New Information Literacy Definition

Information Literacy

Earlier this year, the CILIP Information Literacy Group updated the original 2004 definition of information literacy. Teaching and fostering information literacy is something information professionals (e.g. librarians) and teachers collaborate on.

To be information literate means having a range of skills involved in seeking, evaluating, using and presenting information and doing this ethically. More and more it involves digital literacy (e.g. using the internet and digital environments to find information) and is relevant not only to the academic world but also the workplace and in everyday life. It is key to lifelong and independent learning.

To see the definition (less than 4 sides of A4), see the document here.

Some of the skills involved in information literacy are:

• Critical thinking and problem solving.
• Questioning techniques
• Evaluating information including identifying fake news
• Using information/ images ethically (copyright).
• Understanding the limitation of online reviews and information
• Plagiarism and referencing
• Identidying and understanding bias.
• Identifying what information you need before you look and being able to express this in the right way for the tool you use to search for it.
• Understanding where the best place/source is to get the information you require.
• Identifying the best resources for the information required.
• Presenting information in the best way.

Staff in the LRC are keen to help students and staff develop the skills to help them handle information both in the academic setting and also as a life skill for everyday life and in their future employment.

Image used under Creative Commons Licence CC0
 http://www.tes.com.c.timeshigheredprod.ent.platform.sh/news/smart-glasses-teachers-help-pupils-learn

Chester's first year at the Learning Resource Centre

This week’s blog is an interview with everyone’s favourite LRC puffin…Chester!

So Chester, to start why not introduce yourself…

Hi all. I’m really glad to finally be able to talk to you all and introduce myself. My name’s Chester and you’ll usually find me somewhere in the LRC, generally with my beak in a book. If you haven’t met me yet you can ask to see me at the main desk! 

How do you like the LRC?

I love my home here! I’ve been learning to use the LRC all year and I love how many resources I can access. I’ve learnt how to use the catalogues so I can always find what I want and if not the staff are always really helpful.

What’s your favourite area of the LRC?

My favourite place is the fiction area, it’s really cosy and lots of people sit there to read their favourite books. I also like the silent study area though because nobody talks in there.

My Harry Potter "shelfie"

What are your interests?

I like the seaside, reading and most of all fish, especially herring!

What do you think of the rules in the LRC?

I sometimes wish I could eat my lunch in the LRC but I understand that the students don’t want the place to smell of fish whilst they’re studying.

Not everyone is as fond as
my tuna fish lattes as I am!

What has been your favourite event this year?

I liked Star Wars day. It was so much fun and everyone worked so hard. I also really enjoyed dressing up and I got to be a Jedi knight and Darth Chester! Also did you know that Porgs were based on puffins?

What side do you choose the light or the dark?

Tell us a fact about the LRC that you think many people might not know?

The LRC has a returns box just outside the main door, this way you don’t need to return items to the desk. I have even used it myself!

Me using the returns box!

What would your advice be to students coming back/starting next academic year?

Come and explore the LRC early. Find where your books are, look at the PC rooms and just enjoy the space. It’s one of the best resources available in the college.

I love all the different study areas that the LRC has to offer.

Learning Styles - do they matter?

Learning Styles

For a long time, it has been accepted thinking that everyone has a preferred learning style (as originally described by Kolb). According to the Skills you Need website, there are 8 styles (but different models have different numbers of learning styles):

The linguistic learner

The naturalist

The musical or rhythmic learner

The kinesthetic learner

The visual and spatial learner

The logical or mathematical learner

The interpersonal learner

The intrapersonal learner

You can do a simple quiz here to help you identify which style(s) you prefer and the Skills you Need website outlines definitions for the different learners.

Theory of Learning Styles challenged.

However, more recently this accepted theory has been challenged. It is now considered by many to be a "neuromyth". An article published on the BBC last week called Exams 2018: The 'myth' of the visual learner outlines the latest research that matching teaching to a student's preferred learning style doesn't necessarily help them learn any better. If you are taught in the way you prefer, then you may think you've learned better but in fact this may not have any affect on your ability or your resulting marks in an assessment. Research suggests that other factors have an influence on this such as what subject it is or whether we are new to a subject or not.

