AELooking at the broader issues surrounding provision of information literacy trainingHow we have been inspired to change the way we teach and address the problemsWhat we have done and how we are developing our provision
AEAE and VH identified a number of issues regarding provision of user education:Not embeddedworkshopstraditionally provided at request of academic staff on ad hoc basiswhich leads to inconsistent provisioncomplex module structureNo central coordination of skills within the SchoolInconsistent provision: rarely see all first year students Repetitive: Impossible to develop progressive programme of information literacy training, so end up repeating what we’ve already covered for 2nd and 3rd yearsBad timing: Insufficient timeWrong time, so not relevant to studentsLack of information skills:Students know how to use technology, but lack ability to find, evaluate and use the information foundTeaching methods: tradition of monotonous demos and death by powerpoint(More next slide)Therefore great opportunity for us to work with Paula and Serengul to integrate academic, professional and information skills into the employability skills framework devised by the School.
AETeaching skills: librarians not taught to teachToo genericTools basedDidactic: follow instructions correctlyToo muchUninspiring: bore students/death by PowerpointFear of not knowing: Librarians fear teaching subjects they are unfamiliar with, so over complicate. What we need to remember is that we are teaching information skills and not the subject
AEStudent research is finding…Book or journal with the answersRight amount of factsRight number of references Reporting back to teacherEasy option: use Google and Wikipedia as easyAlso fearof plagiarising and criticising information, also students who have never written more than 500 wordsBehaviourist librarians reinforce this
VHVH had concerns about the way we present our sessions.Inspired by ‘Teaching information literacy in HE workshop’. Attended at CILIP.We teach 3-5 times too muchWhen planning sessions we need to consider what will make the biggest difference given time limitWe try to clone our expertiseWe 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 ethicallyDiscussion is powerful:Find out how the students already find info, what they already know, what they wantLearn/discover together: don’t plan searches/demos in advancePeer learningWe can learn a lot about student’s understanding from the questions they askLearning by doing is empowering:No demosEncourage active participation through a variety of activities eg. trying things out, getting feedback, solving problems, peer discussion, reflecting on mistakes etcUninvolved students are less likely to learnStudents should be learners, not the taught:Our role to support and facilitateDisciplinary context is a key influence on student learning ie. one method does not fit all….devised different sessions for PDE students
VHInspirationfrom LILAC 2011Development of games with KH and VHGames rolled-outTaking it furtherGames should be:FunQuickSimpleEasy to grasp and playMeet a specific need or objective
VHCollaboration: Working with LDU to coordinate content, and EIS LTSL to make in-roadsTeam teachingMenu: have created a menu of key learning objectives for each level in bite-size chunks eg. Thinking about resources, devising keywords, evaluating resources. Can be mixed and matched.Problem or project basedInteraction…….group activities, peer learning, feedback, and discussionExploration: use Summon:Easy and quick to useFrees up time to be creativeSkills not techniques: Avoid showing students how to use databases, concentrate on info skills:Analyzing project briefSearch strategy (keywords)Apply skillsEvaluationEthical useIt can be funDeep learning
Who we are and what we doThinking about resources gameKeywords: using image to get students thinking about keywords (specific, alternative, related) and then using real exampleThe real thing: relate learning to a projectHands on try it out (Different things for different years)1st years = Summon 3rd years = Summon plus other databasesPG = Summon, databases, plus citation searchingEvaluation using sample search results (website, newspaper article, trade journal, academic journal)PDE students: have taken interactivity much further eg. taking items from special collections into their studio (think about how they can use them), letting them discover art and design collections themselves at HE (mini project) etc.
VH 13:45Whatdo you see in the picture etcHandouts available.
