I repeat the message:
The Research Information and Digital Literacies Coalition (RIDLs) has formulated a set of criteria to help training practitioners in higher education describe, review and evaluate their training and development interventions and resources intended for researchers, but also for students and teaching staff - see http://www.researchinfonet.
org/infolit/ridls/strand2/ for details. These criteria relate to all interventions aimed at developing information-handling knowledge, skills and competencies, whether in the form of face-to-face sessions/courses or digital/online resources. They serve three broad purposes:
(i) Helping institutional staff who design and deliver such courses and resources to describe and review them; the aim being to provide a structured and recognized way of presenting such interventions in online resources and demonstrating their value.
(ii) Providing a simple means of assessing courses and resources, for use within or outside the institutions in which the interventions have been compiled; the aim being to evaluate their suitability and usefulness as transferable resources.
(iii) Serving as a prompt for a dialogue between training practitioners and learners, and providing a structure for such a dialogue.
However, the criteria are not intended as a prescriptive or rigid tool, nor as a means of assessing the performance of training practitioners: they are very much about providing the latter with a logical and common-sense self-help framework that will assist them with the formulation and delivery of their resources.
If any readers of this list you would like to try out the criteria within their own institutions, please do not hesitate to do so. And if you would like further information, feel free to contact Stéphane Goldstein, at stephane.goldstein@