“Evaluating Information Literacy Educators’ Practices”: Journal Club Report by Emily Delahaye
By Anne Welsh, on 5 December 2014
Andretta, S. (2011). Evaluating information literacy educators’ practices before and after the course facilitating information literacy education: from tutor to learner-centred Health Information & Libraries Journal, 28 (3), 171-178 DOI: 10.1111/j.1471-1842.2011.00946.x
Susie Andretta analyses the impact that an intensive course at London Metropolitan University, ‘Facilitating Information Literacy Education’ (FILE), has had on healthcare librarians, and their ability to teach information literacy (IL) skills. FILE aims to change teaching by librarians, from being tutor-centred to learner-centred. It also aims to make teaching more evidence-based, reflecting the importance of evidence-based practice in healthcare, and evidence-based library and information practice. The author surveyed students that had completed the course between 2007 and 2010, to learn about their teaching styles before and after attending the FILE course. 19 out of 21 respondents stated that FILE had had a substantial impact on the way they delivered IL training. One librarian volunteered that they now incorporated hands on activities into their sessions to make them more learner-centred. However, having too large a number of participants in IL training was identified as an obstacle to becoming learner-centred, as some librarians did not have time to learn about the needs of all their users in advance of sessions. The research in this article will be followed by interviews with participants to gain more of an insight into this area of study.
We were also not sure why gender had been used as a means to distinguish anonymised participants, e.g 19M and 12F . It was speculated that there might have been an explanation for this which, when the article was edited, was thought of as unnecessary and taken out. Alternatively, it might have been hypothesised that gender would have an impact, and this turned out to not be the case. Another suggestion, following on from the first comments on disseminating findings continuously throughout the research process, was that gender might play a role in the author’s larger research project.
The article uses a self-reflective survey as it’s methodology. Following this we questioned what other measures could be used to analyse teaching, and to test whether this type of training had an impact on teaching or not. It was suggested that to see if there was improvement, a researcher would first need to define goals that teaching needed to achieve, to be classed as successful.
Emily Delahaye (@EmilyDelahaye) is studying full-time for her MA LIS, while working part-time.
Journal Club takes place once a month, and is facilitated by Charlie Inskip and Anne Welsh, with organisational support from Laura Keshav. This year we are discussing three articles on the theme of Information Literacy and three on more general topics. Discussion is led by students, and covers the research methods of the article and its contents, which are then used as a springboard to students’ experiences with regard to the topics raised by the article. The Club is open solely to students in the Department of Information Studies.
Note: the appearance of the byline on this post is auto-generated, indicating that it was posted by Anne Welsh. Emily Delahaye is is the sole author of this piece, drawing on the contributions of the students at Journal Club on Tuesday evening.