On The Move: transitioning information skills into the workplace Dr Charles Inskip UCL Department of Information Studies, c.inskip@ucl.ac.uk Dr Sophia Donaldson UCL Careers, sophia.donaldson@ucl.ac.uk
Brief introduction http://www.ucl.ac.uk/dis/research/collaborativeprojects/on-the-move Project blog https://rilads.wordpress.com/
Beneficiaries / audience
Why did we do this?
Information literacy? • Information literacy is a key life skill for students and graduates. • “It is a basic human right in a digital world, and promotes social inclusion of all nations.” (UNESCO, 2006 ) • Information literacy describes the ability to recognize when information is needed, and to locate, evaluate, and use that information effectively. (CILIP 2004) • Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning. (ACRL, 2015)
SCONUL (2011) The SCONUL seven pillars of information literacy: core model for Higher Education. Available online at http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf accessed 26 Jan 2018
http://www.qaa.ac.uk/en/Publications/Documents/HER-Themes-Guidance-15-16.pdf
Teaching Chemistry – starmanseries - https://flic.kr/p/ciLwbon CC BY 2.0 Russia, Office, Men, Women, Working, Workers, Complex – tpsdave - http://pixabay.com/en/russia-office-men-women-working-95311/ CC0 1.0
Information literacy in the workplace “Information literacy should be defined as the ability to know what there is in a landscape and to draw meaning from this through engagement and experience with information” (Lloyd, 2006:570) • ‘Learning’ is not the primary goal • “…productivity, quality measurements, and development of expertise” (Lundh et al, 2013) • “Effectiveness” (O'Farrill, 2010) • Firefighters, Lloyd (2005, 2006) • SME and Charities (Go On UK, 2013)
Information literacy in the workplace • Demand for knowledge workers’ information and digital capabilities in the global knowledge economy continues to grow (Goldstein, 2014; Inskip, 2014; UK Digital Taskforce, 2014; Williams et al, 2014) • Examples of research exploring student attributes in business, accounting and finance (eg Conley & Gill, 2011; Costa, 2009) • Graduate employees unable to adapt their information capabilities from study context to work environment (eg Cheuk, 2008; Kelly et al, 2011; Klusek & Bornstein, 2006; Muir, 2002; Rauterkus & Rauterkus, 2007; Sokoloff, 2012). • Different contexts: – sole study in education vs group working practices in employment – learning outcomes which do not always relate to employability attributes amongst others.
accuracy approach argument, arguments attention audience, audiences awareness critical, critically business, busy data clearly evidence communicate, computer, computers, computing form, forms appropriate, communicating, creative, creativity ideas appropriately communication, design, designs interpret, interpretation ability develop, developed, communications detail issue, issues analyse, analysing developing, information excellent learn, learning knowledge development manage, explain make, making problem, problems evaluate management good others research, researching identify, identifying plan, planning Interpersonal performance, performers, solve, solving include, includes, present, keep, keeping performing including presentation, maths personal informed presentations methodical, methodically, methods process, processed, processing range skill, skills oral, orally quantitative use, using work, working organisation, organisational, organise, reflect, reflection organised, organising relevance, relevant report, reporting, reports solutions spoken source, sources strong studies, study technical time understanding write, writing, written
What did we do?
Interviews and focus groups • 18x45 mins interviews at insurance firm, 2x60 min focus groups • 5x45 mins interviews with students, 1x90 mins focus group • Transcribed in full externally • Checked for typos • Imported into NVivo11 • Coded using themes from questions • Re- coded using Forster’s themes of expanding awareness (TEA)
Themes of expanding awareness? • Phenomenography? – a qualitative research methodology, within the interpretivist paradigm, that investigates the qualitatively different ways in which people experience something or think about something.
Themes of expanding awareness? • Ference Marton • Phenomenography • Variation • Explores different conceptions or experiences, perceptions, understandings • Differences in meaning, collective analysis (Forster, 2015, 2016; Yates et al, 2012; Marton, 1986)
(Forster, 2016) INFO Information Literacy experienced … CONCEPTS INFO GATHERING PRINCIPLES INFO GATHERING SKILLS EVIDENCE BASED PRACTICE BEST PRACTICE OTHER PEOPLE CPD
Workplace Education
Unique Workplace insurance, manager, underwriters, [company name], broker, underwriting, underwriter, product, systems, decision, risks, Lloyds, account, peer, numbers, claims, individuals, roles, audit, brokers.
What did we find out?
Becoming an effective insurance information user I am a I am achieving and I seek out knowledgeable show professional knowledge insurance worker competence CPD I am achieving I think strategically, I am achieving professional philosophically, and autonomy confidence am innovative
Becoming an effective insurance information user I have become qualified and I have been studying and developed understanding of I have gone beyond the researching the insurance principles through learning training, and have practised information field and on-the-job, professional complex processes and language and developing qualification, and ad hoc shared experiences technical skills (eg MS Office) support CPD My competence has been I have a deeper I am equipped with the ability recognised formally through understanding of insurance to critically reflect on appraisals and informally information through higher insurance information to form through day-to-day level skills and experience arguments and wider strategy transactions
Becoming an effective insurance information user As well as using resources I have become qualified and I have been studying and I make the most of the provided by tutors, I’ve I am a I am achieving and developed understanding of I have gone beyond the researching the insurance resources provided by my improved my skills, and learned I seek out principles through learning training, and have practised knowledgeable show professional information field and course tutors e.g. reading lists, new ones, by taking extra on-the-job, professional complex processes and knowledge ensuring I’m familiar with the language and developing courses e.g. those provided by insurance worker competence qualification, and ad hoc shared experiences curriculum the library or online learning technical skills (eg MS Office) support platforms CPD My competence has been I am achieving I think strategically, I have a deeper I am equipped with the ability recognised formally through I am achieving understanding of insurance to critically reflect on appraisals and informally professional philosophically, and information through higher insurance information to form autonomy through day-to-day confidence level skills and experience arguments and wider strategy am innovative transactions
Making the most of the links between people and insurance information I develop I use others as a I interact actively and relationships and source of information share information work as a team member PEOPLE OTHER I develop trust of clients and colleagues I have a teaching role I have a leadership and am accountable for fellow colleagues role for my actions
Making the most of the links between people and insurance information I participate in knowledge I interact with other team I am successful at identifying sharing processes across work members to circulate a broad friendly experts who are able silos and externally in order to and deep stream of relevant and willing to efficiently feed provide clear information which business information through relevant information and advice informs business requirements the company PEOPLE OTHER I can reliably provide competitive service and prompt Develop a teaching role and Develop a leadership role and and accurate information to function as a teacher for junior am becoming a client advocate clients and colleagues, which is colleagues and other members and am fulfilling a leadership presented in a focused way so it of the team role within the team can be easily understood
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