ANZIIL Symposium 5 Program

Download

Information Literacy:
getting back to basics


10 - 11 November 2005

VENUE
University of Otago
Dunedin, New Zealand
 

Gazebo Lounge, 1st Floor/University Union Building,
accessed via 'The Link'/ Information Services Building (ISB),
corner of Albany and Cumberland Streets.
The Registration Desk will be open from 8. 00 am.
 

DAY ONE - ENGAGING THE LEARNER

8.00-9.00 REGISTRATION
9.00-9.15 WELCOME Irene Doskatsch Deputy Director: Library Services University of South Australia / Executive Director ANZIIL
9.15-10.00 KEYNOTE: Dr Helena Ward Program Director, Medical and Pharmaceutical Biotechnology, School of Pharmacy and Medical Sciences, University of South Australia (Australia)

Title: Engaging the learner: The challenges of Biotechnology education

Abstract: One of the challenges of the Biotechnology industry is that much of the information which students learn in their undergraduate studies will be out of date in a few years. It is therefore crucial that Biotechnology students are able to access the relevant information for their studies and critically evaluate information and its sources. Information literacy is part of lifelong learning and so can help prepare Biotechnology graduates for their careers. Students also need to understand the issues related to the use of information such as social, political, ethical and legal implications. This presentation will outline the embedding of information literacy skills within the Biotechnology degree at UniSA. Examples of specific activities and their link to assessment and relevance to the Biotechnology industry will be discussed.

Bio: Dr Helena Ward is a graduate of Adelaide University and received her PhD in Microbiology in 1989. After working at the London School of Hygiene and Tropical Medicine for two years, she returned to Adelaide and took up research positions at the Waite Institute and then Flinders University. Helena has been a lecturer in Biotechnology at the University of South Australia since 2001. She teaches Communication in Biosciences and Commercialisation of Biotechnology and her research interests include factors influencing the development of the Biotechnology industry.

Chair: Irene Doskatsch University of South Australia
10.00-10.30 TEA
10.30-12.45 Gillian Elliot Remote Services Librarian, University of Otago; Michael Gaffney Children's Issues Centre, University of Otago; Judy Layland Dunedin College of Education (New Zealand)

Title: Spreading the ILL(ness): Information Literacy Learning for postgraduate students in a multidisciplinary social sciences course

Abstract: This paper will outline the development of an Information Skills Framework for Postgraduate Social Science students, studying from a distance, at the University of Otago. The Postgraduate Diploma in Child Advocacy requires the students to complete four papers; three are based around the audioconference format and one uses online discussion, via Blackboard. Most of the students are professionals, working in a range of disciplines, returning to university study as part of their professional development. One of the aims of the course is to introduce the students to current research and literature about children and young people, especially in the New Zealand context. In order for the students to continue this learning once they have completed the diploma, we aim to give them the "lifelong ability to recognise the need for, locate, evaluate, and effectively use information."

Bios: Gillian Elliot has been Remote Services Librarian at the University of Otago for the past eight years. In addition to overseeing the provision of services to over 3,000 remotely located students (most of whom are studying at postgraduate level), she has a particular interest in developing the Information Skills of Otago's distance community. She has worked collaboratively with the Children's Issues Centre for a number of years and developing a Skills Framework continues to be a 'work in progress'.

Michael Gaffney is a researcher and lecturer in the Children's Issues Centre and has been involved with the development of their courses since their inception in 1998. He has an interest in the teaching of information skills to support students ability to locate both New Zealand and international research and policy literature from a range of domains, although his own interest is in the field of schooling and early childhood education.

Judy Layland is a lecturer in the early childhood programme at the Dunedin College of Education. She has been studying toward the Post Graduate Diploma of Child Advocacy since 2003.
Richard Dearden Information Services Coordinator, University of Tasmania Library (Australia)

Title: Aligning Information Literacy with the Faculty Teaching and Learning agenda: a case study

Abstract: In 2004, the Faculty of Science, Engineering and Technology, in collaboration with QUT Library, undertook a project to evaluate students' information literacy skills, and to get a picture of how information literacy is taught in the Faculty. This presentation discusses how relationship-building between the Science Library and Faculty led to the project, the context of the project within a range of Faculty teaching and learning initiatives and the effectiveness of the survey instruments. The presentation will also discuss how the project has aided the expansion of information literacy teaching across the Faculty and how it will lead into further teaching and learning initiatives.

Bio: Richard manages the Morris Miller Library (Social Science and Humanities) and coordinates information services at the University of Tasmania Library. Previous to this he was Science Librarian for five years. Richard has also worked in senior secondary, QLD TAFE and University of Queensland Libraries. Information Literacy has always been central to Richard's work as an academic librarian, and has proved to be an effective tool for working with academics and integrating library services with teaching, learning and research.
Lorette Rayner Information Literacy Project Manager, Western Institute of Technology at Taranaki (New Zealand)

Title: Changing students' perceptions of research: A partnership to achieve information literacy

Abstract: The challenge of increasing the information literacy competencies of students in the Bachelor of Applied Information Systems (BAppIS) at the Western Institute of Technology at Taranaki (WITT) resulted in a partnership between faculty and library that worked towards the objectives of embedding these skills into the curriculum whilst engaging the learner through participation in a series of 'research challenges'. The case study reports on an assessment used in a first year course of the BAppIS programme.

