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Information literacy @ CPUT

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This document summarizes Information Literacy initiatives at CPUT. It discusses the Information Literacy policy, committee, and certificate program. The certificate program includes 5 modules taught over 5 weeks and is assessed through a multiple choice test. Statistics on participation in the program from 2009-2015 are provided. Challenges include large class sizes, scheduling sessions, and ensuring teaching skills for librarians. Next steps discussed are improving long-term skills retention, taking a departmental approach, and integrating Information Literacy across subjects and levels as a graduate attribute.

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Information literacy @ CPUT Janine Lockhart INFOLIT Day - Gauteng 31 August 2016
Introduction Information Literacy policy Information Literacy Committee (ILC) Certificate of Information Literacy (CIL) Advanced Information Literacy Programme •Since 2009 •All academic programmes must include IL •Responsibility part of normal academic management process •Sub-committee of Senate Teaching & Learning committee •Monitor implementation of policy •To support faculty •Offered mostly to 1st and ECP students •Lecturer book CIL with their librarian : time- tabled •Refresher courses available •For M & D students •Implementation 2016 •Not formally assessed at this stage
Information Literacy Certificate Curriculum • Search strategy Module 1 • Information tools • Information sources Module 2 • Evaluating information Module 3 • Copyright • Plagiarism Module 4 • Bibliographic referencing Module 5 Over 5 weeks 45 - 90 min per module Subject essay assingment Rubric: 30% for IL
Information Literacy Certificate Assessment Summative assessment Multiple- choice 100 questions, random 50 60 minutes LMS, Blackboard 50% and above = pass Included in year marks Validity & reliability research
Information Literacy Certificate Administrative process Registration Training intervention Assessment Submit results Issue certificates Distribute certificates
Statistics Librarians submit statistics by: • Attendance registers to QA librarian • Upload to the CPUT libraries statistical database Total number of students and sessions per year 2009 2010 2011 2012 2013 2014 2015 6673 361 6873 371 9577 436 12193 600 16206 935 18799 943 21382 1008 IL statistics 2009-2015 Description 2015 2014 2013 Nr of registrations 3804 3079 2756 Nr of courses/groups registered 87 63 64 Nr of students completing test 3804 2707 (88%) 1977 (71%) Average % for test 64% 66% 66% Nr of students who failed 186 (5%) 191 (7%) 91 (5%) IL Certificates 2013-2015
Challenges •Monitor statistics per librarian and provide resources when needed •Limit of 8 groups per cycle per librarianIncreased teaching load •Use of library and faculty venues •Data projectors, laptops, screens and speakersTeaching venues • Shared online booking calendar Scheduling sessions •Incorporating clips, screencasts, PowToons, etc. in classroom, upload to LMS •CIL online development (2016) – OERs, CC Large classes, manageable groups, repetition
Teaching skills for librarians Continuous staff development Train-the- Trainer certification Regular information sessions IL group on LMS Peer- observation
What next? Retention and skills transfer Short-term vs long-term retention Skills transfer takes time Departmental approach Assess IL across subjects and levels
What next? (cont.) Wang, L. 2011. An information literacy integration model and its application in higher education. Reference Services Review, 39(4): 703- 720.
What next? (cont.) • IL as Graduate Attribute – CPUT GA Task Team IL in FYE • Curriculum Mapping for IL • Departmental Approach to IL • CIL as online development
Conclusion • Having an IL policy is key, but only the start • Information Literacy Committee to oversee implementation and awareness of policy • Constant awareness: Senate committees, faculty committees, task teams, etc. • Teaching certificate with subject-specific essay assignment • Rubric – heavy weightings for IL • Academic program to continuously test students and integrate IL into the curriculum • IL as graduate attribute Thank you!

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Information literacy @ CPUT

  • 1. Information literacy @ CPUT Janine Lockhart INFOLIT Day - Gauteng 31 August 2016
  • 2. Introduction Information Literacy policy Information Literacy Committee (ILC) Certificate of Information Literacy (CIL) Advanced Information Literacy Programme •Since 2009 •All academic programmes must include IL •Responsibility part of normal academic management process •Sub-committee of Senate Teaching & Learning committee •Monitor implementation of policy •To support faculty •Offered mostly to 1st and ECP students •Lecturer book CIL with their librarian : time- tabled •Refresher courses available •For M & D students •Implementation 2016 •Not formally assessed at this stage
  • 3. Information Literacy Certificate Curriculum • Search strategy Module 1 • Information tools • Information sources Module 2 • Evaluating information Module 3 • Copyright • Plagiarism Module 4 • Bibliographic referencing Module 5 Over 5 weeks 45 - 90 min per module Subject essay assingment Rubric: 30% for IL
  • 4. Information Literacy Certificate Assessment Summative assessment Multiple- choice 100 questions, random 50 60 minutes LMS, Blackboard 50% and above = pass Included in year marks Validity & reliability research
  • 6. Statistics Librarians submit statistics by: • Attendance registers to QA librarian • Upload to the CPUT libraries statistical database Total number of students and sessions per year 2009 2010 2011 2012 2013 2014 2015 6673 361 6873 371 9577 436 12193 600 16206 935 18799 943 21382 1008 IL statistics 2009-2015 Description 2015 2014 2013 Nr of registrations 3804 3079 2756 Nr of courses/groups registered 87 63 64 Nr of students completing test 3804 2707 (88%) 1977 (71%) Average % for test 64% 66% 66% Nr of students who failed 186 (5%) 191 (7%) 91 (5%) IL Certificates 2013-2015
  • 7. Challenges •Monitor statistics per librarian and provide resources when needed •Limit of 8 groups per cycle per librarianIncreased teaching load •Use of library and faculty venues •Data projectors, laptops, screens and speakersTeaching venues • Shared online booking calendar Scheduling sessions •Incorporating clips, screencasts, PowToons, etc. in classroom, upload to LMS •CIL online development (2016) – OERs, CC Large classes, manageable groups, repetition
  • 8. Teaching skills for librarians Continuous staff development Train-the- Trainer certification Regular information sessions IL group on LMS Peer- observation
  • 9. What next? Retention and skills transfer Short-term vs long-term retention Skills transfer takes time Departmental approach Assess IL across subjects and levels
  • 10. What next? (cont.) Wang, L. 2011. An information literacy integration model and its application in higher education. Reference Services Review, 39(4): 703- 720.
  • 11. What next? (cont.) • IL as Graduate Attribute – CPUT GA Task Team IL in FYE • Curriculum Mapping for IL • Departmental Approach to IL • CIL as online development
  • 12. Conclusion • Having an IL policy is key, but only the start • Information Literacy Committee to oversee implementation and awareness of policy • Constant awareness: Senate committees, faculty committees, task teams, etc. • Teaching certificate with subject-specific essay assignment • Rubric – heavy weightings for IL • Academic program to continuously test students and integrate IL into the curriculum • IL as graduate attribute Thank you!