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SIF Library Network Support Serv Powered By Docstoc
					   Library Network Support
 Services (LNSS): championing
information literacy across the
     Shannon Consortium.
                   Jerald Cavanagh
                 BSc Econ, MSc, MA
                  Institute Librarian
           Limerick Institute of Technology
               Jerald.Cavanagh@lit.ie

           Padraig Kirby BA(Hons) HdipLIS
          LNSS Librarian Project Coordinator
           Limerick Institute of Technology
                 Padraig.Kirby@lit.ie
Contents
SIF, Shannon Consortium and the birth of the LNSS.

LNSS- what is it? What’s the timescale, Steering Group, Shannon Consortium partner.
libraries and funding

•LNSS and Information Literacy.

•Why is information literacy important?

•Defining information literacy.

•Is information literacy a high priority in Ireland?

•LNSS and information literacy in the Shannon Consortium.

•LNSS Stakeholder Workshop October 6th 2008.

•Why was Cranfield Online information literacy suite selected?

•Why was Epigeum “Research Skills Online” selected?

•The importance of staff Development for information literacy initiatives.

•Marketing the LNSS.

•Conclusion: what will the LNSS have achieved?
SIF, the Shannon

Consortium and the

birth of the LNSS
Strategic Innovation Fund (SIF)
•In 2005 the Irish Government announced a 1.2 billion funding package for third
level education in their budget.

•This was considered by many to be a landmark moment for the universities and
Institutes of Technology. (Irish Times, 2005)

•This package was supported by a further €300 million Strategic Innovation Fund
(SIF) where colleges compete for finance.

•This new funding would be spread over a five year timeframe.

• The Irish Universities Association (IUA) representing the seven Irish University
presidents called the Budget statement groundbreaking. (Irish Times, 2005)

•Minister for Finance Brian Cowen identified the need for colleges to help
themselves- a deeper need for collaboration between them. Under SIF colleges
will be “rewarded” for cost efficiencies and for meeting wider economic and
social targets. (Irish Times, 2005)

•The Irish Government had made a pact with third level: it will deliver world class
funding if the colleges deliver world-class performance.
The strategic innovation fund was established by the Government to
promote collaboration, support change and enhance quality in Irish
higher education so that it is equipped to meet the challenge of driving
Ireland’s development as a leading knowledge economy. It reflects the
reality that for Irish higher education to attain world-class standards,
we need to identify creative approaches that build on the collective
strengths of our institutions, working together as a cohesive system.
(Ireland, Department of Education and Science 2005)


Minister for Education (2004-2008) Mary Hanafin
(SIF)- it’s main aims.


•Enhancing collaboration between higher education and
institutions.


•Improving teaching and learning.


•Promoting access and lifelong learning.


•Supporting the development of postgraduate education.
The Shannon Consortium

•There were two rounds of SIF funding known as SIF 1 and SIF 2


• The Shannon Consortium consisting of Limerick Institute of Technology,
Institute of Technology Tralee, Mary Immaculate College Limerick and the
University of Limerick was formed in the context if SIF cycle 1 in 2006.

•The Consortium is an example of how various colleges formed regional
alliances to build strong SIF proposals.

•The Consortium’s vision is to transform the Higher Education landscape in the
region. This integrated approach across a university, a teacher education
institution and two Institutes of Technology is unique in the country (Limerick
Institute of Technology, 2007)



.
•Some examples of other Shannon Consortium projects…

•Shannon Applied Biotechnology Cluster (LIT/ITTralee) SIF 1 funded.

•The Buildings Research Establishment for Ireland (LIT/UL/BRE UK)
SIF 1 funded.

•Wired FM Student Radio Station (LIT/MIC) SIF 1 funded.

•Innovations in Teaching and Learning Support (UL, LIT, ITTralee,
MIC)) SIF 2 funded.

•The Regional Workforce Up skilling Network (LIT, ITTralee, MIC, UL)
SIF 2 funded.



•Library Network Support Services (LIT, ITTralee, MIC, UL) SIF 2
funded.
The birth of Library Network Support Services (LNSS)

•In order to avail of an excellent opportunity for funding the Directors
of Library Services at each of the Shannon Consortium Libraries-
Limerick Institute of Technology, Institute of Technology Tralee, Mary
Immaculate College and the University of Limerick came together to
form the Library Network Support Services (LNSS) Steering Group.


•Following much consultation between the LNSS Steering Group the
SIF proposal Library Network Support Services (LSSS) was submitted
to the HEA (Higher Education Authority) in May 2007 as a Shannon
Consortium project under the SIF 2 cycle of funding.


