On information skills, facts and opinions

At library skills sessions, when asked why colleges and universities encourage use of books, Access students often repeat: because we have to rely on facts, not opinions. If this was said only once, it’d be ok as a somewhat limited interpretation of what, perhaps, the student heard in the classroom.
Unfortunately, this is repeated again and again without qualifying: reliable facts, unfounded opinions. It appears learners hear in our classrooms that facts are in opposition to opinions.

It is not true, of course, that facts are in opposition to or better than opinions. Facts themselves are interpreted knowledge: what we regarded true a century ago may not be true for us now. Knowledge develops; at the same time we, individually and collectively, develop biases or get rid of them and so on. Opinions not resting on sound knowledge are useless. At the same time, it is not difficult to see that what we call facts, at large extend are underpinned by values and opinions; at the same time, facts inform those values and opinions.

By giving simplistic answers to students, we confuse them: they can’t make sense why what is found on the internet may be less reliable than what is found in books (do we, educators, really believe that either?); they can’t explain the value of blogs, they remain suspicious and sceptical about us, educators, and about their own abilities to make sense.

Skills v. resources

For last few years I have been including elements of searching techniques (applicable to any search tools, and those techniques which are specific to Google) into my information skills sessions. I also sometimes run Google Inside-Out sessions for students and staff and the response was positive. Recently I started having doubts whether I wasn't wasting time and should have concentrated instead completely on quality resources offered by the library, especially as often I have only one chance to see learners. An article on university students' online research behaviour didn't resolve my doubts, but made me to think that the dilemma is not going to go away and that perhaps there is no easy answer to it. If we, FE librarians, positioned ourselves as those whose main role is developing traditional and digital literacies - and were perceived as such by our employers - then the answer would be easy: sure, Google should also be one of our main concerns. My colleague teaching on HE programme is adamant: HE curriculum implicitly requires librarian's input into teaching, as the expected outcomes of any course include being able to find and use relevant and appropriate information. This is not so clear with vocational programmes. I think, a distinction between an induction and information skills session is helpful: the first assumes showing available resources and services, the second - developing competencies. However, when a librarian has only one chance of seeing students, particularly FE students, what should be the priority? I am tempted to say skills, but I think the reality is not so straightforward in our sector.

In the article mentioned above I loved the point on students disguising their readings from tutors. Bring Turitin! - perhaps, would be my answer. And seminars as book clubs - it works.

And another point - students and researchers being not aware of using libraries while accessing databases, e-journals etc. The article's recipe for that: seamless access requires branding.

Two articles to share: on importance of digital literacy and Facebook for user engagement

Digital literacy can boost employability and improve student experience - the title of the Guardian sounds dull, but it's full of goodness. How about that:

A recent NUS/Hefce survey found that students were concerned about the ICT competency of academic staff, with 21% thinking that their lecturers needed additional training. Some students also expressed dissatisfaction with perceived outdated technology in use in HE, and a lack of staff engagement with the institution's virtual learning environment.

From now on, digital literacy development must be on FE library menu cards alongside academic skills support.

Study Raises Doubts About Effectiveness of Facebook as Outreach Tool for Academic Libraries - this is a quick review of a piece of research from the United States. A conclusion is clear:

“If we consider how easily students ‘like’ a page, add a group, post personal information, or simply interact with Facebook pages, then we must face the fact that library pages are amongst the least attractive to students.”

After almost two years, my library's Facebook page has acquired about 100 friends. It generates very little of interaction, but functions well as one of the gateways for the library blog where the bulk of all support content is generated.

Book Exchange in Paris

During a short trip to Paris, I popped in to a cultural centre somewhere on outskirts of the city – exhibitions, workshops, a courtyard used for theatrical shows, bookshop and book exchange trailer: take what you want and leave what you’ve already read. Just like in my college where the Book Exchange has been going from strength to strength for over two years now.

Another way for literacy development

The Guardian published a story of a (used to be) reluctant reader who found iPhone exactly what he needed for getting into reading. He also mentions why smartphones can be helpful for people with dyslexia. - http://www.guardian.co.uk/education/2010/apr/06/iphone-makes-reading-books-easier

Quick Reads return to library

Sometimes the simplest ideas make a big difference.

A few years ago a section with books for emerging readers (those who would prefer shorter and simpler texts) was dispersed. The reason for this was a comment from a member of the college staff that it might embarrass less literacy-able students if others saw them going to the shelf with those books. The result was unfortunate: several hundreds of good books were buried among others and hardly ever used.

Librarians have tried teaching emerging readers and pathfinders catalogue searching skills. It was not successful, as searching requires a certain level of literacy which was not present yet in some of our users. It was sad to see that we had under-used resources and, at the same time, there were learners whose needs we could not satisfy. There was something wrong with our practice.

Eventually, we decided to remove Quick Reads publications and similar books from the main classification sequence. Instead of a shelf case at the back, as years ago, the most prominent spot in the library in Nuneaton has been allocated for that collection. Since then, hardly a day passes without Quick Reads being borrowed. Tutors come with learners to guide their emerging interests in reading, while learners come on their own to browse through a few shelves. Library staff now have opportunities for assisting our emerging readers in discovering ever greater possibilities. A simple idea has turned to be a real success.

Facebook can help pupils pass English

School adopts experimental GCSE prep course that teaches language skills through social media (TES, 19 February 2010)

I liked this especially: “This is using what they already know and pushing them in the right direction” (about using social media for learning).