Carol Lethaby's article "Four reasons to avoid learning styles - and one alternative" on the British Council website summarises the research and recommends helping learners make connections with what they already know.

Photo: CC0 from https://pixabay.com/en/learn-word-scrabble-letters-wooden-1820039/

Learning styles and revision

Some references to the research which is summarised in these articles would be useful so that the argument for both sides could be followed up. There isn't the time to look further in to this here, but some advice from the BBC article for revision may be more useful to finish with:

• Test yourself
• Spread study over time
• Make you revision varied - mixing up problem types and topics. 

Just reading through notes is unlikely to be the most effective way to revise.

Presenting numerical information and misleading graphs

Presenting numerical information/ data.

Information can be presented in many ways and it is a skill to decide which is the best way to do this depending on its purpose. Directions may be best shown on a map, what someone looks like is best shown in a photo (than a written description) and the different parts of the heart, for example are probably best shown in a diagram. Numbers or statistical data are often best shown in graph format.

Numbers on their own can be difficult to interpret and so don't obviously mean something to the reader. See below for a table showing the number of visits we had in the LRC this year so far.

	Sept	Oct	Nov	Dec	Jan	Feb	Mar	Apr	May	Totals
Totals	14666	16333	20823	11721	18611	13963	17732	10377	16719	140945

On their own the numbers mean little especially if you don't know the College. If you know the College, you may decide that from these figures we have a lot of visitors.

However, if I present this information as a graph like this, you can more obviously see the ups and downs throughout the year.

The information means even more if it is then compared with last year. It becomes more obvious to see that we have been busier in some months but quieter than last year in other months. This can be down to when holidays fall. It is then more useful to look at the total figures to see that this year we have been busier overall than last year. (140945 this year compared with 135101 last year for the months September to May only).

Misleading Graphs

Lots could be written about the usefulness of statistics and graphs and how they can be used to argue anything (that's a blog post for another day!), but have you thought about how the layout of a graph can be helpful or not so helpful. If I include the totals in the graph at the end, the scaling is less helpful and the difference in the bars for each year disappears.

Have a look at this quiz by the BBC on misleading graphs. Can you see what is wrong with how the information is presented and how this can skew how the information is read and understood.

The skill is to be aware of this, not only when presenting information, but also when looking at statistics and graphs as part of research. Check the facts and also check how this has been presented. Would it show a different picture if presented in a different way?

With our figures we have assumed that the people counter has been working properly and that the figures are as near as correct as they can be. Also the figures themselves are just quantitative data and just show numbers/ amounts. We have no information from this on what people do in the LRC, how long they stay, what they do and whether they like it. We have to collect that another way - usually through comments and interviews. This is known as qualitative data. Last week's blog post contained some of this from comments made in the UCP student survey, for example.

The value of University libraries and UCP student survey

End of term at UCP

This week, UCP students finish for the academic year and for many it will be time to say "goodbye" for good. The staff in the LRC wish everyone graduating this year all the best for their future. For those students coming back next year, we'd like to remind you that we are open over the summer holidays and we can also make arrangements for you to borrow books over the whole of the summer too.

New University for Peterborough and the value of academic libraries

This year further progress was made towards establishing a new independent University for Peterborough. Currently the LRC supports UCP students by providing printed books for their courses and also showing UCP students how to use the digital resources made available through Anglia Ruskin University. We run some of the UCP Study Excellence sessions and also offer 1:1 sessions on finding resources mainly for dissertation students.

For any University, the library lies at the heart of supporting students to achieve their qualifications by supporting their research and helping them use of a range of different and appropriate resources. SCONUL (Society of College, National and University Libraries) has published a statement on their website about the value of academic libraries.

UCP student sudy area in the LRC
Photo: Peterborough Regional College

Learning Resource Centre UCP Survey

This term we asked UCP students for their views of the Learning Resource Centre during this term and here are some of the comments we received.