•The project submission was successful with Limerick Institute of
Technology as lead institution for the project.
Why was our submission successful?


The LNSS project submission- comprised of two main strands
which are arguably the two most important issues facing
libraries today that of:



Information Literacy .


Library Staff Development.
LNSS: What's it about?


What’s the timescale?


Steering Group, Shannon
Consortium partner libraries and
funding.
LNSS : what’s it about?
Lead Institution
•Limerick Institute of Technology (LIT) is the lead institution for the Shannon
Consortium LNSS project


What’s the project about?
• LNSS coordinates the sharing of resources and expertise between the
participating libraries in Limerick Institute of Technology, Institute of Technology,
Tralee, University of Limerick and Mary Immaculate College, Limerick.


What will be the overall outcome?
•LNSS will result in innovative support services responding to the changing
expectation of library users.
• It will also provide joint professional development opportunities for library staff
working in the evolving information environment, through the establishment of a
Regional Network for Staff Development.
LNSS: what's the timescale?

•LNSS Initiatives will be rolled out across the partner institutions (LIT, ITTralee, UL,
MIC) over two and half years (August 2008-January 2011). The LNSS Project has 2
main strands:

1.Information Literacy (IL)- Under the direction of the LNSS Steering Group Select, develop,
implement and evaluate a suite of IL initiatives to International IL standards for the partners
libraries as a framework of support for learners over 2008 for rollout in 2009/2010. This IL
initiative will consist of a web-based, self paced information literacy modules.


2.Regional Network for Staff development: Under the direction of the LNSS Steering
Group and in collaboration with the Library Staff development Unit of the University of Limerick-
Development of a Regional Network for Staff Development for sharing of professional
development opportunities across the Consortium supporting skills development and innovative
practice enabling library staff to manage the evolving information environment and to match the
changing needs of users.
LNSS-      Steering Group, staff , partner libraries and funding

The successful LNSS project submission was the creation of four Directors of Library
Services who came together to form the Library Network Support Services Steering
group.

The members of the LNSS Steering Group are:


Jerald Cavanagh
(LIT- LNSS Project Leader)
Gobnait O’ Riordan (UL)
Pat Doherty (ITTralee)
Gerardine Moloney (MIC)
Brid.Foster (LIT)
Catherine Murray (ITTralee)
LNSS Staff
There are 3 dedicated SIF Funded staff working on the LNSS Project:

•LNSS Librarian Project Coordinator (Grade VI)-
Oversees and manages the LNSS Project- responsibility for coordination and
development of Information Literacy initiatives and with the Library Staff Development
at the University of Limerick coordination of a Regional Network for Staff
development.


•LNSS Administration and Accounts Assistant (Grade IV)-
 Based in LIT and reporting to the LNSS Librarian Project Coordinator- provides support
for the activities of the Library Network Support Services project.


•LNSS Administration Assistant (Grade IV)-
Based in UL and reporting to the UL Library Staff Development Unit at the University of
Limerick. Provides Administrative support for the activities associated with the work of
the Library Staff development Unit in support of the LNSS Project.
LNSS funding
Total funding = almost 1 million euros (€990,000)

This funding is broken down as follows:

SIF requirement = €495,000
Matched funding= €495,000 =€990,000

Matched funding – consists of staff time of non SIF funded staff in
partner libraries such as time spent attending training courses and any
other work which is not directly funded by SIF.

Information Literacy: €658,490
Regional Network for Staff development €331,510 = €990,000

In 2009 funding was re-evaluated due to recent economic developments.
Future total available funding has not been established.
LNSS and information literacy:


What are the objectives?
Select, develop, implement and evaluate a suite of online modular IL
initiatives to international IL standards for the partner libraries. This will
involve developing a framework of support for learners over 2008 for
rollout in 2009/2010 which will enable them to have:


•Improved skills in finding, using and evaluating information.
•Greater awareness of sources of information.
•A greater understanding of academic information resources as an
important component in the learning cycle.
•Improved understanding of the risks and pitfalls of abusing information
sources.
•Ability to retrieve information using a variety of media.
•Skills to critically evaluate information.
•Ability to access quality information.
•Enhanced transferable skills on completion of their studies.
•Ensure the IL initiatives align with and contribute to each partner library’s
existing IL programmes.
•Ensure each partner library’s requirements are represented in the design
and delivery of the new IL suite.
•Ensure library staff are aware of the IL suite and have the skills to deliver
them;
What were the key outputs and

outcomes for IL agreed with the

HEA for the LNSS?
                    LNSS- Information literacy
 KEY OUTPUTS AND OUTCOMES AS AGREED WITH THE HEA 2008-2011
A.                             OUTCOMES

