2A: Information Literacy in a Digital Age
A digital information literacy course for university teachers – challenges and possibilities
Katri Maria Rintamäki, Anne Marketta Lehto, University of Vaasa (Finland)
In Finland, digitalization is taken as the basis for the development of education: for creating new kinds of learning resources, learning environments, and pedagogics. From primary schools to universities, digital learning is essential. In digital learning, libraries play an important role. University libraries spend most of their acquisition budget on digital information resources and actively promote high-quality open access resources. In digital learning, the libraries’ and librarians’ expertise in digital information resources, in information and digital literacies, and in open research and open science, are vital.
Information literacy education for students, even information literacy courses included in the curricula, is an established task of university libraries. However, information literacy courses for university teachers have seldom been arranged or researched. Pioneeringly, information literacy is now included in university pedagogics in a research-based teaching development project called HELLA – Higher Education Learning Lab. In HELLA, a new study module (60 ECTS) in university pedagogics is developed and piloted in order to strengthen the pedagogic and digital competencies of university teachers. The Tritonia Academic Library is responsible for planning and piloting the course “Digital information resources and information literacy in teaching” (5 ETCS).
This course aims to develop university teachers’ pedagogic competence to use digital information resources and practices of open science in their teaching and research. The vision of the course is to integrate information literacy into teaching so that the teachers with their own behavior can give a model for students’ information skills. The course is based on digital learning, utilizing for example the methods of hybrid learning and flipped classroom. This paper analyses special characteristics, challenges, and possibilities of information literacy courses for university teachers based on digital learning.
Katri Rintamäki, D.Soc.Sc., works as Head of Services, Education and Research Support Services at Tritonia Academic Library in Vaasa, Finland. Tritonia Academic Library is a joint library for five universities and universities of applied sciences: University of Vaasa, VAMK University of Applied Sciences, and the units of Novia University of Applied Sciences, Åbo Akademi University, and Hanken School of Economics located in Vaasa.
Tritonia supports research, education and studies of its universities. It is responsible for the courses in information literacy that are part of the curricula of its universities. It also offers personal guidance in information retrieval and tailor-made information literacy education for degree students, doctoral students, open university students, and staff, as well as for other customers. Tritonia also offers teaching development services via EduLab, which supports digital education at the universities by offering consultation and training in technical and pedagogical issues. EduLab is an integrated part of Tritonia and together they form a unique learning environment with a variety of services for learning and research, in Finnish, Swedish, and English. Tritonia is also a public funded academic library, open for everyone.
Challenges of information literacy in a digital age: a case of two South African Universities
Mathew Moyo – North-West University (South Africa)
Like many other programmes offered at the university level, information literacy has challenges that date back to the time of its inception. The purpose of this study was to find out challenges which were faced by students and librarians in pursuit of Information literacy at the university level. The study further sought to solicit for ideas on how to overcome the identified challenges of information literacy. The study employed a survey research in which questionnaires were used to gather data from the students while semi-structured interviews were conducted with Information Librarians from the two universities.The study revealed a general lack of collaboration among librarians, faculty staff and administrators, in the development and delivery of information literacy content, as the major challenge. In addition, some students were found to lack computer skills, which were considered as drivers of information literacy skills. It must be noted that the study was only contacted on two universities out of 26 South African public universities hence results may not be generalised. A study involving a bigger number of the universities would therefore be recommended. The study’s contribution to the field of information literacy lies in its revelation of challenges of information literacy from two historically different universities where students come from both advantaged and disadvantaged backgrounds. The study is the first of its kind which reveals Information Literacy challenges at two historically different universities in South Africa. It will assist university authorities and librarians in the development of appropriate information literacy policies in support of their core business.
Information literacy, challenges, digital age, universities, South Africa
Mathew Moyo is a Chief Director, responsible for the Library and Information Service at North -West University, South Africa. Mathew has served in the library services sector at various levels for more than 20 years. He has also lectured in the same field for more than 5 years. Mathew holds a Doctoral Degree in Library and Information Science. He has published and read papers at national and International conferences. Dr Moyo has also held different positions in Library related professional org
The value and impact of two Carnegie funded training programs on librarianship in selected African countries
Marlene Holmner, Theo Bothma, Martie van Deventer – University of Pretoria (South Africa)
The Department of Information Science at the University of Pretoria, with funding from the Carnegie Corporation of New York, has offered 2 fully funded training programs for a selection of academic librarians from the Carnegie-affiliated countries in sub-Saharan Africa. The first of these programs was a specialised 2-year coursework degree at Masters level in IT and the second, a 4-week continuing professional development program. The M.IT was initiated in 2010, while the CPD started in 2013. Both programs were aimed at librarians at middle management level involved in technology use and/or management in their institutions, and at faculty members of LIS schools involved in teaching ICT-related topics. It was envisaged that the program would build capacity to empower the next generation of library and information professionals with knowledge and skills to apply modern ICTs, in order to support academics and research.After 6 intakes of the M.IT degree and 10 intakes of the CPD program, both program came to an end in December 2017. In essence both programs addressed the need of librarians. The M.IT was focused on leadership and strategic thought regarding new technologies and services, while the CPD assisted in providing hands-on experience so that they could be more competent in the use of ‘new’ tools and technologies, e.g. Social Media, Digitization, RDM, VREs, and more proficient in the use of advanced information retrieval strategies, the provision of information and knowledge management services, as well as lifelong learning skills. This presentation will discuss whether the aims and objectives were achieved by assessing the value and impact of these two training program at two levels, based on a questionnaire sent to line-managers and library directors of the more than 400 participants.The investigation will endeavor to find out what value the training has had within the participants’ direct work environment, as well as the value for the institutions as a whole.
