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Hinchley Wood School Sept 2016
- 1. Games for teaching information literacy Enhancing the quality and impact of library workshops Hinchley Wood School 2016
- 3. Looking back
- 4. Librarians and teaching • Ad hoc and add-on • Not relevant • Procedures and process • Didactic and uninspiring • And so it continues
- 6. Student perspective • Answers • Facts • References • Reporting back • Easy option • Fear Librarians reinforce this! http://www.flickr.com/photos/nottsexminer/6270679714/
- 7. Inspiration • Less is more • Cloning • Discussion • Learning by doing • Learners, not the taught http://advedupsyfall09.wikispaces.com/Sara+Woodard
- 8. Back to basics • Resources • Keywords • Searching • Evaluation
- 9. The name of the game • Fun • Quick • Simple • Easy • Need or objective Adapted from Susan Boyle, Lilac 2011 https://www.flickr.com/photos/johnragai/
- 10. Our vision Move students from “ …lifting and transporting textual substance from one location, the library, to another, their teacher’s briefcases.” To “…searching, analyzing, evaluating, synthesizing, selecting, rejecting…” Kleine 1987
- 12. Coursework marking criteria Section Mark Library Abstract 10 Problem description (context, concepts etc) 30 √ Solution 30 √ Evaluation (critical evaluation) 10 √ Language (quality of English, phrasing, description) 10 Exposition Quality (clear structure, layout, references) 10 √ Total 100
- 14. Books What are they: A written or printed work of fiction or fact. May be electronic. Good for: Clear overview. Not so good for: Up to date information.
- 17. The real thing http://www.flickr.com/photos/sidelong/300188454/ Your first piece of coursework for CCM2426 will be based on the Cornish Villages 4G trial. •Keywords •Alternative keywords •More specific keywords •Related subjects
- 18. Finding resources myUniHub > My Study > My Library > Summon Select Summon and search for information for your project
- 19. Google vs Summon http://www.flickr.com/photos/ennuiislife/3450743002/ Google • Familiar and easy to use • Finds too much information • Fast results • Access from any computer • Access to some books and journals • Designed to sell you things • Search results sponsored • Searches for info from any source • Pay for academic information Summon • Easy to use • Finds lots of academic info • Fast results • Access from any computer • Access to lots of books and journals • Designed to find you information • Search results by relevance • Searches quality resources • Free access to full text
- 21. • Authority • Relevance • Intent • Objectivity • Currency Evaluating information
- 22. Other activities and games • Best reference list (3rd year UG) • Twitter (2nd year UG) • How are books arranged? (Foundation year)
- 24. Twitter, etc
- 25. How are books arranged in the library?
- 26. 004.19 PRE Books are arranged….. Computing Design Design Animals Animals Computing History History History 004.19 ABE 004.19 CR0 004.19 PRE
- 28. Final thoughts
- 31. Dr Vanessa Hill v.hill@mdx.ac.uk Dr Adam Edwards a.edwards@mdx.ac.uk http://bit.ly/GamesMDXLibrary http://eprints.mdx.ac.uk/id/eprint/18944 ght Fotolia under Microsoft licence http://office.microsoft.com/en-gb/images/results.aspx?qu=blank+sign&ex=1#ai:MP900442493|
Editor's Notes
- VH (16 people) Intros.
- VH Looking at the broader issues surrounding provision of information literacy training in HE How we have been inspired to change the way we teach and address the problems What we have done and how we have developed our provision
- AE Landscape has changed dramatically in the last 20-30 years. This is what libraries looked like when we trained as a librarian in the 1980s. Librarians were the guardians of information We created indexes and catalogues, through which we controlled access to information. …….. Manual laborious information retrieval processes which were an major barrier to information for our users. We organised information on shelves in a librarianly way, which was not always logical to the users e.g. Mysterious names: Quick-reference, reference, oversize, short loan, etc The University of Reading arranged books by size in three sequences ‘helpfully’ labelled Quarto, Folio and Octavo!! We supervised searches and only the librarian could get to the information, especially true of early online searches which cost £1 a minute. I remember that only the head librarian had the authority to undertake such searches at the start of my career. Teaching was a small part of what we did and not the main priority.