Thematic Area
                               Shannon Consortium Library Network Support Services
Project name
Project Objective              Information Literacy (IL)
Project Coordinator            Jerald Cavanagh, Librarian, Limerick Institute of Technology

                                                                 Interim targets

Activity                                2008/09                       2010                     2011                Outputs            Outcomes
Appointment of staff (All      Two members of staff                                                           Staff appointed       Staff in place
partners)
                               (1 Project Coordinator
                               Grade VI, 1
                               Administration
                               /Training Assistant
                               Grade VI, (Grade VI to
                               be divided between LIT
                               an UL)
Project co-ordination (to be   Project scoping exercise Complete suite of              Continue IL rollout    Statement of needs Project
carried out by appointed
Grade VI and Grade IV
                                                        modules for                                           established. Pilot requirements
personnel)                                              participating sites.                                  modules completed identified.
                               Inter Institutional          Awareness and              Assessment and         Project programs Clear plan for
                               Project Development          training of staff.         evaluation of IL       agreed. Staff        modular
                               Workshop                                                effectiveness          trained and ready to training and
                                                                                                              deliver modules.     rollout.
                               Agreed development           Role out of IL             Assessment of the      IL ready for          IL ready for
                               and rollout of               modules across the         effectiveness of the   delivery.             use.
                               Marketing                    sector.                    institutional
                               Plan                                                    cooperation.
                               Agree Pilot Site                                                               IL delivered across
                                                                                                              Institutions.

                               Customize and develop                                                          Written report on Final Report
                               IL modules for pilot site                                                      the effectiveness of completed.
                                                                                                              IL across sector and
                                                                                                              institutional
                                                                                                              cooperation
Key outputs and outcomes 2008/2009

•Appointment of LNSS staff

•Project coordination to be carried out appointed grade
VI and grade IV personnel incorporating-

•Project Scoping exercise.

•Inter Institutional project development workshop.


•Agreed development and Rollout of Marketing Plan.

•Agree Pilot Site.


•Customize and develop IL modules for Pilot site.
2008- delivered.
•LNSS Staff appointed. (August 2008)

•Project scoping meetings held with senior library staff- from partner libraries-
broad needs identified. August/Sept 2008)

•LNSS Stakeholder Workshop held- IL institutional needs clarified. IL suite
reviewed and recommendations for IL suite selection made. (October 2008)

•Collaborative Marketing Strategy identified- Development of LNSS Website-

•Pilot site agreed (October 2008)

2009- planned deliverables.

•Rollout of IL suite in Pilot site.

•Awareness and training of staff in Pilot site- Training programme launch in
2009.

•Rollout of Collaborative Marketing Plan (LIT led). LNSS Website rolled out.
Promotion of IL suite in Pilot site.

•Customize and develop modules for all other sites-
Why is Information

Literacy important?
•The idea of information literacy, broadly defined as the ability to
recognize information needs and to identify, evaluate and use
information effectively, has been of growing concern in the education
sectors for a number of years. (Bruce, 1999)



•Information literacy has emerged as a central purpose for Librarians
over the past decade. Macrum (cited in Clyde 2005)



•Recent years have indicated a phenomenal push toward librarians
demonstrating their pedagogical skills. (Bloom and Deyrup 2003).
    The development of numerous standards guidelines and reports denotes
    increasing importance of IL (well known standards in red)
    United States
•   American Library Association Presidential Committee on Information Literacy report.
    (1989)
•   Guidelines for Instruction programs in academic libraries. (1997)
•   Information Literacy Competency standards for Higher education (Association of College
    and Research Libraries. (ACRL) (2000)
•   Objectives for Information Literacy Instruction: a model statement for academic libraries
    guidance document.
•    Characteristics of Programs of Information Literacy that Illustrate Best Practices: A
    Guideline. (Institute of Information Literacy)
•   Objectives for Library instruction: a model statement for academic librarians. (2001)
•   Assessing student learning outcomes in information literacy programs. (2002
Australia/New Zealand
The Australian and New Zealand Information Literacy
Framework: principles, standards and practice ( ANZIL
2004)



United Kingdom
Information skills in higher education- Standing Conference
of National and University Librarians (SCONUL 1999)
Defining Information Literacy
Sundin (2008) has noted that much has been written about IL yet
there is no single undisputed definition of what IL actually is. Why
is IL important?


