Hi Kathy,

I agree school librarians are doing an excellent job. 
Often in the face of a lack of understanding or even 
opposition. Some students are very able. In particular, we 
find, those who have done International Baccaleuriat tend 
to be good probably because it places a lot of emphasis on 
independent research.

What I hope is that your efforts with DCFS will have a 
fundamental impact on schools and the integration of 
information literacy.

 From our studies here at L'boro, currently, information 
literacy is tackled to some extent at the Primary School 
level but less so when they come to secondary education - 
other than the specifics of plagiarism and perhaps 
referencing. In secondary school, primarily due to the 
current curriculum but also due to the lack of 
understanding of the complexities of information literacy 
it is less well addressed.

Mark


On Mon, 4 Feb 2008 15:21:31 -0000
  Kathy Lemaire <[log in to unmask]> wrote:
> RE: CIBER report on the Google GenerationYou may be 
>pleased to know that the School Library Association have 
>been trying to address this situation for many years and 
>in some schools there is a good deal of IL work carried 
>out.  However Ofsted noted in their report on best 
>practice in school libraries that even in the best 
>schools there was a lack of coherent teaching of IL 
>across the curriculum.
> 
> I am currently creating a strategic group to make 
>recommendations to DCSF over this and potentially to 
>start work on developing programmes for it.  Watch this 
>space.
> 
> However I must protest at your blanket rubbishing of all 
>students' abilities!  some school librarians are doing 
>amazing work - see the citations for our school 
>librarians of the year over the 3 years the award has 
>been running at http://www.sla.org.uk/slya 
> 
> 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
> 
> Registered Charity no. 313660
> Co. Ltd by guarantee in England no. 552476
> 
>  ----- Original Message ----- 
>  From: [log in to unmask] 
>  To: [log in to unmask] 
>  Sent: Monday, February 04, 2008 2:09 PM
>  Subject: Re: CIBER report on the Google Generation
> 
> 
>  Hi,
> 
>  I would like to echo Christine's comments about a lot 
>of the present problems of students not evaluating 
>information, either for relevance, accuracy or authority 
>being the result of being spoon fed information in 
>schools either through teachers feeling under pressure or 
>teachers not having these skills themselves. 
> 
>  Recent research that I have conducted with sixty three 
>young people aged eleven to eighteen shows that although 
>they do acknowledge some need to find information the 
>overwhelmingly perception is that information is 
>something that is given to them. Although these findings 
>may not be representative of the situation in all schools 
>they do nevertheless suggest that there is some truth in 
>Mark's comment that actively seeking information in 
>schools not being encouraged. 
> 
>  Marian
> 
>  Marian Smith
>  Research Student
>  Research School of Informatics
>  Holywell Park
>  Loughborough University
>  LE11 3TU
> 
>  Tel:  01509 635668
>  Email:  [log in to unmask]
> 
> 
> 
> 
> 
> ------------------------------------------------------------------------------
>  From: Information literacy and information skills 
>teaching discussion list 
>[mailto:[log in to unmask]] On Behalf Of 
>[log in to unmask]
>  Sent: 04 February 2008 12:39
>  To: [log in to unmask]
>  Subject: Re: CIBER report on the Google Generation
> 
> 
>  Yes usage of advanced interfaces is low. I don't think 
>this means that they wouldn't find them useful it just 
>reflects either a lack of knowledge or a lack of 
>motivation.  If they knew how to use them and saw the 
>value, which comes down to effective teaching 
>interventions, usage would increase. Yes more time, 
>better integration in the curriculum, better teaching 
>i.e. NOT 'the stuffing of throats'. 
> 
>  Working with 130 first year/first semester 
>undergraduates, this last semester, providing an 
>information literacy module seemed to bear this out. Not 
>for all students, of course, but for many ... and the 
>post diagnostic test provides statistical support for 
>this, plus the anecdotal from students who stated that 
>knowing how to use these online sources helped them in 
>their other coursework ...
> 
>  One challenge is that at University we seem to have to 
>start from scratch ... the idea of actively seeking 
>information does not seem to have been inculcated in 
>schools. In fact there is very little evidence of 
>systematic approaches to teaching information literacy in 
>schools - despite the ebb and flow of fashionable buzz 
>words such as enquiry skills, learning to learn, thinking 
>skills, creating thinking etc.
> 
>  Mark
> 
> 
> 
> ------------------------------------------------------------------------------
>  From: Information literacy and information skills 
>teaching discussion list 
>[mailto:[log in to unmask]] On Behalf Of 
>MacLeod, Roderick A
>  Sent: 04 February 2008 11:48
>  To: [log in to unmask]
>  Subject: Re: CIBER report on the Google Generation
> 
> 
>  Mark, and list members,
> 
>  If you ask the producers of these databases, they will 
>tell you that usage of Advanced search features is 
>usually very low.  Librarians like and use them (and can 
>use them in the way they are designed to be used), but 
>only a very small percentage of students use them, or 
>will ever use them.
> 
>  I think its ridiculous for us to expect students to get 
