Information literacy: an active and inclusive introduction TeachMeet: Friday 25th January 2019 Jane Shelley – Subject Librarian (HEMS) jane.shelley@anglia.ac.uk Work with HEMS – Allied Health and Medical school.

Information literacy “Information literacy is the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to reach and express informed views and to engage fully with society.” Chartered Institute of Library and Information Professionals (CILIP), 2018 This is the new UK definition of information literacy. Information Literacy is linked to life long learning including in higher education. In health and medical care there is a need for the use of credible and refutable sources of information and evidence. Health students and professionals - including medical students and qualified doctors - according to the GMC need to - “provide effective treatments based on the best available evidence” – evidence based practice.

Active and inclusive - rationale Active curriculum & education strategy Information literacy – learn best by doing Improving engagement Opportunity to develop deeper learning and use of higher order skills Supported by our strategies. Librarians long undertaken ‘active’ learning opportunities with students. Including deep learning, higher order skills, higher levels of Blooms taxonomy – making use of: application, analysis, evaluation and creation.

Sessions run: Week 1: Interactive lecture on IL, searching, referencing... + activities Week 2: Quiz to test learning and understanding Group work and presentation project on searching, selecting, evaluating and referencing Group discussion and feedback Group work centred on students learning through active participation in the activity and creation of content, presenting and being involved in discussion and giving and receiving feedback. Group work activity: Searching Selecting and evaluating Deciding on criteria - justify Referencing Presenting this to whole group ------------------------------------- Plan and present using any methods: 1. Your plan and search strategy for an aspect of the topic of hand washing 2. Demonstrate how and where you searched and what you found. 3. Select a book, a journal article and a web resource (at least one of each) 4a. Justify your selection of these resources and say why they are useful (evaluate) 4b. List what criteria you used to evaluate and select your sources - rationale 5. Provide a reference list in ARU Harvard style of the chosen resources.

How it worked - what we learned? Students: Motivated Engaged Participated Shared learning/team roles Feedback and feedforward Gained confidence Range of skills used and practiced Me: Facilitated peer to peer learning Allowed observation of learning through student ‘eyes’ Provided opportunities for formative assessment, feedback and feedforward Aided learning of key IL threshold concepts Ideas to improve future teaching sessions Motivation and engagement improved. Aided learning of threshold concepts Learning through misunderstandings, problem solving / tasks and discussion Use of formative assessment – feedback and feedforward. See through student eyes e.g. how they view Pubmed (ideas to improve teaching in future).

Reference Chartered Institute of Library and Information Professionals (CILIP), 2018. CILIP Definition of Information Literacy 2018. [online] Available at: < https://infolit.org.uk/definitions-models/ > [Accessed 22 January 2019].