Information literacy is about people’s ability to operate
effectively in an information society. This involves critical
thinking, an awareness of personal and professional ethics,
information evaluation, conceptualizing information needs,
organizing information, interacting with information
professionals and making use of information in problem-solving,
decision-making and research. It is these information based
processes which are crucial to the character of learning
organizations. (Bruce 1999)
Some definitions:
   Information literacy is knowing when and why you need
   information, where to find it, and how to evaluate, use and
   communicate it in an ethical manner. (Chartered Institute of
   Information Professionals 2004)
Also the Society of College National and University libraries.
   (SCONUL)
Is Information Literacy a

high priority in Ireland?
Is Information Literacy a high priority in Ireland?

•As with Governments internationally Ireland through bodies such as the Information
Society Commission have also been concerned with information literacy and realise
that the “ability to think, and to select and use the information at our disposal will be
the critical determinant of future success of the Information Society in Ireland.
(Ireland, Information Society Commission 2000)



•The Conul Working Group on Information Skills Training (IST the term “information
skills” is more commonly used in Ireland than the term “Information literacy”) have
been concerned with research into best and current practice in IST within Conul
libraries. (CONUL 2004)



•They also investigate ways of integrating IST into institutional teaching and learning
programmes with regard to teaching and learning developments and virtual learning
environments/managed learning environments. Seeking out new development
opportunities and developing appropriate promotional is another of their concerns.
(CONUL 2004)
Is Information Literacy a high priority in Ireland?

•While there is concern in Ireland that there should be active participation
and success in the global information society (Webber and McGuinness
2007) and if Information literacy is the fusing of different concepts, the
integration of library literacy, computer literacy, media literacy, information
ethics, critical thinking and communication skills (Parang et al., 2000 cited
in Bloom and Deyrup 2003) the focus in Ireland has tended to be on
information technology not information literacy. (Webber and McGuinness
2007)



While some academic libraries in Ireland are developing institutional
information literacy frameworks (Breen and Fallon 2005) there is there is no
coherent approach to developing information literacy (IL) skills in Ireland
and no cohesive national strategy (Russell 2008).
LNSS and Information literacy in

   the Shannon Consortium.
Information literacy in the Shannon Consortium-
LNSS Stakeholder Workshop October 6th 2008

The LNSS Stakeholder Workshop October 6th 2008
Information Literacy component was attended by 14 senior
library staff from Shannon Consortium Libraries including
staff at Director of Library Service level.


The purpose of the workshop was twofold:

•   To identify the current level of information literacy practice
    in the Consortium;

•   To identify suitable online modular information literacy
    suites for purchase by the Consortium.
LNSS Stakeholder Workshop October 6th 2008-

1. To identify the current level of information literacy practice in
   the Consortium.

•    To address the first issue, of current situation, the groups from
    the various institutions were asked to reflect on a number of
    questions that they were required to answer to ascertain the
    position in their own institution.

•   The purpose of this session was to ensure that when the group
    were reviewing the possible IL suites that could be used, that
    they would use the information gathered in this session to
    make sure that the needs of their own institutions would be met
    within whatever suite was chosen. The questions that each
    group considered were:
•   Current IL approach used in their institution?

•   Key challenges the institution faces in IL?

•   How the institution is marketing/ensuring a presence of the
    current IL offering?

•   IL needs in institution? (any unique issues to be considered)

•   Preferred direction of IL project for each institution, any
    specific requirements that the institution would like the model
    to include?
Summary of results: how is Information Literacy currently being provided
  in Shannon Consortium across Shannon Consortium Libraries?

Provision of study guides online and paper.

Information literacy guides/tutorials on the Library Website e.g. on
    plagiarism, referencing.

Use of VLE’s such as Moodle/Blackboard for online delivery.

Subject specific tutorials- presentations delivered by subject librarians in
   Library Training Rooms.

General orientation for 1st years- e.g. library tours.

Support provided by the Learning Support Unit.

“Drop in” information literacy sessions for students.

Source: LNSS Stakeholder Workshop October 6th 2008.
Summary of results: What are the challenges facing Shannon Consortium
  libraries regarding information literacy?

