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Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
Extending the Reach Libraries Thriving
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Extending the Reach Libraries Thriving

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The Skills@Library team from University of Leeds was recognized for their work on a valuable resource for lecturers teaching such academic skills at the 2012 Librarians’ Information Literacy Annual …

The Skills@Library team from University of Leeds was recognized for their work on a valuable resource for lecturers teaching such academic skills at the 2012 Librarians’ Information Literacy Annual Conference. While the ready-made instructional materials available on the Skills@Library lecturer pages can greatly benefit librarians teaching information literacy courses, the overarching goal of the project was to help academics and librarians embed broad academic skill instruction into the curriculum. Representatives from the Skills@Library e-learning team will join us during this session to share key takeaways from their work on this project and suggestions for your efforts to introduce information literacy instruction into your curriculum.

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  • Team considered how to present/format, came up with various optionsUsed our existing CMS structure as that’s what we had available. Uploading wasn’t difficult, but having me do it all speeds up the process.
  • skills advisers review their existing materials and prepare them for sharing. Workshops and activities came from existing things – nothing was created new, it was all repurposed from current teaching materials. Online resources are existing student resources.Learning Technologist uploads, layout, checks templates are correct Team leader proof reads, double-checks
  • Dan is a Librarian working with the Faculty of Maths and Physical Sciences. He has used and adapted the Lecturer resources to teach referencing and plagiarismTwo examples of material he has used have included You be the judge activity to encourage students to see if they can recognise plagiarism (see next slide). This activity comes with the answers and can be inserted into workshops of varying lengths etc. A similar activity, called ‘Where do you draw the line’ encourages students to discuss with others what is and isn’t plagiarism.Dan has also used the ‘visual representations of plagiarism’ activity found in the Plagiarism tutorial to explore students understanding of plagiarismHe find that the Lecturer resources help save lots of preparation time and, enjoys the flexibility of resources that he can just pick and use, or adapt.Judith teaches competition law and recently adapted the module to include a group oral presentation into the assessment. As she hadn’t assessed a group presentation before she used the Lecture page resources to help plan the task and to include appropriate assessment criteria. This is an important point. Academics who are subject specialists often introduce assessment criteria that is very ‘content’ specific. They want, and need the students to deliver good presentations, but can forget to include assessment criteria that measures the quality of the presentation or the group process that are involved in creating a successful presentation.She makes the same comments as Dan about how having a bank of resources and activities cuts down preparation time a great deal (see slide 3). She uses the Lecturer resources together with the Student resources and feels that having a bank of support materials that she can refer students to helped her introduce innovative activities students enjoyed doing and greatly improved the quality of their presentations.
  • Example of one of the activities used by the FTL off the Lecturer pages
  • Example of an activity used by Law lecturer for presentations skills, taken from the Lecturer pages
  • Our final example of using the resources is when the University’s Business School redesigned its academic skills module, and adapted resources from the Lecturer pages to ensure discipline specific relevance.
  • The concept of a ‘successful partnership’ has been used by the Academic, to demonstrate how over a few years, teaching academic skills has shifted from being 100% the responsibility of the Skills Adviser, to now being 100% delivered by discipline specific staff, who dip into and adapt our resources.
  • This slide demonstrates the number of workshops delivered over the semester, the breadth of content required and the assessment criteria that the content matched up to.In delivering these sessions we used material about note taking and making, using credible sources, taking information from notes and using it to plan and prepare and essay, and thinking about the structure of paragraphs and how they need to be based on having evidence to support a claim and logical reasoning.
  • This wordle demonstrates the wide range of issues that the Lecturer wanted to cover in her module. The need for relevant and appropriate activities, many of which can be found of the Lecturer pages is clear from this visual representation .
  • The following five slides demonstrate how an activity to do with interrogating an essay question has been adapted to be relevant to a module on organisational behaviour.Slides on critical thinking were taken from the LearnHigher web site and integrated into curriculum based teaching
  • Reminder of the significance of instructional verbs
  • Students think about the essay question in the context of a debate
  • We used the slides on planning to help students scope their response to the question about Lecturer pay.
  • Examples of students mind maps. Adapted form the Planning and Preparing workshop on the Lecturer pages
  • How paragraphs fall out of good mind maps
  • Transcript