We asked whether you liked the new LRC environment and most of you did. Comments included:

"Spacious and quiet", "very warm and welcoming", "good selection of books", "nice environment and area to study", "helpful staff", "more inviting", "good layout" "open plan and more welcoming" and "looks good, modern and inviting".

Some of you have concerns about the noise from other students. It is not easy for us to be in all places at the same time, but we do walk around the LRC and check noise levels and behaviour. If you are having trouble working please alert the member of staff at the desk and we will address the issue promptly.

We asked if you had had an LRC induction and introduction to the digital resources at the beginning of your course and whether this had been useful. A large number of those who answered said they had had an induction and that it had been useful. Comments on whether it gave you the information you needed included "how to use e-books", "clear to understand" "allowed me to know where the ARU stuff was", "contains more information than the general internet" and "everything is explained clearly".

We also asked about the workshops we deliver as part of the Study Excellence programme over at UCP and which of these you would find useful and when. E-books were the most popular followed by online resources and visual images. You requested a range of times. These sessions are usually timetabled at lunchtime on Tuesdays and Thursdays and were not well-attended so we are unsure if this is because students were unaware that they ran or if they were at the wrong times. The times you gave were very varied.

Thank you for your feedback.

Mental Health Awareness Week

Mental Health Awareness Week

This week is Mental Health Awareness Week and we are launching our new guide to mental health resources in the LRC. In this, we highlight some of our books on topics such as anxiety, confidence and self-esteem, depression, eating disorders and stress which may be of help. We also recommend a list of moodboosting books and some titles about mindfulness. See a quick preview below.

If you would like a copy of the leaflet, please come in to the LRC and pick one up. We will also make this available on our moodle pages as a pdf.

Mental Health Awareness Week display (with new guide)
Photo: Peterborough Regional College

Some organisations with useful resources

BBC3's Things not to say to someone with depression video features young people who suffer with depression talking about responses they don't find helpful.
Rethink.org (Rethink Mental Illness charity) has a student toolkit to help young people look after their mental health.
Student Minds is a mental health charity for University students and has it's own blog.
Mindfulness for Students may be useful for those of you wanting to find out more about this technique to help with stress and building resilience.
Mind is a mental health charity for all ages with lots of online support and advice. You can read stories and experiences here of people who have battled with mental illness and what has helped them.

Finally for those of you studying mental health as part of your course, our e-resource Issues Online (available from our electronic resources page using your network login details) has a range of e-books and articles on issues such as self harm and suicide, body confidence, anxiety and stress and understanding depression.

Exam stress and Mental Health Awareness Week

Mental Health Awareness Week - Stress: are we coping?

Next week is Mental Health Awareness Week and as part of this the LRC will be hosting a meditation session on Tuesday 15th May. There are limited spaces so it is on a first come first served basis.

Stress and Exams

It's that time of year again and for many students doing exams it can be a difficult and stressful time. While stress can't be avoided, there are things we can all do to help manage our stress. Here are some resources available on the internet from reputable organisations which might be of help.

Teenmentalhealth.org has a useful factsheet on stress generally. It explains that

• stress isn't the same as anxiety, 
• most stress isn't bad for you (whilst avoiding it may well be) and
• the key to managing it is to learn how best to deal with it.

It explains that you can change how your body feels by

• changing how you think about your stressful experience
• focusing on the problem and thinking of solutions
• using proven techniques to reduce your body's stress response

Online Resources

Student Minds - the student mental health charity - has five main themes to help with exam stress. 

The BBC website has plenty of advice here and here.

The Student Room gives some practical tips.

Have a look at this light-hearted page on how NOT to cope with exam stress.
If you are a lecturer you may find this newspaper article from the Guardian 2 years ago useful, but the links at the bottom of the article do not lead anywhere.

If you want to try some different ways to revise to make it more enjoyable, have a look at our blog entry 4 weeks ago or click on the revision label on the right hand side of the screen.

Stress: are we coping? book display in the LRC
Photo: Peterborough Regional College