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Skills for Independent Learning

Developing information literacy skills and integrating use of Library e-resources

Cloud created by:

Sally Baker
13 January 2009

Use this cloud to discuss ideas for helping students to develop their information literacy skills:

  • Level 1: find, select and use information in defined contexts.
  • Level 2: find, critically evaluate and use information in a range of contexts.

The FELS Library team will write activities using different approaches to help students' skills progression from Level 1 to Level 2: eg

  • using a familiar source, help students to 'Get more out of Google' with tips on constructing a successful search. (K115)
  • using a newspaper database, find a specific article; search by topic for a second article and evaluate the content of both. (SDK125)
  • using an e-journals database, follow illustrated guide to plan and carry out a search, view and download results. (E112)
  • using a dual-pane frame with the step-by-step activity in the left pane and live view of a database on the right hand side, carry out a search to find a specific journal article or material on a topic. (D170)
  • following links and instructions, find and review an article, and then follow link to feedback.(B201).
  • using a quizz, test skillls in constructing a search, referencing and evaluating resources (K216)


Extra content

Embedded Content


Gráinne Conole
11:06am 15 January 2009

Hi Sally - looks like a really interesting list - nice to see activities that are tailored for particular discipline needs. 

jen harvey
10:18am 26 October 2009

Hi Sally,

Yes this looks like an interesting. We have a group of enthusiastic librarians interested in developing RLOs to support student information literacy skills. It seems as though there are already plenty of resources already out there - so no shortage of 

Part of their idea is to support the RLO development by a group of librarians through the creation of a short accedited course that will provide participants with a combination of technical skills (eg use of appopriate technologies) and instructional design skills (story boarding etc.) They feel that this approach is more likely to keep the librarians engaged in the process than a set of workshops.

I'd be interested to hear how your project  progressing?

Sally Baker
3:40pm 27 October 2009

Hello Jen

Thanks for your comments. Since the Foundation Degree workshop, the Library team has been working on creating a core of generic learning objects for embedding into OU course websites on the VLE and we have just started re-versioning them in structured content. One of the team wrote 10 information literacy activities for a Masters course in psychology and we are looking at open comments written by students for the end of course survey. We are also working with one of our faculties on a revised framework for developing key skills, including information literacy, progressively through the 3 levels of an undergraduate programme.

You may want to look at information about OU course Beyond Google (TU120) written mainly by the Library's information Literacy Unit.

Sally Baker

jen harvey
4:13pm 27 October 2009

Thanks Sally,

This work is very relevant to activities proposed by our librarians. As I mentioned previously the faculty librarians are keen to link this work with an accredited 'training programme' run in association with the RLO development - to maintain /enhance staff engagement through the  development process. Are your library staff supported in a similar way? or would they already have instructional / curriculum design skills?


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