    • 1. Extending the Reach ofYour Academic SkillsInstruction July 24, 2012
    • 2. Best Practices1. Send questions or comments to LauraWarren, Libraries Thriving Coordinator-laura.warren@credoreference.com2. Share comments and questionsthroughout the session via the chat box.3. Continue the conversation on theLibraries Thriving Discussion Forum.
    • 3. The Skills@LibraryLecturer PagesCarol ElstonMichelle SchneiderJade KelsallJulia Braham
    • 4. Introduction Carol Elston Michelle Schneider Jade Kelsall Julia Braham E-Learning Adviser Skills Adviser Learning Technologist Skills Adviser
    • 5. Session Format Lecturer pages – the history (10 minutes) 1. Demonstration (10 minutes) 2. How did we do it? (5 minutes) 3. How are they being used? (15 minutes) 4. Questions/discussion (20 minutes) 5.
    • 6. Why did we do it? Carol Elston e-Learning Adviser
    • 7. The initial idea• LearnHigher – a nationally funded collaboration of UK Universities.• CETL – Centre of Excellence in Teaching and Learning
    • 8. • Student pages• Staff pages
    • 9. Skills@Library website
    • 10. Model pre 2010 Working Enabling with staff to students to embed skills develop in the their own curriculum skills Design / teach skills one to sessions online workshops one with resources support academics
    • 11. • Embedded in the curriculum-All Faculty Team Librarians developmental not remedial modelwill be able to deliver the full range of academic skills, • No extra teaching hours: blendedwith the exception of Maths learning, hand over to academics support. • Collaborate with academicsThe Skills@Library Team will provide strategic direction • Online resourcesand a high level of support toboth Faculty Team Librarians • Generic teaching resources and academic staff for this, particularly in the area of learning technologies • Liaise and work more closely with FTLs Leeds University Library 2010 Academic Skills Strategy http://library.leeds.ac.uk/downloads/AcademicSkillsStrategy.doc
    • 12. New Skills@Library website
    • 13. Lecturer pages
    • 14. What do they look like? Michelle Schneider Academic Skills Adviser
    • 15. How did we do it? Jade Kelsall Learning Technologist
    • 16. Layout
    • 17. The process Skills advisers Learning Team leader review and Technologist quality Resources go adapt existing formats and assures final live content uploads page
    • 18. How are they being used? Julia Braham Academic Skills Adviser
    • 19. Lecturer Webpages: examples of use
    • 20. A successful partnership:Skills@Library and LUBSLarissa BdzolaHead of First Year ManagementUniversity of Leeds
    • 21. A successful partnership Pre2009 Induction essay (formative) Teaching Writing 100% Skills@Library 2009/10 Induction essay Timed essay Final essay 2010/11 Induction essay Practice essay (formative) Final essay 2011/12 Induction essay part 1(formative) Induction essay part 2 Final essay 2012/13 Induction essay part 1(formative) Induction essay part 2 100% LUBS Reflective log
    • 22. W Content Assessment criteriak0 Set induction essay Presentation Structure2 Submit induction essay4 Feedback on induction essay Presentation Structure5 What does “critical” mean? Being critical in Sources planning Analysis Searching for sources and using resources (Library)6 Being critical when reading and evaluating sources Sources Citing sources correctly (Library) Analysis Referencing7 Referencing check up Referencing8 Being critical when thinking and writing Analysis Structure9 Being critical when reviewing your own work Analysis All10 Referencing helpdesk & „loose ends‟ seminar Referencing All11 Submit induction essay part 2 All
    • 23. Group taskWHAT DOES IT MEAN TO BE CRITICAL?Working in your wiki groups think about differentaspects of the essay writing process.How can you show you are ‘being critical’ whilst you:-• find sources• plan your writing• read sources
    • 24. Critical thinking model description Who? When? Where? What? Topic How? What next? Issue So what? analysisevaluation Why? What if?
    • 25. What are you being asked to do?Verb Meaningdiscuss Investigate or examine by argument. Sift through evidence - give reasons for and againstanalyse Separate an argument into its component parts to reveal the causes or general principlesevaluate Make an appraisal of the worth of something. You can make your own value judgements but back them up with argument and justification
    • 26. Steps Example Unpicking an essay title of motivation, evaluate whether lecturers’ pay Using theoriesEssay title should be contingent on their performance.Turn it into a debate Lecturers’ pay should be contingent on their performancestatement Lecturers’ pay should not be contingent on theirOpposing performance.Add expressions of degree Under what circumstances may it be appropriate toand qualification pay lecturers based on their performance? Students: Parent : Academics: School orDifferent perspectives Faculty Management : Employers : Higher Education Funding Council
    • 27. Planning to capture ideas

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