Marlene Holmner holds a DPhil in Information Science from the University of Pretoria, South Africa, and is a Senior Lecturer in the Department of Information Science at the University of Pretoria. Her research interests lie in the field of Information Ethics, Indigenous Knowledge, ICT for Development, Information and Knowledge Society, Institutional Repositories, Digitization, Mobile Technologies, Networking Essentials as well as Curriculum Development.
2B: IATUL Special Interest Groups
Report on Special Interest Group for Information Literacy
Caroline Leiss – Technical University of Munich (Germany)
The IATUL Special Interest Group for Information Literacy (SIG IL) promotes collaboration and sharing of best practices among IATUL members in the area of information literacy. The SIG IL provides a platform to share IL-related experiences, documents and news for its members and others interested in the subject. Another main goal is to contribute to IATUL’s service portfolio to support other member libraries. The report will inform about the group’s organizational structure, its mission and members. It will also provide information about the group’s agenda and current projects.
Caroline Leiss studied German and Slavic Literature. After several years as a research assistant she completed a further education programme in academic librarianship and started working at the University Library of the Technical University of Munich. As head of information services she is responsible for maintaining a comprehensive information literacy programme and up-to-date enquiry services.
Special Interest Group for the Advancement of Library Services in Emerging Countries (SIG-ALICE): an introduction and highlights
Bethany Wilkes – Yale-NUS College (Singapore)
Dianne Cmor – Concordia University in Montreal (Canada)
Veronika Diem – Technical University of Munich (Germany)
Kolap Mao – Pannasastra University of Cambodia (Cambodia)
The Special Interest Group for the Advancement of Library Services in Emerging Countries (SIG-ALICE) is a newly formed special interest group of IATUL. The group was established following the IATUL Directors’ Summit on “Strategic Library Management in Emerging Countries,” held in Phnom Penh, Cambodia, in March 2017. This special interest group focuses on developing partnerships between IATUL and libraries and library associations in emerging countries to strengthen libraries in those countries. In collaboration with these libraries and library associations, SIG-ALICE contributes expertise and support for the further development of libraries in emerging countries.
As SIG-ALICE arose from the IATUL Directors’ Summit held in Phnom Penh, Cambodia, its immediate projects and activities are focused on Cambodia; however, the group will expand its scope to address libraries in other emerging countries as it becomes more established. The group’s two main activities are currently: establishing a union catalogue in Cambodia in order to facilitate national collaboration such as interlibrary loan and establishing a mentorship programme for Cambodian library directors to provide support and coaching. SIG-ALICE held its first meeting in October, 2017, so its activities are in their beginning stages; however, they already promise to be both exciting and ambitious.
The group is eager to share its developments! This presentation will provide background and context about libraries in Cambodia, details about the SIG’s two primary goals and the steps that are being taken to achieve them, and challenges that are foreseen in attaining these goals. The ways in which the group may extend its activities to libraries in other emerging countries will also be explored. This presentation will provide the essential information needed for other IATUL members to recognize the roles and responsibilities of one of IATUL’s newest special interest groups, as well as exciting updates about recent developments.
After working in several warm climate countries (Qatar, Hong Kong, Singapore), Dianne Cmor has returned to Canada as Associate University Librarian, Teaching and Learning, at Concordia University in Montreal. She thinks she is still tough enough for a Montreal winter, but time will tell …
Dr. Veronika Diem studied history. After a further education programme in academic librarianship she is working at the University Library of the Technical University of Munich as Deputy Head of Acquisitions & Cataloguing. She is additional involved in the university’s mentoring programme for refugees.
Ms. Kolap Mao has worked in libraries since 2001 and is one of a few librarians in Cambodia who hold a master’s degree in library science. Kolap has been the Library Director at Pannasastra University of Cambodia since 2005, with a brief absence to obtain her Master’s. In 2017, she was promoted as a vice president for student affairs at Pannasastra University of Cambodia.
Bethany Wilkes is the College Librarian, Yale-NUS College in Singapore. She has worked in academic libraries in several parts of the world, including the Caribbean, Hong Kong, and Alaska.
Special Interest Group for Research Impact Support Services in Libraries (IATUL SIG-Metrics)
Trish Wilson – Victoria University of Wellington (New Zealand)
Recognising that research impact support services are becoming increasingly important and relevant to academic libraries, IATUL formed a special interest group on this topic in early 2018. This session will cover the formation of the group, its scope and planned focus for the upcoming period. There will also be opportunity for the audience to engage and discuss this topic and how the work of the SIG-Metrics group could benefit IATUL members.
