Hello everyone

This is the first in a series of short TLRI Project  ‘newsletters’  to keep you informed about what’s happening, and to share our upcoming events and milestones.  These newsletters will be posted regularly here on the blog and we encourage all our readers to share the blog with anyone who is interested in the work that is being done.

There has been a lot foundational work happening since January and the Project is off to a strong start.

  • The February Hui was a great start to the Project. The enthusiasm and belief in its aims and approaches suggested that a Project with this particular focus was timely and pertinent.  In our partner schools, lead teachers have recruited interested colleagues to the Project, and have guided large numbers of Yr. 11 – 13 students to complete the Information Literacy Self-Assessment Rubric.
  • As of April 21, approximately 250 secondary school students had completed the new online Information Literacy Self-Assessment Rubric, which is a great result. The rubric allows students to evaluate their current information literacy skills – for each skill they read descriptions of “basic”, “emerging”, “proficient” and “advanced” levels and select the one that best describes their current skill level. In moving from a paper-and-pencil format to the new online version, the project team endeavoured to retain the strengths of the rubric, while minimising (or eliminating) some of the weaknesses identified in previous pencil-and-paper versions. The rubric is now easier to complete, broken down into sections, and, most importantly, students now receive an immediate individual report upon completion. We hope the individual report will help students further reflect on their information literacy skills as they progress through secondary and tertiary education. Keep an eye on the blog for a summary of the latest results.

As we progress into the next three months of the Project, a number of next steps are about to get underway:

Staff and Student Reflections

We will be rolling out online reflection opportunities for participating teaching staff and students over the coming months. These reflections will complement our other sources of information – the Self-assessment rubric and National Survey – about information literacy and its place in NZ secondary and tertiary education.

Information Literacy National Survey trialling

The national teacher and librarian surveys are set for trialling by our partner schools’ participating staff.  The trial aims to test the effectiveness of the questions and response choices, what information we are inquiring into, and any areas that may have been overlooked or neglected, before we ‘go live’ nationally at the beginning of June.  The members of our team focused on the tertiary sector have been working on adapting the secondary level survey for tertiary teachers and librarians. This will allow us to understand the role of information literacy skills across students’ path from senior secondary into tertiary education.

Dissemination:

  1. Lisa Emerson and Ken Kilpin are scheduled to present a ‘Lunchbox’ seminar to Massey University’s Institute of Education in late May on the Project
  2. Senga White and Catherine Doughty will be presenting a workshop on the Project to the LIANZA conference in Christchurch in September, having successfully submitted this abstract to conference organisers:

This national TLRI funded project aims to improve students’ information literacy competencies and learning across the senior secondary and tertiary sectors. It is a partnership with six secondary schools and five tertiary institutions.  The paper will outline the baseline data gathered in 2017 (year one of the project). It will also explore the IL development landscape at secondary and tertiary level in New Zealand, from the librarians’ point of view, in order to better understand and describe the experience that transitioning students may have in our institutions.  In an earlier TLRI funded project information literacy emerged as being a key area where the differences between secondary teachers understanding of the tertiary environment and reality for transitioning students was marked. This paper will further explore librarians understanding of each environment by comparing and contrasting IL development practices at the partner institutions.

  1. Lisa Emerson is scheduled to present a seminar on the transition to tertiary education for the Vet Faculty at Massey University in July.
  2. We have submitted an article to the magazine Library Life to inform teachers and librarians about how they can engage with our research.

If you would like to make contact, send a message to Ken Kilpin (k.g.kilpin@massey.ac.nz) or ring him on 027908895.

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