•   Overreliance on subject librarians- need for 24/7 online information literacy
    resource.
•   Lack of coordination with regard to information literacy efforts.
•   Fragmented approach to information literacy.
•   Need for marketing of current information literacy initiatives to both students and
    staff.
•   Lack of confidence of the staff regarding information literacy.
•   Convincing academic staff of the importance of Information Literacy.
•   The need for a more organised approach to Information literacy provision for
    students.
•   Shortage of staff to deliver information literacy initiatives particularly hands on
    lecture based IL provision.
•   Plagiarism is a big issue.
•   Need to select an online modular information literacy suite from suitable
    providers- something which would require the minimum amount of customisation.
•   Lack of facilities for IL training.
•   Need for Library involvement in the institutional marketing strategy in order to
    promote information literacy initiatives.
•   Need to cater for distance learners and international students.

Source: LNSS Stakeholder Workshop October 6th 2008.
2. To identify suitable online modular information literacy suites for
    purchase by the Consortium- before we answer this question perhaps
    we should first ask:




Why did we choose to rollout online, modular
 information literacy initiatives in Shannon
 Consortium libraries?
The number of available electronic resources has skyrocked in recent years and
the access to these resources has become more widely available and hence the
demand for online support has also multiplied (Xiao 2004)

This has presented libraries with a two-fold challenge:


•   How to facilitate online support on a 24/7 basis?



•   How to communicate effectively to address queries covering a wide
    range of topics from users differing in skills and learning styles?
•   Also stakeholders in Shannon Consortium libraries and particularly the
    LNSS Steering Group were aware that delivering information literacy
    online was fast becoming a popular mode of delivery.


•   For example between one study of online information literacy modules
    between August and October 2004 identified that there were 31 Online
    information tutorials available through Scandinavian universities.
    (Sundin 2008)


•    In another study over 200 Information Literacy tutorials were identified
    from the English speaking world. (Hunn and Rossiter 2006)
Why select information literacy content from suitable providers rather than
  design from scratch?
   Research into the cost of designing content in- house had shown that the LNSS
   could achieve better value by selecting e learning content from suitable vendors
   rather than design in house .
   Rumble (2001) estimated the cost of developing an e learning as between $6000
   and $1, 000, 000.

   In a more recent study (Lee et al 2004) an e learning resource for 23, 000
   students was launched at a cost of $1.1 million.

   While e learning must be successful in reaching learning objectives, have easy
   accessibility, have a consistent and accurate message, be easy to use,
   entertaining, memorable, relevant, and if possible result in reduced training
   costs (Angeliki et al 2005 in Steen 2008) it need not be developed from scratch
   and existing best models may be adapted and utilized.
Methodology for selecting online, modular information literacy initiatives


Prior to the LNSS Stakeholder Workshop research was conducted across
the Consortium coordinated by the LNSS Librarian Project Coordinator into
 online information literacy suites currently available worldwide.

Using criteria influenced by research into current practice in Reusable
Learning Objects (University of Cambridge 2003) and instructional design
20 potential suites were identified which were subsequently reduced down
to 8 using interview email and survey techniques.

These 8 tutorials were subsequently reduced down to 2 using Workshop
techniques involving the main stakeholders comprising of senior library
staff in the Shannon Consortium.

These 2 were selected for purchase.
LNSS Stakeholder Workshop October 6th 2008
Methodology for selecting online, modular information literacy initiatives

These are the criteria agreed by stakeholders with which to evaluate the online
   information literacy suites. These criteria were used to reduce 20 online
   information literacy down to 8. Such criteria was influenced by research into
   reusable learning object specification (University of Cambridge 2003) and
   instructional design.


•   Does it meet a variety of learning styles?
•   What is the degree of interactivity? Does it promote active learning and
    hence is the pedagogy sound?
•   Can the resource stand alone or is substantial customisation required?
•   Can the resource be customised if required?
•   Does the resource cater for different levels of IL needs of students
•   What is the level of ongoing maintenance?
•   How does the resource look? Will students find it appealing?
•   Has the resource been created using learning outcomes based on
    information literacy standards?
•   Is the duration a good estimate of the time it will take to work through?
•   Is content factually accurate?
At the workshop the following criteria was agreed by stakeholders with
which to evaluate the IL suites. Using these criteria accompanied by a
demonstration of each 8 potential IL suites were reduced down to 2 for
purchase:
The results were as follows:




  Each suite was scored out of 5 taking into account the criteria. Note to
 arrive at the arrive score; the total score for the suite was divided by the
              number of people who actually scored the suite.
 Where a member did not score against certain criteria in a suite, a score
                            of zero was allocated.
The death of text based, online information literacy tutorials?

Why were the Crandfield and Epigeum products selected?

•   Perhaps the main reason why these were selected was due the fact that
    stakeholders and particularly the Steering Group felt on the day that all other
    tutorials were far too text based and lacking in active learning activities and
    interesting imagery and role play.

