarily what you had done - that is
> obviously not the case) - where great effort has been made to use good
> pedagogy and integrate IL in to the curricular learning experience
> enabling people to learn how to learn. Geoff's Walton's article in the
> recent Update also highlights the importance of 'good' pedagogy.
>
>
>
> Where this leads me is that it is fine to have a good check list for IL
> - we need that to know what we want people to learn.  It can even be
> used for diagnostic purposes (assuming the person being tested
> understands the language).  But, it should not be taken as an indication
> of how it should be taught.  Furthermore to think of IL as a set of
> skills, which tends to flow out of check lists, can be counterproductive
> (as Debbi Bodden and Sue Holloway state in Update).
>
>
>
> How should it be taught? Through practice and discussion we tend to
> agree that IL has to be taught in an integrated fashion i.e. embedded in
> the curriculum.  Why?  I think there are many reasons for this - and NOT
> because information literacy can take on subject specific
> characteristics (although this is true and hence has to be taken on
> board).
>
>
>
> The key reason for this is the way people learn.  We (IPs) have been
> aculturalised into information literacy through many years of training
> and practice.  We are therefore able, due to our deep knowledge of the
> subject, to develop abstract descriptions of it and apply our knowledge
> to many different situations.  This is not the case with most of our
> learners.
>
>
>
> Chris A quotes James Herring who states that IL includes attitudes and a
> certain motivation.  Learning to be IL has to be seen as learning a
> culture and requires emersion in a specific culture and the opportunity
> to experience and reflect on that experience.  IL is an area where the
> concept of the situatedness of learning is key.  This relates to:
>
>
>
> 'learning as it normally occurs is a function of the activity, context
> and culture in which it occurs (i.e. it is situated). This contrasts
> with traditional classroom learning activities which involve knowledge
> which is often presented in an abstract form and out of context.' (a
> concept taken on board by the KM fraternity)
>
> http://www.educationau.edu.au/archives/cp/04k.htm
>
>
>
> Janice Smith and Martin Oliver's forthcoming article explores some of
> these ideas [Smith, J. & Oliver, M. (2005) Exploring behaviour in the
> online
> environment: Student perceptions of information literacy. ALT-J, 13 (1),
> 51-67].
>
>
>
> Not only does learning IL need to be embedded in a relevant context, the
> way we teach IL needs to take on board theories of learning, such as,
> situated learning, the action research cycle, educators understanding of
> thinking skills.  This requires us to recognise that new knowledge
> builds on old. This requires the learner to reflect on what they already
> know, build on the familiar in terms of ideas and tools, explore,
> constantly reflect on their learning experience, discuss and exchange
> views with others about their learning and gradually internalise the
> culture of IL.
>
>
>
> This is all points to creating a learning environment that is integrated
> into the wider culture of the participant and is why IL needs to be
> embedded in the curriculum and also why assignments need to based around
> the learner achieving objectives that relate to their wider situation -
> for example helping them to do an assignment.  This in turn provides
> motivation. Motivation itself needs to be considered and not assumed, as
> Marian and I discuss in the Update article - again paying attention to
> the 'softer' aspects of learning IL which, to me, seem fundamental to
> successful teaching.
>
>
>
> Taking on board this approach also means that we can not expect people
> to learn an abstract, linear process that does not reflect the
> dislocated, exploratory nature of learning.  Hence, although we need our
> models we can't expect them to mean anything to the learner (maybe they
> will develop their own or come to share ours).  I therefore agree with
> Andrew Lewis' comment 'better to define checkpoints not as a list in
> serial, but as facets, that are adopted in parallel', whic implies that
> the learner may not take a specific path but a more iterative,
> exploratory approach to learning IL.
>
>
>
> The latter poses problems when teaching (due to the educational
> environment and the way we teach - it tends to be linear, first we learn
> this, then .). However there is a broad sequential structure to the
> research process (and NOT IL!) that does provide a structure (Define the
> problem, Identify concepts etc. etc. ) within which we can hang IL
> learning BUT taking on board the social, situated, exploratory,
> iterative, reflective process that I have alluded to above.
>
>
>
> I guess I better stop.  The following is a description of an approach
> that tries to take on board some of these ideas that we hope to test out
> in schools in Derbyshire (I have only shown the first two sessions).
> This structure stems from Marian's study of young people and what would
> help to motivate them to do 'project work', described in Update:
>
>
>
> Week 1. (1 hr) Define topic (in the classroom)
>
> Orientate young people to the project process and are made aware of the
> choice of final presentation
>
> Explain purpose of learning
>
> Draw on young people's prior knowledge
>
> Class brainstorm as to what could be researched
>
> Young people choose topics (within the broad topic area e.g.
> citizenship, space etc.) working in discussion groups
>
> Young people develop a research plan
>
> Young people discuss, define and write down goals
>
> Teacher and school librarian act as facilitators
>
> Young people reflect on session in groups
>
> Homework: young people develop and choose own research question to
> answer. Young people identify their own reference sources from home.
>
>
>
> Week 2 (2 hrs) Refine topic (in the library)
>
> Purpose and learning outcomes of learning reviewed
>
> Introduction to and basic training in the use of reference sources that
> would help to further define topic and refine research question
>
> Access reference sources (the World Wide Web, electronic databases,
> encyclopaedia, thesauri, dictionaries) to help orientate young people to
> topic and refine the research question working individually
>
> Young people define the research question and identify key concepts
>
> Young people individually draw a mind map of their chosen topic and
> conduct peer assessment of mind maps
>
> Teacher and school librarian act as facilitators
>
> Young people reflect on session as a group identifying obstacles and
> solutions
>
> Homework: young people define the type of information required and
> relevant sources (organisations, people, hardcopy and electronic)
>
>
>
> Sorry to go on and on (I keep saying that!), but I guess I am a bit
> obsessed with this ;)  I suppose we are all now moving on from the 'What
> is IL?' to the 'How  can we foster IL?'.  I don't think it's easy and
> also to some extent we are inhibited in education by the curriculum,
> modes of assessment, the current learning environment (in schools, FE,
> HE), the lack of other people's understanding of IL, our lack of
> knowledge of learning theory (easily addressed) and the abstract,
> cultural nature of the subject i.e. learning a way of learning, seeing
> and interacting with the world rather than a set of skills.  At least in
> a University we do have well defined subjects and projects to hang this
> stuff on.  In the public library this is less obvious - perhaps it has
> to be linked to learning about urban climbing, getting a job, settling
> in a new country, tracing your ancestors ... ?
>
>
>
>
>
> Best wishes,
>
>
>
> Mark
>
> Dr. Mark Hepworth
> Department of Information Science
> Loughborough University
> LE11 3TU
>
> Tel: (44) (0) 1509 635706
>
> http://www.lboro.ac.uk/departments/ls/staff/mhepworth.html
>
> -----------------------------
>
> End of LIS-INFOLITERACY Digest - 10 Feb 2005 to 11 Feb 2005 (#2005-17)
> **********************************************************************
>
> ------------------------------
>
> End of LIS-INFOLITERACY Digest - 15 Feb 2005 to 16 Feb 2005 (#2005-20)
> **********************************************************************
>