>to grips with the various different and idiosyncratic 
>interfaces.  Most of them will never encounter any of 
>them again, once they leave university/college.
> 
>  Asking for more time to force this stuff down their 
>throats is not the answer, I'm afraid.  I agree with Mark 
>in that cross-search services have their limitations, 
>though for many students what they find is quite 
>sufficient.
> 
>  Roddy MacLeod
>  Heriot-Watt University
>  Riccarton
>  Edinburgh
>  EH14 4AS
> 
> 
>  -----Original Message-----
>  From: Information literacy and information skills 
>teaching discussion list on behalf of 
>[log in to unmask]
>  Sent: Mon 2/4/2008 10:49
>  To: [log in to unmask]
>  Subject: Re: CIBER report on the Google Generation
> 
>  Agreeing with Martin.
> 
>  Somehow we need to get across the power of these 
>databases.
> 
>  When I want to just see what's going on - a quick 
>browse in Google is okay, and so are the micky mouse 
>interfaces offered by the library gateways such a Metalib 
>(even the so called 'advanced' interfaces are crude and 
>inefficient).
> 
>  But when I really want something specific and good, 
>direct access to the 'native interface' and preferably in 
>the command mode (such as offered by the CSA databases) 
>is the only way. Otherwise I can not put in strings of 
>alternative terms and link them to other concepts using 
>brackets, proximity operators and fields. If I didn't I 
>would have to run multiple searches which is laborious, 
>plus the relevance is lower, and also results in 
>duplication.
> 
>  We need to get the students to see the benefit.
> 
>  Common interfaces to all online sources is not the way! 
>It just dumbs down the whole process. Unless, maybe, you 
>have three interfaces; basic; advanced and command. The 
>downside of Google is that it has created a myth that 
>getting the BEST information is easy.
> 
>  We need good interventions - which may mean arguing for 
>MORE time  - with the students so that they can see and 
>experience the benefits; enthuse them with the skills of 
>being efficient information managers (when they get their 
>first, quality, articles that really help them do their 
>coursework and that they couldn't get for free etc. etc.) 
>This does not mean rubbishing Google. Google is a good 
>starting point and serves its purpose.
> 
>  Mark
> 
>    _____ 
> 
>  From: Information literacy and information skills 
>teaching discussion list 
>[mailto:[log in to unmask]] On Behalf Of 
>MacLeod, Roderick A
>  Sent: 01 February 2008 17:52
>  To: [log in to unmask]
>  Subject: Re: CIBER report on the Google Generation
> 
> 
> 
>  Much of what Martin says is true, however "information 
>resources can only be
>  simplified so far" - It seems to me that we are some 
>way off simplifying
>  information resources.
> 
>  I gave a session to some MSc students (part-time, 
>mostly mature - i.e.
>  these people have very little time indeed to get 
>through a busy course schedule)
>  the other day.
> 
>  The first part of the session went OK - showing them 
>how to use the Library's website,
>  finding and using eBooks and eJournals, where to go for 
>help, access from off-campus,
>  etc, etc.  Much of this was new to them, but they could 
>see that it was relevant.
> 
>  The second part was a disaster.  As their dissertation 
>topics are all to do with 'housing'
>  (social, planning as well as construction aspects) I 
>tried to demonstrate the
>  (unfortunately large) range of databases they might 
>want to use to find references,
>  using a different one to demonstrate in turn, for 
>example, truncation, Boolean, refining.
> 
>  What happened was that the students were obviously 
>completely perplexed by the range of
>  resource interfaces: Zetoc, Illumina, ScienceDirect, 
>WoK, MetaPress, Ovid. Every single one
>  of which looks and works in a different way, using 
>different terminology, often retrieving
>  different kinds of materials, and with different 
>features.
> 
>  So, that part didn't work well at all.  Yet if I hadn't 
>demonstrated the range of tools,
>  and had just mentioned the (to them, very peculiar and 
>unfamilier) database names, I
>  would not have been doing my job.
> 
>  When, finally, I did a quick search of Scholar, there 
>was a palpable sigh of relief - Yes,
>  an interface and name they recognised!
> 
>  I didn't have the heart to even get on to the topic of 
>search engines or evaluation.
>  When I tried to briefly introduce the concept of 
>eprints, their eyes glazed over.
> 
>  We pay thousands for access to most of these databases. 
> Each one seems to have the
>  mindset that they will be the only one used by our 
>users.  We should insist that
>  they simplify their interfaces.
> 
>  Roddy MacLeod
>  Heriot-Watt University
>  Riccarton
>  Edinburgh
>  EH14 4AS
> 
> 
> 
>  -----Original Message-----
>  From: Information literacy and information skills 
>teaching discussion list on behalf of Wolf, Martin
>  Sent: Fri 2/1/2008 16:14
>  To: [log in to unmask]
>  Subject: Re: CIBER report on the Google Generation
> 
>  Hello all
> 
> 
> 
>  I think this discussion points to an interesting 
>dilemma, certainly for HE librarians, that strikes at the 
>heart of our dual roles as service providers and, 
>increasingly, educators. As service providers we want our 
>electronic services to be as simple to use as possible, 
>minimising the barriers between users and information. As 
>educators, we want students (and academics!) to be able 
>to distinguish critically between different types of 