Trish is Chair of IATUL SIG-Metrics and Associate Director, Library Academic and Research Services at Victoria University of Wellington, New Zealand, where she has worked since 2011. Her directorate is responsible for the University’s Library academic and research engagement functions and for the Library’s digital infrastructure underlying these programmes. Before joining Victoria University Library, Trish worked in a range library roles in various government agencies and universities, including seven years at the University of Melbourne before returning to NZ in 2009.
3C: User Centered Library and Service Design
Studio 55: Library Makerspace with a difference
Gillian Barthorpe, Hans Tommy – Auckland University of Technology Library (New Zealand)
AUT Library launched Studio 55, the Library Makerspace in 2017, the first in a New Zealand university library. While the concept of a library makerspace is not unique our approach has been a little different. We have adopted a more ‘low-tech’ approach in that we don’t have a 3D printer and other more ‘hi-tech’ equipment that is fairly standard in most makerspaces. It is a highly visible space that is open to all to ‘think, make, do’ and share skills, ideas and work together across disciplines. It is designed to engage the community in new ways of working and learning As we are operating in a constrained budget environment we were only able to allocate 0.2 FTE position to coordinate activities. Further support is provided by an active and competent Makerspace Operations Group comprised of staff from across the Library. We were also fortunate to have an Artist-in-Residence, funded by Student Services, based in the space in the latter part of the 2017. The workshops he offered greatly enhanced the range of activities offered. This presentation will discuss our approach, the workshops held, the learnings to date and a way forward.
Gillian Barthorpe, Director, Collection Services Gillian has been employed at AUT Library since 1998 and has held various positions during that time. She has been in her current position since 2009. She has been an active IATUL member for a number of years and managed the IATUL website from mid-2007 until mid-2017. She has been the driver behind the launch of the Library Makerspace. Hans Tommy, Communications &Marketing Specialist Hans has been employed at AUT Library since 2014.
Using Virtual Reality to Create Real World Collaborations
Richard Smith, Oliver Bridle – University of Oxford (UK)
The Radcliffe Science Library (RSL) is Oxford University’s principle science library and it provides easy access to digital tools to enhance teaching, learning and research. Previous projects have developed lending programmes for e-readers and iPads and introduced a popular 3D printing service. The library’s interest in adapting to disruptive technology and providing innovative tools to support academic projects and exploration of new technologies led us in 2017 to initiate a Virtual Reality (VR) lending programme. University members can now borrow VR Headsets, 360⁰ degree cameras and supplementary equipment free of charge from the RSL.
In this paper we describe how the library VR programme has supplied opportunities to become more directly involved with student and researcher projects. In particular we will discuss the techniques used to promote experimentation with VR technology including touring the equipment around academic departments, organising a VR competition and engaging with real-world scientific research. Additionally we demonstrate how new services can develop into strategic collaborations which bring mutual benefits to the library and its partners. In particular, the RSL helped establish the VR & AR Oxford Hub in collaboration with University researchers. This has created a network of students, researchers and staff who are either working on or simply interested in VR & AR Technologies. The hub facilitates the sharing of ideas, expertise and equipment between members whilst also highlighting the library as a provider of innovative services.
Our experience shows that far from being a ‘gimmick’, the VR lending service is part of maintaining the library’s relevance to the academic community while also remaining committed to the core library values of supporting research and disseminating information.
Since 2015 Richard Smith has been the Technology Support Officer based at the Radcliffe Science Library, University of Oxford. He is responsible for supporting all technologies at the Radcliffe Science Library and maintaining the 3D printing and Virtual Reality services. Oliver Bridle is currently the MPLS Life Sciences Subject Specialist based at the Radcliffe Science Library, University of Oxford.
Selecting and Implementing Leading Edge Technology Services: Library as Partner in the Innovation Ecosystem
Patrick Colegrove – DeLaMare Library (USA)
The practice of libraries – and with it, librarianship – continues to evolve. New technology and services are fundamental to library support of innovation and creativity; deciding which technologies and/or services to implement can be less clear. The overlap of design thinking with best practices of emerging technology and libraries offers a practical approach: real-world examples of success and failure illuminate an emerging framework for improved selection and implementation of leading-edge technology in the library environment. Novel services and technologies offered by a library that is part makerspace, part accelerator, and full partner in the innovation ecosystem of the university are shared, offering simple steps and insight that can increase the likelihood of successful selection and implementation. Revitalized spaces of the library become a natural hotbed for open innovation; enhanced depth of learning, creativity, and increased opportunities for successful tech transfer appear to be a natural result.
Emerging Technologies, Open Innovation, Design Thinking, Makerspace
Tod Colegrove, Director of the DeLaMare Library, holds doctorate and master’s degrees in physics, and the Master of Library and Information Science. A recognized leader of the maker movement, and pioneer of the impact that makerspaces in libraries can have on learning, discovery, and engagement, under his leadership the academic library became the first in the United States to offer 3D printing services and has been named one of the Most Interesting Makerspaces in America.