Information and digital literacy in education via the digital path

The recent Sewell report on Race and Ethnic Disparities in the UK warns against “negative“ demands to decolonise the curriculum, but the authors of the report seem to have a somewhat narrow conception of what this actually involves.

“Banning white authors’ is mentioned alongside “token expressions of Black achievement”, while a proposal for a new “inclusive” curriculum – one which firmly places the UK at the heart of everything – is presented instead.

Confused? You’re not alone. From the title of the report (“The Report”) right through to the rousing call for “British optimism and fairness” in the closing paragraph, this document is packed full of ambiguities, hidden agendas, omissions and wilful misinterpretations.

The first decade of democracy in South Africa has seen intensive policy-making in the higher education sector with a view to transforming the teaching and learning practices to be more consistent with a modern democracy on the African continent. In addition to addressing specific problems and gaps caused by the destructive policies of the past, the government has sought to ensure that the higher education institutions improve the government’s performance with respect to global competitiveness. This paper analyses the key policy trends that are likely to impact on academic libraries’ efforts to extend their information literacy education programmes. The authors discuss the progress made by librarians in establishing partnerships with academics to deliver quality education and so participate in the transformative agenda. These efforts are viewed against the background of global moves towards definitions of graduateness and the establishment of quality assessment management systems for universities. The paper shows how librarians have developed their conceptions of information literacy education and makes the case that they can accelerate the uptake of information literacy education interventions in the curriculum by more pointed leverage of higher education policy initiatives

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Innovating Pedagogy 2020 report.

Exploring new forms of teaching, learning and assessment, to
guide educators and policy makers.

The curriculum is not just the “stuff” that students must learn to be knowledgeable and skilled in a particular discipline. It’s about more than just content.

Sociologists of education argue that “curriculum” is a highly ideological hybrid discourse. This means that it includes implicit ways of knowing, ways of doing and ways of being – as well as content.

How diverse is your reading list? Addressing issues of representation in the sciences and social sciences. By Karen Schucan Bird (UCL Institute of Education) k.bird@ucl.ac.uk
Lesley Pitman (UCL Library Services) With thanks to Mahmoud Arif and Jin Gao.