Bio: Lorette has worked as a Tutor Librarian at a Community College in North East Derbyshire and for the Natal Provincial Library Services with responsibility for resourcing and relieving at the various medical libraries in the Province. She later joined the lecturing team at the University of Natal, Department of Information Studies, responsible for developing and teaching the Library Management component of the Postgraduate Diploma and co-ordinating and teaching on the Honours course. In 1999, Lorette then accepted a position at the Western Institute of Technology at Taranaki (formerly Taranaki Polytechnic) as Client Services Librarian. Since September 2004 Lorette has had the position of Information Literacy Project Coordinator with responsibility for coordinating and developing the Information Literacy Programme at WITT.

Chair: Richard Wartho University of Otago
12.45-2.00 LUNCH
2.00-3.15 WORKSHOPS - Participants will share successful information literacy strategies with other participants. Examples of successful strategies will be provided to stimulate the creative juices: a clever promotional idea, course materials (class outlines, handouts), online initiatives, evaluation tools, examples of collaboration, etc.

Assemble in Gazebo Lounge. Participants will be escorted to rooms GE10, C1, C2, S2, 1W3, IE9, 102, 105, 116
3.15-3.45 TEA
3.45-4.30 WORKSHOP FEEDBACK in the Gazebo Lounge
4.30-4.45 HOUSEKEEPING
7.00 DINNER Etrusco at The Savoy

 

DAY TWO - ENGAGING THE INSTITUTION

9.00 HOUSEKEEPING
9.15-10.00 KEYNOTE: Michael Wooliscroft University Librarian (retired): University of Otago, Dunedin (New Zealand).

Title: University of Otago: strategic approaches to developing lifelong learning and information literacy

Abstract: Mike will outline the reasons for choosing to develop strong focus on information literacy at Otago with it becoming one of the key strategic directions of the Library over recent years. The challenges of such programmes, the issues and solutions found at Otago will also be covered.

Bio: Mike Wooliscroft has recently retired from a 44 year career in both public and academic libraries. The most recent post he held was that of University Librarian at Otago. In 1989 he became aware of the work of Patricia Senn Breivik and Gordon Gee and became convinced that Information Literacy would become an essential means of enhancing an academic library's relevance to its constituents and provide excellent opportunities for closer partnerships with faculty/academic colleagues.

Chair: Richard Wartho University of Otago
10.00-10.30 TEA
10.30-12.00 Cecily Martina Liaison Librarian, Southbank Institute, Brisbane (Australia)

Title: Keeping the dough rising: considering information in the workplace with reference to the bakery trade

Abstract: This paper discusses the information needs within the workplace while concentrating on the non-academic trades. Information literacy is a necessary skill identified as an employability skill. The paper discusses embedding information literacy in the training packages used in the VET sector in Australia. It outlines the aims and objectives of embedding these skills. Using one of the competencies within a training package I will demonstrate how information literacy can be effectively embedded and assessed within an assignment. This will ensure the recipient receives the knowledge and skills identified in the evidence guide of the training package while developing lifelong learning skills.

Bio: Cecily is a liaison librarian for a number of faculties at the Southbank Institute, Brisbane Queensland. Prior to working in the VET sector she was a librarian in a primary school. She has always had a keen interest in both Information Literacy and lifelong learning. Cecily joined the ANZIIL committee this year. She co-authored the paper 'Keeping the dough rising' with Elizabeth Smith that was presented at the Lifelong Learning Conference in 2004. She is also co-presenting a paper with Brad Jones at the Evidence based Librarianship conference to be held in Brisbane during October 2005. She is also part of the Learnscope project 'Partnering for Professionalism-e-learn networks'.
James Duncan Information Literacy Librarian, Victoria University of Wellington (New Zealand)

Title: Self-paced tutorials: meeting the demands and needs of students, faculty and the library

Abstract: In 2002 Victoria University of Wellington Library implemented a system of self-paced tutorials as its information literacy program. This was seen as a way of committing to best practise while avoiding many of the commonly reported problems of implementing information literacy initiatives. The uptake from faculty was immediate and extensive, and even after it was decided to stop promoting the initiative due to it stretching resources, demand still grew. This presentation details the origin, implementation and possible future trends of the project.

Bio: James is a relative new comer to library work, having completed his Master of Library and Information Studies at Victoria University of Wellington in 1998. Since then he has worked in both a public and special library setting, but decided that academic libraries were his preference, consequently being appointed as Information Literacy Coordinator at Victoria University of Wellington in 2002.

Chair: Rae Gendall Massey University
12.00-1.00 LUNCH
1.00-2.30 WORKSHOPS - Force Field Analysis of engaging an institution.
Force Field Analysis is a process for identifying, exploring and assessing the various factors that can impede and facilitate a proposed change. It enables the development of action plans to attain goals. Force Field Analysis enables you to look at the big picture by analysing all of the factors impacting on goals or proposed changes, and weighing the pros and cons. You can then develop strategies to minimise the impact of the impeding factors (restraining forces) and maximise the facilitating factors (driving forces).

Assemble in Gazebo Lounge
1.30 - 1.50 Force Field Analysis overview (whole group)
1.50 - 2.00 Groups move to breakout rooms GE10,C1,C2,S2,1W3,IE9,102,105, 116
2.10 - 2.30 Force Field analysis activity
2.30-3.00 TEA
3.00-3.45 WORKSHOP FEEDBACK in Gazebo Lounge
3.45-4.00 WRAP AND CLOSE
4.00- LIBRARY TOUR & DRINKS WITH THE UNIVERSITY LIBRARIAN (SUE PHARO)