- AE Teaching: Was limited to add-on workshops: Workshops usually provided at request of academic staff on ad hoc basis And little thought given to where they should sit in the overall programme Repercussions for student behaviour as library workshops perceived as unimportant. Impossible to develop a progressive programme of information literacy training There is often an assumption by academics and students that IT skills = IL skills (find, evaluate and use info found) Not the case…something I’ll explore later. There was no attempt make them relevant to the students’ academic work Students often cannot see the relevance of what they learn in library workshops….that is assuming that they have actually learnt anything. And librarians focussed on procedures and process e.g. how to take a book out or how to find a journal article using printed abstracts and indexes in an effort to create pseudo librarians Teaching was very didactic and workshops were uninspiring. This is often still the case and we still see colleagues creating worksheets, making information retrieval a strict, linear process rather than embracing the flexibility and multiple entry points provided by the Internet. Why?..................Librarians are not taught to teach and maybe lack the skills and confidence to take risks and innovate? Although the problems we identified were local to us, they will no doubt resonate with librarians world wide.
- VH But now everything has changed: Subsequent developments in technology, the advent of the Internet, the proliferation of information and ease of access has changed everything we knew. Summon (like Google) has provided easy access to huge amounts of information. Information is ubiquitous. Students can go it alone. They can access it 24/7 and don’t need to be in the library under the watchful gaze of the librarian! Neither academics or librarians have control of the information that they use. As far as library workshops are concerned we don’t need to show students how to use it, because its instinctive (in most cases). But do they have the skills to find what they really need? Do they understand the value of academic resources? Do they use the best keywords/search terms? Do they know how to make a value judgement about any information found? Probably not. All of this has had a major impact on the role of the librarian, our day-to-day work, our environment and the tools we use There are also significant implications for library workshops.
- VH There are also issues surrounding students…. Student research is often strategic, the students have an end goal which is to make the grade. Just want to find the right book or journal with the answers, right number of references, using the easy option which is usually Google. Our students have had 14 years of being told what to do, giving the correct answer in the right way to pass exams….. We can see from personal experience that Schools are not preparing students for Uni…..we understand why….targets to meet, and also a lack of funding for school libraries etc.. Librarians reinforce this with our Behaviourist approach to teaching.
- VH Inspired by ‘Teaching information literacy in HE workshop’. Attended at CILIP. Dec 2010. We teach 3-5 times too much When planning sessions we need to consider what will make the biggest difference given time limit/use online guides We try to clone our expertise We can’t distil our own experience into a one hour session. We don’t need to show students how to search databases, but we do need to show them how to appreciate the value of academic resources, search effectively, evaluate the information found and how to use it ethically Discussion is powerful: Find out how the students already find info, what they already know, what they want Learn/discover together (peer learning): don’t plan searches/demos in advance We can learn a lot about student’s understanding from the questions they ask Learning by doing is empowering: Encourage active participation through a variety of activities eg. trying things out, getting feedback, solving problems, peer discussion, reflecting on mistakes etc No demos: Interaction and exploration Uninvolved students are less likely to learn Students should be learners, not the taught (working together to learn): Our role to support and facilitate Disciplinary context is a key influence on student learning ie. one method does not fit all….devised different sessions for PDE students
- VH So we went back to basics and considered what things we really needed to teach removing ourselves emotionally from what librarians normally teach in workshops. Initially we identified 6-7 key areas but subsequently refined this to 4: Range and value of resources Importance of keywords to find information Opportunity to explore resources themselves The importance of evaluating information found The framework for every workshop: Thinking about resources game in an academic context ( 3 x versions TAR, Sources and Scenario) Keywords: using image to get students thinking about keywords (specific, alternative, related) and then using real example The real thing: relate learning to a project Searching (hands on) mainly use Summon = frees up time to concentrate on info skills Evaluation using sample search results (website, newspaper article, trade journal, academic journal) and Criteria game for 3rd years.
- AE The vehicle to enable these changes came after Adam attended the Librarians Information Literacy Annual Conference in 2011. LILAC as it is known is organised by the Information Literacy Group referred to earlier. Adam attended a workshop by Susan Boyle from UCD talk on the use of games in library workshops. And so we developed games and activities as described in our core public work for each of the 4 elements in our workshops. Sharing our ideas with others has also lead to further ideas and we now have a programme of workshops from Foundation through to PG level based around the 4 elements with games and activities used throughout. This has been shared on Jorum and regularly updated as we make changes. Games should be: Fun-enjoyable Quick -10 mins Simple - easy to prepare and cheap Easy to grasp and play- no complicated rules Meet a specific need or objective
- AE This was our early vision……. ….moving away from a cut and paste mentality to students who are discerning users of information. Judging by the research we have carried out with academics, this is what they want from their students as well Have we succeeded? Only time will tell.
