Day 1 of ALIA Access 2010 started really well. There was a lot to see and hear with the conference having 5 streams happening concurrently. As it was booked out you needed to specify which sessions you were interested in going into. I had decided to follow the information literacy sessions on the Thursday and the Public Library sessions on the Friday. There were some great sessions and some that I found were not of any interest to me personally.
The first session of the day started with the exploration of whether information literacy and web 2.0 posed a paradox. This session was led by Christine Bruce.
Information Literacy and web 2.0: a paradox
- whole idea of web 2.0 is all about socially constructing knowledge
- What are the most important thoughts (about IL) that you have come with this morning?
- What would you like to be thinking about today?
- What would you like to leave with at the end of the day?
Some of the comments from the audiences included:
- [IL] Hot topic, web 2.0 is here to stay with web 3.0 is on its way
- Pace of change
- Think of the future in workplace as well with clients
- Way of being able to include people not thought of before
- Need to go beyond our systems to help people
Why does it matter in web 2.0/web 3.0 environment
Should we rewrite the standards
Who are we?
Where have we come from?
20 years ago: PC’s AARNEt
- card catalogue => being replaced
10 years ago: internet
5 years ago: web 2.0
Who are we supporting?
5: content creators
10: Information users
20: library users
- servicing library users
- not the same today, servicing others as well now
- Thinking more about content creators
- Making info lit relevant?
- It doesn’t matter what you call it, as long as you can bring the transformative power of information use to people (Pat Breivik)
- what are we making relevant?
- How can we bring the transformative power of information use to people where they are?
IL and web 2.0
- what is the relationship between IL and web 2.0? what makes it a paradox or not?
- How to use web 2.0 environment to make things better
- Enormity of information => information overload
- Information literate person – what does it mean?
- Using social media to find information – are they information literate because they recognise that they don’t know something but know where to ask?
- Changing definition of information literacy
- IL is using it information effectively in your environment whatever it may be
IL & web 2.0
- it seems to me that the only thing paradoxical about il & web 2.0 is the assumption that all learners have access to 21st century skill building opportunities that prepare them to actively engage in our networked information ecology & to do so successfully. Just because you have access to web 2.0 (Lana)
- IL is needed in all types of environment, physical & virtual. Web 2.0 can make som IL issues more prominent (eg ethical use of information in social networking) (Sheila Webber)
- Knowledge is never static. Web 2.0 makes this even more so.
- Melding of IL and web 2.0 is not really a paradox … it is possible to develop il competency with or without social networking tools.
- Web 2.0 is the greatest tool that ever happened to IL
- Web 2.0 provides a miraculous and innovative way to build collective intelligence…
- Libraries, archives and museums working together with k-20 educational institutions can fruitfully engage cultural communities in the co-construction of digital knowledge which acknowledges authentic contexts, concepts, and truths as ‘significant’
- Web 2.0 offers: novel information sources & learning opportunities
- Provocation to users to : explore, experiment, evaluate & evolve with developing technologies; actively learn with/about web 2.0
- Web 2.0 is going to challenge us from focusing in information-centric model of IL to empowering users to be creative
- Web 2.0 portends a future which holds a different understaning of knowledge and meaning making
- Journey to this future requires literacy
- IL + web 2.0 = transliteracy
- Where textual literacy converges with fluency in different types of media
- Transliterate library is a space where ‘staff are motivagted and are able to express their creativity and experiment with different media’
- Lost dimension (Lloyd) = web 2.0 environments the body is disenfranchised and silenced as a source of information that is central to learning. IL is a way of knowing an information landscape.
- Web 2.0 reshapes aspects of IL. Dissolution between producers and users of information sharpens the importance of assessing the credibility of information sources.
Experiencing IL in Web 2.0
- What does the experience of IL in web 2.0 look like, for different types of users?
- Who are the users? Howa re they engaging? What are they engaging with? For what purposes?
- How is the relationship between people and information/information use constituted?
So what’s happened since 1989
- thinking differently about IL
- understanding people’s experience of using information
- thinking differently about supporting IL
- supporting the experience of using information to learn
IL and web 2.0
The need to be able to:
- use info wisely
- technology different
- engaging with information is required
- skills in access, retrieval, mgment and use are required
Information Literacy in Public Libraries: a covert operation
- web 2.0
- reader development
- information literacy
- BookCoasters – Book club (online)
Does IL matter in public libraries?
- IL is critical
- Public libraries are lifelong learning centres
- IL is not just about skills
- IL seen as something that happens with formal learning
- the ‘post-modern’ condition
- public libraries are used for recreational reading & info
- customers are resistant to formalised learning and didactic instruction
- stigma attached to being seen as illiterate or ignorant
- speed and simplicity of information desire makes public library users resistant to formal type of learning
- rival model required if users resistant to the formal model of training IL
Book coasters (http://gcbooks.wordpress.com/ )
- book coasters is the Gold Coast Library Services’ online book club blog
- blogging – the book club blog is an opportunity for :
- conversations about books that support reader development
- knowledge sharing as the nexus of reader development and information literacy
what does book coasters do?
