Podcasting by practitioners in higher education to support the development of peers is becoming more popular and yet, unlike its use in learning and assessment, remains little researched. This paper ...identifies some of the reasons that bring HE practitioners to podcasting for professional development, some techniques and suggestions for making successful podcasts, and what the characteristics are of the medium that leads to podcasting being an effective tool for professional development. An emergent theme this process uncovered is the key role that playfulness has in podcasting. The discussion cites extensive quotes from interviews with creators of four podcasts aimed at HE practitioners, in order to give a rich account of the experiences of podcasting.
Jane Secker and Chris Morrison have completely revised and updated this highly successful text to take into account recent developments in the field and changes to the law in the UK and elsewhere in ...the world. Through its practically based overview of current and emerging copyright issues facing those working in e-learning, this book will help equip professionals with the tools, skills and understanding they need to work confidently and effectively in the virtual learning environment with the knowledge that they are doing so legally. New and developing services, software and other technologies are being adapted for online learning environments to engage students and academic staff. These technologies present increasing challenges to IPR and legal issues and this book will help librarians and educators to meet them.
This article seeks to understand how far the United Kingdom higher education (UK HE) sector has progressed towards open access (OA) availability of the scholarly literature it requires to support ...courses of study. It uses Google Scholar, Unpaywall and Open Access Button to identify OA copies of a random sample of articles copied under the Copyright Licensing Agency (CLA) HE Licence to support teaching. The quantitative data analysis is combined with interviews of, and a workshop with, HE practitioners to investigate four research questions. Firstly, what is the nature of the content being used to support courses of study? Secondly, do UK HE establishments regularly incorporate searches for open access availability into their acquisition processes to support teaching? Thirdly, what proportion of content used under the CLA Licence is also available on open access and appropriately licenced? Finally, what percentage of content used by UK HEIs under the CLA Licence is written by academics and thus has the potential for being made open access had there been support in place to enable this? Key findings include the fact that no interviewees incorporated OA searches into their acquisitions processes. Overall, 38% of articles required to support teaching were available as OA in some form but only 7% had a findable re-use licence; just 3% had licences that specifically permitted inclusion in an ‘electronic course-pack’. Eighty-nine percent of journal content was written by academics (34% by UK-based academics). Of these, 58% were written since 2000 and thus could arguably have been made available openly had academics been supported to do so.
See RECORDING.
This keynote is both a practical and strategic view of information literacy from my perspective as a Senior Lecturer in Educational Development at City University, London and Chair of ...the UK’s Information Literacy Group.
I’ll reflect on the experiences I have had since leaving the library profession and moving into the field of educational development, which involves working with faculty to enhance teaching and learning and to develop their curricula. Since taking on this role I have had rich conversations with academic staff about all aspects of information literacy, often under other guises. I’ve recently undertaken a small-scale study to understand their approach to thinking about the related concepts of digital literacy and open practice and I’ll discuss some findings from this research. Faculty express concerns about how to create independent learners in the age where information is abundant, but knowledge is still scarce and privileged. Those who complete my module on the same topics have reflected on the plethora of terms and frameworks which are designed to support them which in fact sometimes leave them further confused. I’ll also draw on a recent chapter I wrote (Secker, 2018) on the trouble that terminology can cause, when we try to collaborate with both academic staff and with colleagues in other areas of learning support.
The second part of my keynote will focus on the efforts of the UK’s Information Literacy Group (ILG) to broaden the definition of information literacy and to try to get the concept recognised outside the library. In many ways there are parallels between the work I do at an institutional level and the efforts of the group to raise awareness of information literacy more broadly. In April 2018 the ILG launched a new definition of information literacy and much of the efforts of the group have been to build links with organisations and people outside of the library sector. For us to achieve true universal information literacy, as Paul Zurkowski first envisaged, (Zurkowski, 1974) I will argue information literacy needs to become an ongoing concern or everyone who works in education, government, the media or who cares about social justice.
I’ll end by considering the challenges and opportunities that collaboration presents whether it is librarians, academics and other professional staff in education or policy makers and other organisations working with those outside the library world. Collaboration is vital for information literacy to become truly embedded into all aspects of formal and informal learning and to achieve the goal of universal information literacy that Zurkowski first envisaged. However, we still have a big task ahead of us to achieve this. I will attempt to consider the lessons I’ve learnt from working in this field for over 15 years, and advocate for a vision of information literacy that extends far beyond the library community. I’ll draw on the work and the framework in developed in 2011 (Secker and Coonan, 2013) to explore how we can rethink information literacy and provide a framework for supporting learning in the digital age.
A vision for the future of information literacy teaching Based on groundbreaking research, undertaken by the authors as part of the prestigious Arcadia Programme at Cambridge University, this ...presents a new and dynamic information literacy curriculum developed for the 21st century information professional. The curriculum adopts a broad definition of information literacy that encompasses social as well as academic environments and situates IL as a fundamental attribute of the discerning scholar and the informed citizen. It seeks to address in a modular, flexible and holistic way the developing information needs of students entering higher education over the next five years. Interweaving the authors' research and the reflections of internationally-recognised experts from the library, education and information literacy sectors, it will illustrate how and why this new curriculum will work in practice.
Secker highlights the revised Chartered Institute of Library and Information Professionals (CILIP) definition of information literacy issued by the Information Literacy Group (ILG) on April 6, 2018. ...The revision almost took a couple of years to update the original definition. Also explained are the process of the revision, the reasons of revising the definition, the scope of the definition and the future plans of the ILG and the CILIP.