•   All stakeholders were particularly interested in IL suites that used tools such as
    online video where experts speak about such topics as Research methods or,
    career planning or getting published. Epigeum Research skills online was
    particularly strong in this regard.

•   Xiao (2004) emphasizes the importance of using online video methods:

    Text based tutorials offer little help when dealing with complex concepts or
    processes. Direct assistance from library personnel is only available when the
    libraries are open. In today’s web environment, a more effective learning tool is
    required to facilitate the support and instruction of electronic resources in a
    manner that appeals to the user.
Why was the Cranfield

Online information literacy

suite selected?
Why was the Cranfield Online information literacy suite selected?
As mentioned earlier the following criteria was used to select two online information
   literacy suites for the LNSS project:
    Why was Cranfield Online modular information literacy suite
                             selected?
The Cranfield Online Information Literacy suite was selected by stakeholders because
                                it met the agreed criteria

                         Criteria 1. Meets a variety of learning styles.
Where possible Honey and Mumford learning styles; activists, pragmatists, theorists and reflectors
                               catered for. (Hunn and Rossiter 2006)

                                  Criteria 2. Degree of interactivity
             At least two active learning activities provided in each of the 9 modules.

                   Criteria 3. Ability to stand alone (no customisation required)
                           Could stand alone if no modification required.

                           Criteria 4. Ability to customise if required
                  Some customisation possible but not all content customisable.

                      Criteria 5 Caters for different levels of IL needs of students
  Caters for lower order information literacy skills, pillars one to four of the Sconul Seven Pillars
     Advisory Committee on Information Literacy, 1999 as well as higher order Il skills, SCONUL’s
    pillars five to seven. (Hunn and Rossiter 2007) Learning outcomes for each tutorial written and
    reviewed by library professionals and then mapped against each of the SCONUL Seven Pillars
                                            of Information Literacy.

                         Criteria 6. Student appeal but professional looking.
  Navigation effective. Always clear to the user where they are in the tutorial and where they are.
                     Innovative use of metaphor and engaging learning activities .
Cranfield Online information literacy suite
Cranfield Online information literacy suite- active learning
Cranfield Online information literacy suite- active learning
Why was Epigeum

Research skills online

Selected?
The Epigeum Research Skills online was selected by stakeholders because
                        it met the agreed criteria


•   Criteria 1. Meets a variety of learning styles.
    Honey and Munford learning styles; activists, pragmatists, theorists and reflectors
    catered for.

•   Criteria 2. Degree of interactivity.
    Active learning opportunities provided in each module.

•   Criteria 3. Ability to stand alone. (no customisation required)
    Could stand alone if no modification required

•   Criteria 4. Ability to customise if required.
    Is updated regularly with regular Update Workshops run by the supplier.
    Modification can also be made within the organisation.

•   Criteria 5. Student appeal but professional looking.
    Navigation effective. Always clear to the user where they are in the tutorial and
    where they are. Innovative use of online video, metaphor and engaging learning
    activities.
Why was Epigeum “Research Skills Online” selected?
Epigeum “Research skills online” and research.

As well as meeting the aforementioned criteria Epigeum “Research Skills
Online” with its online research skills modules dealing with such topics as
career planning, research methods and research planning fed into
institutional and national policies with regard to research as this extract
from FORFAS report The role of the Institutes of Technology in enterprise
 development explains:



All of the Institutes have research strategies with the broad aim of
enhancing their research competence…Support for future R&D activity
needs to reflect the individual Institutes’ current strengths, their identified
potential taking into account their operating context and wider national
research priorities” (FORFAS 2007)
Why was Epigeum “Research Skills Online” selected?
Epigeum “Research skills online” and research.

The importance of investing in infrastructure for research such as Epigeum is
    stressed in the National Development Plan 2007-2013.




The… active recruitment of top-level researchers from home and overseas, the
development of career paths and mobility mechanisms are intended to grow our
stock of researchers quantitatively and qualitatively. The investment in people will
be matched by an investment in infrastructure. ( Ireland, National Development
Plan 2007-2013)
LNSS- the importance of staff development for information literacy
  initiatives.




Information literacy skills training has, especially
   over the last decade, become a core function of
   academic libraries and librarians throughout
   the world. (Brown 2007)
As mentioned earlier the LNSS project as well as Information literacy also
                                concerns:

Regional Network for Staff development: Under the direction of the LNSS
Steering Group and in collaboration with the Library Staff development
Unit of the University of Limerick- Development of a Regional Network for
Staff Development for sharing of professional development opportunities
across the Consortium supporting skills development and innovative
practice enabling library staff to manage the evolving information
environment and to match the changing needs of users.


