CILIP Information Literacy Group

Follow us: @infolitgroupFind out more:

www.informationliteracy.org.uk

This teach meet is sponsored by:

Information Literacy meets…Employability and Graduate Skills

Library TeachMeet@University of Hertfordshire

Wednesday, 25 June 2014 13:30 to 16:30 Sponsored by

General outline of the afternoon2.00-2.15pm – Welcome and Introductions2.15-3.00pm - Presenters and discussion3.00pm-3.30pm – Refreshments, cake and chat!3.30-4.00pm – Presenters and discussion4.00pm-4.30pm – Feedback (sheets) and voting4.30pm onwards – Goodbyes!

Sarah Flynn and Helen Barefoot

University of Hertfordshire Graduate Attributes

University of Hertfordshire Graduate Attributes

Dr Helen BarefootLearning and Teaching Institute @helenbarefoot

Sarah FlynnLearning and Teaching Institute @sarahjaneflynn

What are Graduate Attributes

“Graduate attributes are the qualities, skills and understandings a university community agrees its students should develop during their time with the institution. These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are qualities that also prepare graduates as agents of social good in an unknown future”

Bowden, Hart, King, Trigwell & Watts (2000)

“…the qualities, skills and understandings a university community

agrees its students should develop

during their time with the university”

Bowden et al. (2002)

West Review (1998)

Framework of generic attributes that every graduate should have: • The capacity for critical, conceptual and reflective thinking in all aspects of intellectual and practical activity • Technical competence and an understanding of the broad conceptual and theoretical elements of his or her fields of specialisation • Intellectual openness and curiosity, and an appreciation of the interconnectedness, and areas of uncertainty, in current human knowledge • Effective communication skills in all domains (reading, writing, speaking and listening) • Research, discovery, and information retrieval skills and a general capacity to use information • Multifaceted problem solving skills and the capacity for team work • High ethical standards in personal and professional life, underpinned by a capacity for self-directed activity.

Engaging staff with the Graduate Attributes

Engaging students with the Graduate Attributes

Averil Robertson

Assessing the impact of an embedded information skills programme on

student learning.

Nathan Rush

Carving the Information Literacy Niche Within Graduate Employability at De

Montfort University

Stephane Goldstein

Information literacy at the juncture between education and employment

Information literacy at the juncture between education and employment

A consultation with selected organisations on the interface between the worlds of HE and employment to develop an understanding of the place of IL in policy and practice IL as an implicit component of more obvious attributes: not recognised as such, but

closely related to other competencies that are more widely sought after, e.g. analytical and problem-solving skills.

For some professions, ability to make sophisticated use of information is inherent to achieving professional competence and success; strong expectation that those entering the profession will be equipped with the appropriate information skills and know-how.

In some disciplinary areas, particular components of IL are explicitly set out as a contribution to the attainment of professional standards.

Notwithstanding this, there is often a difficulty in applying to professional environments or career development the sort of IL-related know acquired during study.

Emma Coonan

Aligning our thinking: IL + employability = graduate identities?

IL + employability = graduate identities?

Dr Emma Coonan, University Of East Anglia

Aligning our thinking

www.slideshare.net/jisc-elearning/current-issues-and-approaches-in-developing-digital-literacy

www.slideshare.net/jisc-elearning/current-issues-and-approaches-in-developing-digital-literacy

‘I am …’

‘I do …’

‘I can …’

‘I have …’

Values

Intellect

Performance

Engagement

Reflection

Image: ‘Vogel’s Pit Viper’ by Bernard Dupont, CC BY-NC-SA 2.0

ACRL (2014) Framework for Information Literacy for Higher Education (Draft 2). http://acrl.ala.org/ilstandards/wp-content/uploads/2014/02/Framework-for-IL-for-HE-Draft-2.pdf

Beetham, Helen and Sharpe, Rhona (2010) Digital literacy framework. http://jiscdesignstudio.pbworks.com/w/page/46740204/Digital%20literacy%20framework

Hinchliffe, Geoffrey and Jolly, Adrienne (2011) Graduate identity and employability, British Educational Research Journal 37(4), 563-584

Holmes, Len (2001) Reconsidering graduate employability: the ‘graduate identity’ approach, Quality in Higher Education 7(2), 111-119

Secker, Jane and Coonan, Emma (2011) A New Curriculum for Information Literacy. http://newcurriculum.wordpress.com/project-reports-and-outputs/

Towlson, Kaye and Rush, Nathan (2013) Carving the information literacy niche within graduate employability, New Review of Academic Librarianship 19(3), 300-315

Carolyn Smith

i-Spy something beginning with Graduate Attributes

i-Spy something to share on…

Graduate Attributes

Carolyn SmithInformation ManagerInformation Hertfordshire

i-Spy a potted history

Development started in 2006Sector leader in online information literacy provision

i-Spy an opportunityLearning and research skills Professionalism and

employabilityIntellectual depth and breadth Respect for others Social responsibility

• Imposing structure to make sense of information

• Citing and referencing appropriately

• Focussing (including keywords, formulating questions)

• Browsing (purposeful and serendipity)

• Identifying sources• Filtering• ‘Knowing enough’ (is more

information necessary?)• Reflecting• Questioning and

challenging the information• Problem definition: focus

and boundaries• Communicating in an

appropriate variety of formats

• Picture building: exploring, mapping the scene and gaining an overview

• Reviewing existing knowledge and gaps

• Locating sources and information

• Problem definition: focus and boundaries

• Applying information when problem-solving, decision making and in critical thinking

• Applying information when problem-solving, decision making and in critical thinking

• Keeping ‘up to date’ – social media use

• Problem definition: focus and boundaries

• Communicating in an appropriate variety of formats

• Networking• Restructuring information

for different purposes (including transforming information into different media

• Picture building: exploring, mapping the scene and gaining an overview

• Reviewing existing knowledge and gaps

• Problem definition: focus and boundaries

• Building and maintaining a professional online presence

• Filtering• Questioning and challenging

the information• Synthesising and analysing• Constructing new concepts,

knowledge, arguments• Refining and interpreting

(fitness for purpose)• Taking ownership of what

has been learnt by expressing its complexity and richness, using appropriate media

• Evaluating and verifying• Reflecting on the

experience and the outcome• Applying information when

problem-solving, decision making and in critical thinking

• Problem definition: focus and boundaries

• Awareness of positive use for social media and avoiding negative issues.

• Questioning and challenging the information

“At Airbus Defence and Space, good information handling skills

are a key support to your work. The ability to research

efficiently will allow you to quickly acquire the new knowledge

and skills to undertake unfamiliar tasks that you will face in

your work… efficient research, along with good evaluation and

report writing skills is essential.”

Ben Bowen MEng

Graduate Stress Engineer

Space Systems

Airbus Defence and Space, Stevenage

i-Spy the way forward

“As a result of attending university, I know where to go

to get the relevant journals and I can apply this to

various reports and presentations which are

fundamental within my role. I will be able to use these

skills for future jobs which will enhance my ability to do

well and advance within my role! “

Daniel CooperGeography Student & Environmental Projects Officer at

Affinity Water

Neville Kemp

Online Bonanza!http://prezi.com/b0awk815g-p6/?utm_campaign=share&utm_medium=copy&rc=ex0share