VHExplainhow we move on from Market Stall picture and run the same exercise but using current project.Whatare the keywords? Cornish, villages, 4G, trialWhat are the alternative keywords? Cornish: Cornwall, West Country, West of EnglandVillages: Village, rural communities, countryside4G: Fourth generation technology, cellular wireless standards, networking technology,Trial: test, evaluation What terms can you use to make your search more specific?Internet accessFixed and mobile subscribersFrequency and bandwidthInfrastructureBT and Everything EverywhereRouters, antennas, and donglesRadio spectrumIP based mobile broadbandServices eg. ultra-broadband internet access, IP telephony, gaming services, streamed multimediaLTE (Long term evolution)IMT (International mobile telecommunications) advanced complianceWhat are the related subjects?Rural internet accessUK digital agenda, Digital BritainDigital inclusionTelecommunications3G and 2GLaptop computer wireless modems, smart phones, mobile devices
VH 13:50Thinking about resources (card game) AEEvaluation (5 items and worksheet) VHFollowed by discussion on how we’ve adapted this for other years ie. Evaluation card game for 3rd yearsPG keyword exercise10 mins each game 13:50-14:10Discuss developments 13:50
AEThose who attended average 65%, rather than 50 % for non attendees ie. 15% higherAttendees 7/10 for bibliography, rather than 5/10 ie. 20% difference
AEAnother way of looking at figure.
AEResources used shows better choice of resource by attendees….in the case of this project, very little current info, so Library catalogue not a good choiceEvaluation criteria shows better understanding by attendees ie. Academic authority and currency seen as impo rather than easy to read.
AE 14:20Are they simply good students?Would do better anyway?What will they remember next year?We can see that workshops had an impact, but will it sustainImpactWill have an idea of impact when see current 1st years in 2nd year workshopsNeed more research into impactBut Huddersfield study shows a correlation between use of library resources and better gradesHow to reach the non-attenders?Third students did not attend CCM2426 workshops (also issues with CCM1418)Student comments show why we need our workshops to be embedded:Already had 4 sessions last year I already know how to use the library“I don’t think library training is relevant...expect to have a real lesson”Survey shows that library workshop did have an impact, but still there are 3rd year students who don’t know how to use the library catalogueBelow 90% attendance apparently has an impact on final degree grade
VH 14:20Roll-out framework for 2nd and 3rd years and PGsDevelop activities so appropriate for level and not repetitiousInformation to help students get jobs eg. finding company information in prep for job interviews using Keynote and BSCLife after Uni: students will not have access to many of our resources once left, so tell thewm about personal membership to BCS, ACM, IEEE etcImprove attendance: any ideasRevalidation
VHSuccessful collaboration is getting things moving plus team teachingChanges to methods have worked: survey shows that we have made an impact, plus many colleagues have used and adapted our workshops for their studentsTeaching is more fun for students and for usBut we can now say......Library training gets you better marks
VH 14:25Any questions
L&T Mini Conference 13th Sept 2012
Jeux Sans Frontières It’s a Library knockout13th Sept 2012 C210Adam Edwards and Vanessa Hill
Game plan • Issues • Ideas • Solutions • Planshttp://www.flickr.com/photos/ajourneyroundmyskull/4788590225/
Issues• Not embedded• Inconsistent provision• Repetitive• Bad timing• Lack of information skills• Teaching methods…….
Librarians as teachersTeaching skills • Too generic • Tools based • Didactic • Uninspiring • Too much • Unfamiliar subject
Get the ball rollingMove 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
Inspiration• Less is more• Cloning• Discussion• Learning by doing• Learners, not the taught http://advedupsyfall09.wikispaces.com/Sara+Woodard
Games should be...• Fun• Quick• Simple• Easy• Need or objectiveAdapted from Susan Boyle, Lilac 2011
Tactics• Collaboration• Menu• Problem based• Interaction• Exploration• Skills not techniques• FunDeep Learning
Game-based activities• Who we are and what we do• Thinking about resources• Keywords• Hands on try it out• Evaluation
Thinking about keywordshttp://www.flickr.com/photos/rossjamesparker/89414788/
The real thingYour first piece of coursework for CCM2426 will bebased on the Cornish Villages 4G trial. •Keywords •Alternative keywords •More specific keywords •Related subjects http://www.flickr.com/photos/sidelong/300188454/