LNSS Stakeholder Workshop: the workshop was also used to identify
   training needs for the purposes or rolling out a full programme of staff
   development courses all through 2009.
As part if the Library staff development component of the LNSS project an
audit of required skills was conducted at the LNSS Stakeholder Workshop
where staff in the Shannon Consortium libraries were asked to consider
the development needs of library staff.


Staff were asked to select their “top 20” development needs loosely
grouped under the following headings:

Collection related.

Web and System related topics.

Basic skills for library staff.

Management related.

User support related.
As you can see the need for information literacy and teaching skills
   featured prominently:
All stakeholders and particularly the LNSS Steering Group were
concerned that it was not enough just to upload the online
information literacy suites to our servers and hope that students
would use them.




Library staff would need to promote them and hence would need to
be trained themselves in information concepts and practice as
well as teaching skills in order to deliver effective information
skills training.
The LNSS Steering Group realised the importance of having experts in
information literacy skills training- persons with a comprehensive
knowledge of information literacy who can return to their organisations
and train and inspire others .

In an article “Encouraging global information literacy” Horton stresses the
    importance of such programmes.

Most information literacy workshops focus on the concepts
that need to be addressed when trainers work with
learners (e.g., students, library users, researchers); the purpose
of the Training-the-Trainers (TTT) workshop series is
to encourage participants to return to their countries and
help others understand the bigger picture. Participants already
may be information literacy trainers or just interested
in the subject, but many lack experience implementing large
programs within their institutions or organizations…” (Horton 2008)
At the LNSS Stakeholder Workshop the need for Learning 2.0 skills along
with teaching and information literacy skills emerged as a major staff
development need for the Shannon Consortium institutions:
23 things and information literacy

 23 things- a hands-on, immersive learning programme that provides
        an opportunity to explore Web 2.0 tools such as such as
    Blogger, , Flickr and del.icio.us and the impact these tools
                 are having on libraries & library service


…the appearance of the phenomenon known as Web 2.0 gives us a whole new bag of
tricks to use and connect with our users. There is still controversy over exactly what Web
2.0 means and whether it is more hype than substance. Perhaps it is best to view it as a
useful collective name to encompass a number of services, applications or tools which
use the Web as their platform and which encourage community and participation. Most
important to librarians is that they allow tasks and creativity to be undertaken by non-
technical staff and are often freely available on the Web at no cost. (Godwin 2007)

Over 30 members of Library staff from across Shannon Consortium Libraries
are now enrolled in the 23 things online course
Marketing the LNSS: www.lit.ie/lnss

There is no doubting the importance of promoting awareness and
approaches to training for information literacy considered the trademark
pedagogy of librarianship. Kapitzke 2003 (cited in Montiel-Overall 2007)

The LNSS Website- this is the major marketing initiative for the LNSS – it
provides information LNSS developments in both the Information and staff
development components of the project.


•Information literacy- provided updates on the rollout of LNSS information
literacy across the Shannon Consortium as well as suggested reading and
web resources.


•The LNSS Website was created owing to requirement contained in the
original LNSS Steering group submission to the HEA.

•As well as use of the website for marketing purposes the LNSS also liases
with the Marketing Department’s of the partner institutions to ensure that
it’s LNSS initiatives are marketed effectively and collaboratively.
Conclusion: what will the LNSS
have achieved?


•A model for resource sharing and a foundation which
will strengthen the future potential of the region.

•Increased opportunities for blended, active and
online learning.

•Staff across the Consortium unskilled and aware of
the most up to date practice with regard to IL.

•Increased collaboration and capacity building.

•Students who can “recognise when information is
needed and have the ability to locate, evaluate, and
use effectively the information needed. (ALA)
References
American Library Association. (2004). Information Literacy Competency Standards For Higher
Education. Available at http://www.ala.org/acrl/

Bloom, B. and M. Deyrup (2003). Information literacy across the wired university. Reference services
review 31(3): pp. 237-247.

Breen, E. and H. Fallon, Eds. (2007). Developing Student Information Literacy Skills to Support
Project and Problem-based learning; in Handbook of Enquiry and Problem-based Learning, CELT.
NUI Galway. Available at http://eprints.nuim.ie/539/1/chapter17.pdf [accessed 21-1-2009].