>information.
> 
> 
> 
>  What I'm getting at is that we can make the search 
>interfaces as simple as possible, but the information 
>being found through that simple interface is often of a 
>far more complex nature. We know our users think 
>information is "just stuff", but to what extent should we 
>just accept that as opposed to encouraging our users to 
>recognise the very real (for now, at least) distinctions 
>between different types of information? So a search 
>engine finds content from ejournals, ebooks, 
>organisational websites, and all the rest - if a student 
>has no concept of the differences between those things 
>(indeed, the report suggests they can't even distinguish 
>between the information and the search engine itself), 
>how are they going to evaluate them properly, use them 
>correctly, or cite them properly in their work (that 
>latter might sound like a pedantic librarian thing, but 
>is actually a major concern amongst the academics with 
>whom I liaise).
> 
> 
> 
>  When it comes to academic information resources (and 
>no, I'm not going to attempt a definition of that term!), 
>it seems to me that information resources can only be 
>simplified so far. In terms of information literacy, we 
>need to focus even more on the evaluative side of things, 
>and, I believe, to hammer home the point that it's not 
>all "just stuff".
> 
> 
> 
>  What do others think?
> 
> 
> 
>  Martin
> 
> 
> 
>  Martin Wolf, Arts Faculty Librarian,
> 
>  Sydney Jones Library, University of Liverpool,
> 
>  Chatham Street, Liverpool. L69 3DA
> 
>  Tel: 01517942684
> 
>  From: Information literacy and information skills 
>teaching discussion list 
>[mailto:[log in to unmask]] On Behalf Of 
>Irving, Christine
>  Sent: 01 February 2008 15:39
>  To: [log in to unmask]
>  Subject: Re: CIBER report on the Google Generation
> 
> 
> 
>  In response to Max's email re CIBER report on the 
>Google Generation.
> 
>  From the work we have done, would certainly agree that 
>"little time is spent in evaluating information, either 
>for relevance, accuracy or authority" However although 
>this is generally the case there are some examples of 
>good practice out there.
> 
>  In response to the report suggested that information 
>skills needed to be developed during "formative school 
>years" and called for them to be "really [put] on the 
>agenda"
> 
>  The Scottish Information Literacy Project is working in 
>precisely these and other related areas in Scotland. We 
>have petitioned the Scottish Parliament "to ensure that 
>the national school curriculum recognises the importance 
>of information literacy as a key lifelong learning skill' 
>have had discussions with the Curriculum for Excellence 
>team who are working on a new 3 - 18 years curriculum and 
>are working with Learning and Teaching Scotland, the lead 
>organisation for curriculum development in Scotland, who 
>offer support and guidance to teachers, early years 
>practitioners, schools and education authorities to help 
>improve achievement for all.
> 
>  We have developed a draft information literacy 
>framework, with cross-sector partners linking primary, 
>secondary and tertiary education to lifelong learning 
>including workplace and adult literacies agendas. The aim 
>is to produce secondary school leavers with a skill set 
>which further and higher education can recognise and 
>develop or which can be applied to the world of work 
>directly. The draft is currently being piloted and we 
>plan to collect exemplars of good practice to demonstrate 
>and inform all sectors of education and lifelong learning 
>from practitioners to officials of the work that is and 
>can be done and can be replicated and built upon.
> 
>  Re Debra Hiom's Intute Blog - she comments that
> 
>  This sort of search behaviour has implications for 
>libraries and online information services. They need to 
>get to grips with building simpler, more intuitive 
>systems, presenting users directly with the information 
>and as the report rightly suggests, move away from 
>"counting hits to watching users" in order to be able to 
>improve the services offered.
> 
>  Would agree with Debra that systems need to be 
>intuitive but would caution "presenting users directly 
>with the information" if this means spoon feeding people, 
>as people need to be able to find information for 
>themselves. A lot of the present problems of pupils and 
>students not evaluating information, either for 
>relevance, accuracy or authority is a result of pupils 
>being spoon fed information either through teachers 
>feeling under pressure or teachers not having these 
>skills themselves to reinforce any information literacy 
>session pupils may have had with a school librarian or 
>integrate information literacy with their subject.
> 
>  Our voices all need to be heard on the importance of 
>information literacy and we need to collaborate on a 
>cross sector basis and with other professionals and 
>officials in education and lifelong learning.
> 
> 
> 
>  Christine
> 
> 
> 
>  Christine Irving BA (Hons), MCLIP, MSc
> 
>  Research Assistant / Project Officer (part-time)
> 
>  The Scottish Information Literacy Project
> 
>  Learner Support
> 
>  Glasgow Caledonian University
> 
>  Room RS305, (3rd Floor)
> 
>  6 Rose Street
> 
>  Glasgow G3 6RB
> 
> 
> 
>  Tel: 0141 273 1249
> 
>  e-mail: [log in to unmask] 
><mailto:[log in to unmask]>
> 
>  project website: www.caledonian.ac.uk/ils/
> 
>    
> 
> 
> 
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