October saw the Media and Information Literacy Alliance (MILA) board hold its first face to face meeting, in which they discussed priorities for the MILA strategy, funding the organization, and ...leadership and management. Part of the reason they launched MILA was to bring together stakeholders in the Media Literacy and Information Literacy field, with a belief that there could be greater opportunities to amplify the message about its importance through collaboration. MILA is a great opportunity for CILIP and ILG to collaborate with organizations such as Wikimedia UK, Health Education England, Libraries Connected, the Association for Citizenship Teaching and the Patient Information Forum. They are also really delighted to announce that they have a new board member joining them: Dr Alice Mathers, Director of Research and Learning at the RSA. A great afternoon was spent meeting for the first time in a room with representatives from many of their stakeholders.
Reports on a panel discussion held at LILAC 2022 on student academic reading during the COVID-19 pandemic. Draws on data from two surveys, but also discusses the implications of this research for ...teachers and information literacy (IL) practitioners. In summary, students carried out almost all their academic reading in electronic format, due to the restrictions in place. However, in common with research conducted prior to the pandemic, their preferences for reading in print format remained. Students also report doing less of their assigned readings, feeling more tired as well as reporting other negative health benefits from excess use of screens and devices. The study has implications for librarians, learning developers and for academic staff assigning course readings to students. Ongoing research in this area is recommended.
Playing with Copyright Secker, Jane; Morrison, Chris
The Journal of Play in Adulthood,
10/2022, Volume:
4, Issue:
2
Journal Article
Peer reviewed
Open access
Copyright education has become an important aspect of librarians’ information literacy and scholarly communications activities. These include providing support and delivering teaching sessions for ...teaching and professional services colleagues, as well as students, researchers and other library users. Since the Covid-19 pandemic and the shift to online and hybrid teaching, it has become increasingly important for lecturers and teachers to understand how licences and copyright exceptions apply to teaching and learning activities. The need for this has been documented by practitioners and scholars around the world (Hudson and Wragg, 2020; Craig and Tarantino, 2020; Morrison and Secker, 2020).In this paper we will briefly outline the concept of ‘copyright literacy’ as defined by IFLA (2018) and how it has many parallels with teaching other aspects of information literacy. This includes taking a more ‘critical’ approach, where students are encouraged to explore power dynamics within the systems of creation and consumption of information. Copyright education has traditionally been approached in a rather dry, lecture style format. This approach often serves to reinforce the perception of copyright education as the communication of a set of rigid rules to follow. We argue that the creation and use of copyright games, including Copyright the Card Game and The Publishing Trap, has transformed approaches to teaching copyright in recent years and supported a broader, more critical conception of copyright literacy. Both games are licensed as open educational resources and have been adapted and re-used by others in the UK and in other countries around the world. They have also sparked the creation of other copyright games, which are showcased at an annual conference: ICEPOPS – the International Copyright Literacy Event with Playful Opportunities for Practitioners and Scholars.The paper will explore the pedagogic principles behind our games as well as considering the value of games and playfulness when teaching about a subject such as copyright that is known to cause uncertainty and anxiety. We will also reflect on how we adapted both our games for teaching online during the Covid-19 pandemic. Through this process it was important to retain the learning outcomes of the game but also the pedagogical approaches used including the use of teams and point scoring, peer learning, the use of scenarios and of discussion and critical thinking. Finally we will discuss feedback we’ve collected from librarians and others who have played or used our games in their own teaching. We will conclude considering how a critical approach to copyright education aligns with a signature pedagogy of playful learning.
Copyright education has become an important aspect of librarians' information literacy and scholarly communications activities. These include providing support and delivering teaching sessions for ...teaching and professional services colleagues, as well as students, researchers and other library users. Since the Covid-19 pandemic and the shift to online and hybrid teaching, it has become increasingly important for lecturers and teachers to understand how licences and copyright exceptions apply to teaching and learning activities. The need for this has been documented by practitioners and scholars around the world (Hudson and Wragg, 2020; Craig and Tarantino, 2020; Morrison and Secker, 2020). In this paper we will briefly outline the concept of 'copyright literacy' as defined by IFLA (2018) and how it has many parallels with teaching other aspects of information literacy. This includes taking a more 'critical' approach, where students are encouraged to explore power dynamics within the systems of creation and consumption of information. Copyright education has traditionally been approached in a rather dry, lecture style format. This approach often serves to reinforce the perception of copyright education as the communication of a set of rigid rules to follow. We argue that the creation and use of copyright games, including Copyright the Card Game and The Publishing Trap, has transformed approaches to teaching copyright in recent years and supported a broader, more critical conception of copyright literacy. Both games are licensed as open educational resources and have been adapted and re-used by others in the UK and in other countries around the world. They have also sparked the creation of other copyright games, which are showcased at an annual conference: ICEPOPS - the International Copyright Literacy Event with Playful Opportunities for Practitioners and Scholars. The paper explores the pedagogic principles behind our games as well as considering the value of games and playfulness when teaching about a subject such as copyright that is known to cause uncertainty and anxiety. We also reflect on how we adapted both our games for teaching online during the Covid-19 pandemic. Through this process it was important to retain the learning outcomes of the game but also the pedagogical approaches used including the use of teams and point scoring, peer learning, the use of scenarios and of discussion and critical thinking. We then discuss feedback we've collected from librarians and others who have played our games and consider whether and how they improved learning. We conclude by considering how a critical approach to copyright education aligns with a signature pedagogy of playful learning.
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