Brown, L. and M. Mokgele (2007). Information literacy skills training of staff and students in the Unisa
Library: challenges and opportunities. World Library and Information Congress: 73rd IFLA General
Conference and Council 19th-23 August 2007, Durban South Africa, IFLA.. Available at
http://www.ifla.org/IV/ifla73/papers/151-Brown_Mokgele-en.pdf.

Bruce, C. S. (1999). Workplace experiences of information literacy. International journal of
information management 19: pp.33-37.

Clyde, L. A. (2005). Librarians and breaking barriers to information literacy: implications for continuing
professional development and workplace learning. Library Review 54(7): pp.425-434.
References continued…
CONUL Working Group on Information Skills Training. 2004. Report of the CONUL working group on
information skills training. Dublin: Consortium of National and University Libraries. Available
at: http://www.conul.ie/committees/activities.shtml [Accessed: 19th January 2009)]

CONUL Working Group on Information Skills Training. 2004. Information literacy policy. Consortium
of National and University Libraries. Available
at: http://www.conul.ie/committees/activities.shtml [Accessed: 18-1-2009].).

FORFAS (2007). The role of Institutes of Technology in enterprise development: profiles and
emerging findings. Dublin, FORFAS. Available at
http://www.hea.ie/files/files/file/archive/policy/2007/forfas-role-IOT-enterprise-development.pdf
[accessed 2nd February-2009]

Godwin, P. (2007). The web 2.0 challenge to information literacy. INFORUM 2007: 13th Conference
on professional Information Resources Prague, May 22-24. Prague. Available at
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Horton, F. W. (2008). Encouraging global information literacy. Computers in libraries
November/December: pp. pp. 6-33.
Hunn, R. A. and D. Rossiter (2006?) Design and development of an online information literacy
tutorial: evaluation and lessons learnt (so far). Available at
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Information Society Commission, Information Society Ireland: Third Report of Ireland’s Information
Society Commission. Dublin, Stationery Office, 2000.
References continued…
Ireland, D. o. E. a. S. (2006) Hannafin approves over €42 million for higher education reforms, 20th
Feb. Available at
http://www.education.ie/home/home.jsp?maincat=10861&pcategory=10861&ecategory=10876&secti
onpage=13637&language=EN&link=link001&page=1&doc=33111 [accessed 7th November 2009].

Irish Times (2005). Third- level funding. Irish Times. Dublin. 9th Dec, available:
http://www.irishtimes.com/newspaper/opinion/2005/1209/1132330278212_pf.html [accessed 7th
November 2009].

Limerick Institute of Technology (2005). Shannon Consortium: transforming higher education in the
Shannon Region SIF cycle II bid 2007, internal report, unpublished.

Montiel Overall, P. (2007). Information literacy: toward a cultural model. Canadian Journal of
Information and Library Science 31(1): pp. 43-68.

National Development Plan 2007-2013, Dublin. Available at http://www.ndp.ie/documents/NDP2007-
2013/NDP_Main_Ch08.pdf [accessed 12th February 2009]

Rumble, G (2001). The costs and costing of networking learning. Journal of Asynchronous Learning
Networks 5(2) pp. 75-96. Available at http://www.aln.org/publications/jaln/v5n2/pdf/v5n2_rumble.pdf

Russell, P. (2008). Information literacy support for off campus students by academic libraries in the
Republic of Ireland. Journal of information literacy 2(2) pp. 46-62.
References continued…
SCONUL Advisory Committee on Information Literacy. (1999). Information Skills in Higher Education:
Briefing Paper. London, SCONUL. Available at :
http://www.sconul.ac.uk/groups/information_literacy/papers/Seven_pillars2.pdf [Accessed 11th
December 2009]

Lee, S.C, Tan, D.T.H. and Goh, W.S. (2004) The Next Generation of E-Learning: Strategies for
Media Rich Online Teaching and Engaged Learning. Journal of distance education technologies. 2
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journals.com/downloadPDF/pdf/ITJ2614_I17LU7hMOc.pdf

Steen, H. (2008). Effective eLearning design. MERLOT Journal of Online Learning and Teaching. 4
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Sundin, O. (2005). Negotiations on information-seeking expertise: a study of web-based tutorials for
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University of Cambridge (2004) Universities collaborating in eLearning production pack for RLO's
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References continued…

Webber, S. and C. McGuinness, Eds. (2007). Information literacy: an international state of the art
report, IFLA; UNESCO p. 113-122. Available at
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14-1-2009].

Xiao, D. Y., B. A. Pietraszewski, et al. (2004). Full stream ahead: database instruction through online
videos. Library Hi Tech 22(4): pp. 366-374.

				
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