Ilfa Project   CyMAL Inspiring Learning conference
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  • Coleg Llandrillo Cymru is a large general FE college over 20,000 learners (including 1,600 HE students) wide range of abilities from entry level to postgrad Planning & Standards – Quality arm of the College Our first project with Swansea College looking at how the ILFA framework could be applied to FE – particularly GLOs

Ilfa Project   CyMAL Inspiring Learning conference Ilfa Project CyMAL Inspiring Learning conference Presentation Transcript

  • PLANNING & STANDARDS Inspiring Learning CYNLLUNIO A SAFONAU Coleg Llandrillo Cymru and Swansea College Inspiring Learning project: Using the MLA’s ILFA framework to evaluate learning outcomes from the use of FE learning resource services Dr Andrew Eynon, Coleg Llandrillo Cymru [email_address]
  • PLANNING & STANDARDS Inspiring Learning CYNLLUNIO A SAFONAU Project Aims – service (macro) level
    • To map the ILFA to the Estyn Common Inspection Framework
    • To map Coleg Llandrillo Cymru’s & Swansea College’s library services to the ‘processes’ section of the ILFA
      • People
      • Partnerships
      • Places
      • Policies
    • To participate in the MLA’s ILFA in FE pilot
  • PLANNING & STANDARDS Inspiring Learning CYNLLUNIO A SAFONAU Project Aims – delivery (micro) level
    • To develop models of delivery for FE library services engaged in the following types of library activity:
      • Reader Development
      • Information literacy/skills
      • E-learning
    • To identify best practice in the delivery and evaluation of similar FE library initiatives in Wales and the rest of the UK
    • To develop a narrative based research methodology to evaluate the learning outcomes from these activities
    • To map the evaluation of these initiatives to the ILFA Generic Learning Outcomes (GLOs)
  • PLANNING & STANDARDS Inspiring Learning CYNLLUNIO A SAFONAU Project rationale
      • Need for better advocacy for, and promotion of, LRSs
      • LRS not LRC
      • Emphasis on support role of library staff and not physical resources
      • Need to find an evaluative model that fits FE rather than use inappropriate HE models e.g. SCONUL 7 pillars model of information literacy
      • Take advantage of funding changes – course hours now includes use of libraries and ICT/workshop facilities
      • Information skills focused on the users’ needs
      • Take advantage of project funding
  • PLANNING & STANDARDS Inspiring Learning CYNLLUNIO A SAFONAU Changing nature of FE LRS provision
    • Changing pattern of use of LRCs
      • Declining use of print based resources
      • Increased use of ICT/electronic resources
      • Change in study styles
      • Need to engage with different types of learners
    • Changing role of LRS staff
      • Decline in traditional professional activities e.g. stock selection, classifying
      • Decline in traditional para-professional activities e.g. book processing, cataloguing, enquiry work
      • Changing skills requirement for LRS staff at all levels e.g. teaching skills, advocacy skills
  • PLANNING & STANDARDS Inspiring Learning CYNLLUNIO A SAFONAU Reader Development initiatives
    • Classroom visits
    • Reading groups – English Literature, ESOL
    • Displays and other promotional activities
    • Use of national hooks e.g. Big Read, World Book Day, BBC Raw
    • Involving ILS learners in stock selection
    • Sneaky reading
    • Developing stock –easy readers, basic skills (e.g. vital link) material, multimedia resources (e.g. W F Howes packs)
  • PLANNING & STANDARDS Inspiring Learning CYNLLUNIO A SAFONAU Information Literacy/Skills initiatives
    • Innovative inductions e.g. Cephalonian method
    • Effective use of search engines – search strategies on Google, Google Image, Google scholar
    • Library skills – use of OPAC, Dewey
    • Study skills – report writing, essay writing, time management, critical thinking, bibliographies, citations/referencing
    • Research skills – research methodology, data analysis, questionnaire design
    • Use of electronic resources – Athens, subject gateways, internet tutorials, online datasets
  • PLANNING & STANDARDS Inspiring Learning CYNLLUNIO A SAFONAU E-Learning initiatives
    • Use of VLE, Intranet or Internet to deliver aforementioned reader development or information skills/literacy developments
    • Use of e-learning to support distance learners
    • Use of e-learning to support specific curriculum initiatives e.g. Welsh Bac
    • Development of information skills course for Moodle
  • PLANNING & STANDARDS Inspiring Learning CYNLLUNIO A SAFONAU Difficulties
    • No existing FE research in this area
    • Buy-in from teaching staff (this has been excellent at Llandrillo)
    • Quantitative surveys are session specific
    • Focus groups
      • Open questions
      • Applicable to all initiatives
      • Must elicit responses which can be mapped to GLOs
    • No model for level of achievement (SCONUL 7 pillars model too advanced)
    • Difficult to measure distance travelled
  • PLANNING & STANDARDS Inspiring Learning CYNLLUNIO A SAFONAU Outcomes
      • Using the MLA GLOs has had a positive impact on raising the profile of the LRS by:
      • Establishing closer links with the curriculum
      • By being seen as more responsive to the demands of the curriculum and learners
      • By providing advocacy tools
      • By providing direct evidence from learners and tutors
      • The initiatives engaged in have promoted the LRS and have had positive impacts:
          • Increased awareness of services and facilities
          • Increased usage
  • PLANNING & STANDARDS Inspiring Learning CYNLLUNIO A SAFONAU Outcomes
      • The LRS is no longer seen as confined to the LRC
      • Emphasized role of LRS staff have in supporting learning and that the service is not merely one of resource providers
      • Not yet taken advantage of funding changes
      • The initiatives have been user focused
      • Have targeted non-traditional users with great success
      • Has demonstrated the ‘value added’ aspects of FE LRS provision
      • Created new learning environments
  • PLANNING & STANDARDS Inspiring Learning CYNLLUNIO A SAFONAU Outcomes
    • The project has confirmed the hypothesis that the role of LRS staff is changing at all levels and that there is a need to acquire new skills
    • Although there is an increased emphasis on ICT and electronic resources within college LRSs this can in fact complement traditional library activities rather than replace them
    • The project has demonstrated that LRSs can and do engage with new and different types of learners
    • The project has demonstrated the value of the methodology in terms of the additional feedback that it is possible to gather through focus groups
    • Evaluating student perception is regarded as an acceptable form of measuring the impact of services on the key college PIs
  • PLANNING & STANDARDS Inspiring Learning CYNLLUNIO A SAFONAU What next?
    • New project examining Generic Social Outcomes in the FE context
    • Issues:
      • Identifying target groups
      • Redefining framework
      • Lack of detail compared to ILFA
    • Outcomes:
      • Mapped activities to the GSOs
      • Revised focus group questions
      • Engaging with learners
      • GSO Activities linked to national agendas
    • The future:
      • Look at the impact of Library 2.0/Web 2.0 initiatives on GLO/GSOs