- conversations about books
- monthly books
- favourite reads
- is not just about a customer’s next great read
- encourages & facilitates reading
- fosters an appreciation for reading that underpins lifelong learning & encourages reflection & critical thinking
- builds communities
web 2.0 & reader development
- public libraries’ key roles:
- promote reading & informal learning
- provide access to digital skills & services
- tackle social inclusion, build community identity and develop citizenship (UK Framework for the Future, 2003)
- discussing books as part of a community of readers is beneficial
- Online book club blog extends the community beyond the physical library
- Libraries help build social inclusion
- community becomes wider than just the physical one
- public libraries can
- consciously link reader development and information literacy
- overtly skill their staff to support this
- covertly improve community information literacy and engagement
Improving Information Accessibility and Literacy in Australia
Christopher Burgess, ReadHowYouWant
- 21st century is an information century
- Timely access to information at a fair price is essential for education, employment, independence and quality of life
- Access to information is a basic human right
- Single edition is outdated – books are like shoes – one size does not fit all
- Books should be available in the format required by the reader, on publication, for a fair price
What is accessibility
- availability of information in the right format for a particular reader
- available at publication date
- at a fair price
- readers need to know about the new formats
- readers can find information easily
- readers can borrow from local libraries if they cannot afford to buy
Standard size books do not meet needs
- of vision/physical impaired 5% and increasing
- of people with language based reading difficulties (dyslexia) 7-15%
- of English as a second language
Formats needed for real accessibility
- visually impaired people need Braille and DAISY
- Dyslexics – audio/DAISY, new print formats, new electronic formats
- Macular degeneration, large intense type, special print formats
- English as a second language
Accessibility is Poor
By previous definition, probably much less than 5% of information is truly accessibly
Who we are and what we do
- origin of company
- business model
- single conversion/multiple outputs
- large print (print on demand) in 5 different sizes
- DAISY (Synthesized voice format)
- New formats as developed
- book should fit the needs of the reader not the other way around
- fairly prices accessible edition are for sale with active publisher involvement via Library Suppliers or direct via our website at www.readhowyouwant.com.au
Shelf-ready library formats
- Library Name
- Catalogue Barcode
Library Donation Project
- Librarians select RHYW title and format
- Reader puchases and donates the book to the library
- donor dedication printed in book, tax deduction and first to read book
Libraries and New Formats
Selection become more complex
Staff need to be better informed
Inter-library loans of alternative formats important (e.g. book group sets for SL)
Compliance with disability legislation (DDA) a concern
Libraries a key resource
- aging population, libraries are central resource
- key providers of accessibility
- new development such as print on demand
Online Learning Web 2.0. From Staff to Public – Lessons Learned and Challenges Faced
Looking @ 2.0
Online learning web 2.0
- web 2.0 impacting on people’s personal, work and all life
- distance and time no longer barriers
- negative publicity creates fear and reluctance
- some sign up and not sure of dangers
- libraries in competition to find new ways of providing information
Learnings processes & challenges
- Funding – from OPAL
- Project Team
- Platform – Moodle
- Organise yourself
- Listen, Watch & Mix it
- Talk & Connect
- Get It out there
- Keep up to date
- Share Your photos
- Play & be entertained
- Get more & explore
Information Literacy Skills in Libraries – The Web 2.0 Way
- to ensure students succeed in Diploma units which include many web 2.0 apps by providing scaffolding at basic level first
- to use workplace based scenarios
- to work with industry partners and current Diploma students to create teachers’ toolkit for state wide use in delivery
- first meeting established workplace based scenarios with industry reps
- second meeting – draft delivery plan
- third meeting – affirmed trial delivery plan
- fourth meeting – examined students’s work
- ability to use Google & iGoogle important, RSS feeds
- course only 13 weeks 3hrs a week
- class of 16
- previously completed cullb005b search databases experience
- mixed group
- after second class split into two groups to trial sequentially
- saved money in budget by using Elluminate
- Blog using blogsome
- Managing links, uploading pages, stability of site
- See students comments
- Libraries, RSS and Delicious
- Libraries and blogs
- Libraries and Flickr
- New class of 8
- Build on evaluations from previous class
- Longer time frame
- Teachers’ toolkit available
- missing blog
- student participant unwell
- industry commitments
- teaching commitments
- firewalls and IT infrastructure
- Long Service Leave?
Transforming Information Literacy Through Experimentation and Play
- Extra normal => web 2.0 animation program
- Support for learners, teachers and researchers
- Academic libraries are serious places for serious learning
- Academic libraries are social places for serious learning and play
- Turning ideas into reality
- Google skills
- Finding images
- Mobile searching
- Make me famous!
- Fun day!
- Treasure hunts
- Technology petting zoo!
- InfoSKills Bank
- Study Guides
- Tours and workshops
- Information literacy anywhere anytime
- Takes time for communities to develop in web 2.0 technologies
- QR codes = make physical library more interactive and user friendly
- Need to respect people’s view on privacy.
Studywell – Giving the Edge: Students Getting Ahead
- Does it make sense to them?
- Who is responsible for the sense-making?
- online repository of study and learning resources for students
- online repository of teaching tools for staff
- hybrid virtual portal
- allow for user autonomy
- site “hierarchy’ equal and user definable
- multiple formats
- 3 clicks
- Cognitive constructivist design
- Metaphor or theme criterion to motivate interaction
The ‘Youtube One’ – A Youtube Video as a Learning Tool
A need for information
- students to produce video about current topic in our profession
- providing information to someone who needs it. IL needs of person doing video as well as IL needs of target audience.
The resources available
- using open source tools as well as traditional tools
The need to evaluate results
- need to evaluate the videos / results
- get peer feedback in fun way
How to work with or exploit results
Ethics and responsibility of use
- ethics of copyright / privacy issues considered
How to communicate or share your findings
How to manage your findings
- some aware of their presence on the web
- some certainties
- unit learning included steps in assessment, storyboarding – showed/taught what it was how to go about etc.
Things talked about were issues for some – especially around copyright