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

2. 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.

3. 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.

4. 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.

5. 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).

6. Reference
Chartered Institute of Library and Information Professionals (CILIP), CILIP Definition of Information Literacy [online] Available at: < > [Accessed 22 January 2019].