- VH This is what we do….a typical 1st year workshop for computing students. ‘Better than Google’ is a direct challenge to the students’ love of ‘Googling it’
- Discuss how using library resources can enhance project mark. e.g. use our resources to find out about the subject, we can help you with your references, LET can help you with structure, academic writing etc.
- VH We now want you to have a go at one of our original innovative games, so that you can see how it works.
- VH In a classroom situation we would follow this game with feedback and discussion, asking each group in turn to describe each resource in turn and state what they are ‘good for’ and ‘not so good for’. Besides the resource descriptions, there are no right or wrong answers and discussion is encouraged. Feedback enables us to cover various key points if not mentioned.
- VH We then explore the other resources. This is a chance to discuss: What a journal actually is Peer review Authority and relevance of resources Risk of relying on Google or using Wikipeadia
- AE
- AE Example of a real student project and how we get students to think about their keywords. What are the keywords? Cornish, villages, 4G, trial What are the alternative keywords? Cornish: Cornwall, West Country, West of England Villages: Village, rural communities, countryside 4G: Fourth generation technology, cellular wireless standards, networking technology, Trial: test, evaluation What terms can you use to make your search more specific? Internet access Fixed and mobile subscribers Frequency and bandwidth Infrastructure BT and Everything Everywhere Routers, antennas, and dongles Radio spectrum IP based mobile broadband Services eg. ultra-broadband internet access, IP telephony, gaming services, streamed multimedia LTE (Long term evolution) IMT (International mobile telecommunications) advanced compliance What are the related subjects? Rural internet access UK digital agenda, Digital Britain Digital inclusion Telecommunications 3G and 2G Laptop computer wireless modems, smart phones, mobile devices
- VH Summon = Resource discovery tool > Searches all our resources. Easy to use, so no demos.
- VH Searching is followed by a discussion about the advantages of using Summon to find info rather than Google. Google Familiar and easy to use Finds too much information Fast results Access from any computer Access to some books and journals Designed to sell you things eg. shoes Search results sponsored…no accident that Wikipedia, Amazon etc at top of search results Searches for info from any source Pay for academic information Summon Easy to use Finds lots of academic info Fast results Access from any computer Access to lots of books and journals Designed to find you information: up-to-date, focussed/specific Search results by relevance Searches quality resources eg. Peer reviewed journal articles, conference proceedings , research etc Free access to full text ie. Information not freely available elsewhere
- AE Introduce the importance of evaluating information for quality What do you think about this quote by Abraham Lincoln?
- AE Authority : Who is the author? What is their knowledge base/qualifications? How have they carried out their research? Relevance : Is this what I need? Will it answer my question? Is it at the right level? Intent : What is the purpose of information e.g. financial gain, propaganda, academic etc? Objectivity : Balanced view? Opposing views represented? Links to supporting information? Currency: How old is this information? When was it last updated and by whom?
- VH This is another game that we have used with Foundation students, so not part of our usual 1st year workshop, but we know this game is popular with schools. Ask students what they think? Before we explain, run DEWEY GAME.
- VH Books arranged in subjects Each subject has a number, so books on same subject are at same number on the shelves We use a 3 letter suffix (usually first 3 letters of authors name) to help you find books within a number Books arranged alphabetically by suffix within each number
- AE So what happens? As students take part in one of our activities They are engaged and there is increased interest, motivation and interaction. Lots of discussion……collective, social, collaborative and peer learning, working together to solve problems. What we hear the students discuss is indicative of what they know and what they don’t know. Students appear to be learning……Burgun believes that games teach us how to learn, activating prior knowledge and building on existing skills. This is the constructivist approach to learning which is the foundation of our changed pedagogical practice. Students seem willing to ask questions, voice opinions etc: games can alleviate some of the fear that students experience when using a library i.e. they can experiment in a safe environment We can respond as necessary….challenging misconceptions and filling gaps in their knowledge Use of games alleviates the burden of running back-to-back workshops …..providing us with breathing space. Every workshop different for us.
- AE Online databases and Resource Discovery tools like Summon make searching easier… Therefore we don’t really need to teach library skills i.e. process….how to use databases, e-resources. But we need to teach information literacy We now have time to do this. Finally….. Changes to methods have worked: survey shows that we have made an impact, plus many colleagues have used and adapted our workshops for their students Teaching is more fun for students and for us And we can now say that Library workshops gets you better marks
- AE