Information literacy for the social services workforce

Information literacy for the social services workforce

Ian WatsonMichelle DrummIRISS – Institute for Research and Innovation in Social Services

Ian WatsonMichelle DrummIRISS – Institute for Research and Innovation in Social Services

© Institute for Research and Innovation in Social Services.

This work is licensed under the Creative Commons Attribution-Non-Commercial 2.5 UK: Scotland License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc/2.5/scotland

IRISS www.iriss.org.uk

Mission

To promote positive outcomes for the people who use Scotland’s social services by enhancing the capacity and capability of the social services workforce to access and make use of knowledge & research for service innovation & improvement

A charitable company set up in 2003

A competent, confident workforce, capable of delivering services in a changing environment and committed to developing a culture of learning.

A competent, confident workforce, capable of delivering services in a changing environment and committed to developing a culture of learning.

Social work services must develop a learning culture that commits all individuals and organisations to lifelong learning and development.

Social work services must develop a learning culture that commits all individuals and organisations to lifelong learning and development.

Policy Background

Changing Lives: Report of the 21st Century Social Work Review (2006)http://www.scotland.gov.uk/Publications/2006/02/02094408/0

http://lx.iriss.org.uk/content/sharing-knowledge-improving-practice-changing-lives-knowledge-management-strategy-and-action

- by making information and learning available - when and where needed, - in the format required, and

- by developing skills and confidence in using information

“A culture of asking questions, finding, evaluating and sharing information, and putting it into practice should become an integral part of day to day work”

Vision

How?

Information LiteracyInformation Literacy

NHS Education Scotland model of Information literacy

The Information Literacy Cycle

Information Literacy WorkshopsInformation Literacy Workshops

Practical instruction on some of the stages in the cycle.

At the end of the workshop participants should:

• Know how to search the web more effectively• Know how to construct search strategies• Know where to look• Know how to evaluate information and information sources• Be able to use a simple, six-stage model of information literacy• Understand copyright fundamentals• Be able to use Social Services Knowledge Scotland (SSKS)• Recognise the benefits of being information literate

Six simple steps to information literacy

A model for practice.

Six simple steps of information literacy:

Question – recognise information need

Source – know where to look for information

Find – search for the information

Evaluate – judge the value of the information

Combine – organise and manage information

Share and apply – communicate knowledge

Recognising your information need

Building the search question

Example of building the search question

ScenarioYou are working with a 5-year old boy with behavioural problems. His aggressive behaviour is upsetting the other siblings in the family and his parents are struggling to cope.

Possible search questions1.What coping strategies are available for parents of children with aggressive behaviour?2.What support services are available for children with behavioural problems?

Copyright crucials:

1. Terms and conditionsAlways check and abide by the "terms and conditions" section that appears on most websites and publications.

2. Cite sourcesAlways cite the source of materials you make use of, for example in reports or training packs. If you don't you could be accused of plagiarism: passing off someone else's work as your own.

3. A good rule of thumbThink about whether your action is likely to harm the business of the copyright holder. Reproducing a journal article, for example, is likely to harm the publisher who derives revenue from selling subscriptions. However, there will be circumstances where a copyright holder is likely to be 'pleased or indifferent' about you using their materials.

Copyright risk assessment

Risk factor = A x B x C x Dwhere • A is the probability that you are infringing copyright; • B is likelihood the the copyright owner finds out; • C is the likelihood that they will care enough to take any action and • D is the compensation they are likely to seek.

ExampleI copy the findings of a research report produced by a campaigning group, Action for More Cycle Lanes, and include them, with acknowledgement, my website (100% certain this is infringement). I think they could easily find out (90% likely). But I also think they will be happy that I have used the finding to promote their cause(1% likely to take action) and will not seek compensation (0):

Risk factor = 100 × 90 x 1 x £0 = 0

Apply the same to a Warner Brothers film clip:

Risk factor = 100 ×100 x 100 × £1,000,000 = serious trouble!

Copyright should always be respected but sometimes it can be troublesome to seek formal permission to copy. This formula offers a rough and ready risk assessment

Information LiteracyInformation Literacy

IRISS web-based tutorial http://content.iriss.org.uk/informationliteracy

Information Literacy WorkshopsInformation Literacy Workshops

Lessons learned

Participants generally have low level of IT literacy

Practical approach, emphasising benefits in terms of time and efficiency, is preferable

The concept of information literacy is alien and rather abstract

More effective to set information literacy training in context

Some doubts as to whether it in practice IL is a cyclical, or linear, process