ANCIL in practice

ANCIL is having an impact on thinking about information literacy in a growing number of institutions in the UK and further afield. We will aim to keep this page up to date with details of ANCIL in practice. Please feel free to add comments to this page, or get in touch with us if you have any additional details about how ANCIL is having an impact on your own work. The following institutions are being influenced by ANCIL:

UK Universities

• London School of Economics and Political Science, undertook an ANCIL audit in 2012, developed an IL framework based on ANCIL. Further details here.
• University of Reading a staff development session based on ANCIL was run in June 2014 for the library, organised by Helen Hathaway. The staff had a presentation followed by a workshop to audit provision across the university using ANCIL. Further details to be supplied in due course.
• SOAS: Since 2012 Beth Clark and Vicky Bird have been teaching a module on Information Literacy as part of the School’s PDHEP for new lecturers/Graduate Teaching Assistants (but it is also open to all staff to attend). During the workshop they use ANCIL as an example of good practice and the report is recommended further reading. We also use examples from the report to try to stimulate ideas that lecturers could consider adopting in their teaching.
• York St Johns University, carried out an ANCIL audit in 2012.
• University of Brighton, keynote and workshop given at Information Services away day, June 2013.
• University of Derby, workshop given in May 2013, details available here.
• University of Kent, LibChat presentation and workshop on ANCIL, December 2013
• University of Sheffield: The ANCIL model was used as a basis for suggested learning outcomes as part of an Information Literacy Curriculum for the Faculty of Arts which was embedded in 2013. This work was presented by Amy Collins and Clare Scott at LILAC 2014.
• University of Westminster. At the University of Westminster, ANCIL inspired a Change Academy project proposal called WIReS (Westminster Information and Research Skills) to look at introducing a more embedded approach to information and digital literacy skills. WIReS involved staff from across the University and was led by Professor Barbara Allan, Dean of Westminster Business School. Both WIReS and the Jisc-funded DigitISE project have raised the importance of integrating these skills in the curriculum. The opportunity to develop this further has presented itself through an initiative called Learning Futures, which is looking at how the University will deliver learning in the future. Westminster have collected case studies from certain modules as examples of current practice in integrating information and digital skills, which will feed into Learning Futures. They are also mapping course learning outcomes to ANCIL learning outcomes for selected courses.
•  Anglia Ruskin University, Information Literacy / ANCIL Away Day for Academic Services staff at ARU Library on 4th April 2014.
• University of Manchester
• University of Huddersfield
• University of Plymouth, a pilot Curriculum Enrichment Project for undergraduate nursing students inspired by the ANCIL activities and assessment.

Elsewhere

• Massey University, New Zealand. Dr Angela Feekery, Lisa Emerson and Ken Kilpin are working on a project with secondary school teachers on transition to university learning, and drawing on the ANCIL framework to make connections between the NZ secondary school curriculum assessment standards, and IL competencies. The framework is supporting dialogue around ways we can develop IL in secondary schools to better help the transition process. Part of the research has been developing a transition rubric that helps secondary school students recognise their current IL levels and where they need to progress to, to meet university expectations.
• Singapore American School
• Schools’ Library Service, Guille-Alles Library
• Technische Universität München
• INASP (translating ANCIL into Spanish for use in Latin America)