InfoSkills Introduction


What is InfoSkills?

 

InfoSkills is an online interactive course on delivering successful information skills training courses. It is being delivered by e-mail and web pages and has been comissioned by the Australian Library and Information Association (ALIA). Pippa Evans, an Information Officer at the School of Health and Related Research (ScHARR), University of Sheffield, is the tutor for this course. Course design and materials have been developed by a course team comprising: Andrew Booth (Programme Director), Lynda Ayiku (Learning Resource Co-ordinator-since left ScHARR), Anthea Sutton (Learning Resource Co-ordinator), and Anna Cantrell (Learning Resource Co-ordinator).

 

InfoSkills originally ran as a pilot FOLIOz course during March-May 2007. Due to its popularity, it is being re-run between June-July 2011.

 

 

Why is it important?

 

Library and information staff often find it difficult to make time to attend workshops and other continuing professional development events. At the same time developments in professional practice place a tremendous imperative for keeping up-to-date and acquiring additional skills. The FOLIOz Programme aims to provide easy access to learning materials with the convenience of flexible timing and learning styles.

 

 

What is the course aim?

 

This course aims to equip you with the knowledge and skills to design and deliver successful information skills training courses

 

What are the course objectives?

 

By the end of this course participants will be able to:

 

 

 

 

What does the course involve?

 

The course will typically involve:

 

1. Receiving approximately thirty email communications (usually one per day over six-seven working weeks) via the Mailtalk discussion list

 

2. Reading briefings & other materials (approximately one per week).

 

3. Working on individual tasks/exercises (approximately once a week).

 

4. Interaction with a “buddy group” in connection with tasks/exercises (approximately once a week).

 

6. Compiling a portfolio recording the above for submission to the course team.

 

7. Completion of a course evaluation form at the end of the course.

 

 

 

At the end of the course, participants fulfilling these minimum requirements will receive a certificate of attendance.

 

 

 

 

Who is eligible to participate?

 

The course is targeted at targeted at special and academic librarians but will also be useful for public librarians and those working in other sectors.

 

Useful references

 

For more information about information skills training, see the following references:

 

 

  1. Ian Forsyth, Alan Jolliffe and David Stevens. Planning a Course: Practical Strategies for Teachers, Lecturers and Trainers (Part 1). London, Kogan Page Ltd; 1995
  2. Ian Forsyth, Alan Jolliffe and David Stevens. Preparing a Course: Practical Strategies for Teachers, Lecturers and Trainers (Part 2). London, Kogan Page Ltd; 1995
  3. Ian Forsyth, Alan Jolliffe and David Stevens. Delivering a Course: Practical Strategies for Teachers, Lecturers and Trainers (Part 3). London, Kogan Page Ltd; 1999
  4. Ian Forsyth, Alan Jolliffe and David Stevens. Evaluating a Course: Practical Strategies for Teachers, Lecturers and Trainers (Part 4). London, Kogan Page Ltd; 1995
  5. Alison Hicks. Training the Users. Chapter 14. In: (eds) Andrew Booth and Graham Walton, Managing Knowledge in Health Services. London, Library Association publishing; 2000 Online: Accessed February 2005
  6. Manchester Metropolitan University and the University of Leeds. 2004. The Big Blue Information Skills Toolkit. Online: Accessed February 2005
  7. Manchester Metropolitan University and the University of Leeds. 2004. The Big Blue Project. Online: Accessed February 2005
  8. NHS Information Authority. 2001. Health Informatics Competency Profiles for the NHS. Online: Accessed February 2005
  9. SCONUL. 2004. Information Literacy pages. Online: Accessed February 2005
  10. Jo Webb and Chris Powis. Teaching Information Skills: Theory and practice. London: Facet Publishing; 2004