‘ Embedding IL in core modules’ IBL Café, 29 January 2008 [email_address] [email_address]
The problem <ul><li>Student dissatisfaction with library. </li></ul><ul><ul><li>Large numbers on core modules; </li></ul><...
The project <ul><li>To embed research exercises within core modules at Levels 1 and 2 in order to: </li></ul><ul><ul><li>D...
‘ Team’ members <ul><li>Cathy Shrank (project leader); </li></ul><ul><li>Lyn Parker and her team (developing on-line libra...
Online Tutorials
How it’s gone: positives <ul><li>Students are referencing correctly (!). </li></ul><ul><li>Students (at Level 2) drawing o...
How it’s gone: some negatives <ul><li>Mixed reaction to unassessed nature of tasks. </li></ul><ul><ul><li>Remedy: keep str...
How it’s gone: a few more gripes <ul><li>Problems with ‘Ovid Link Solver’ in MLA bibliography. </li></ul><ul><ul><li>Stude...
Discussion <ul><ul><li>What IBL activities have you introduced? With what aims? </li></ul></ul><ul><ul><li>What specific s...
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Embedding Information Literacy In Core Modules

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Presentation for the IBL cafe on 29 January 2008

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Embedding Information Literacy In Core Modules

  1. 1. ‘ Embedding IL in core modules’ IBL Café, 29 January 2008 [email_address] [email_address]
  2. 2. The problem <ul><li>Student dissatisfaction with library. </li></ul><ul><ul><li>Large numbers on core modules; </li></ul></ul><ul><ul><li>Books disappear from library quickly around assessment time. </li></ul></ul><ul><li>Staff dissatisfaction with students’ inability to locate, use and reference research resources. </li></ul><ul><ul><li>Uncritical use of JSTOR also becoming a problem. </li></ul></ul>
  3. 3. The project <ul><li>To embed research exercises within core modules at Levels 1 and 2 in order to: </li></ul><ul><ul><li>Develop certain research skills (e.g. referencing, critiquing some one else’s argument, finding material independently); </li></ul></ul><ul><ul><li>Increase awareness of certain key research resources (e.g. OED, MLA bibliography). </li></ul></ul><ul><ul><li>The exercises would be appropriate to the level and the subject-specific module. </li></ul></ul><ul><ul><li>The exercises are not (directly) assessed. </li></ul></ul><ul><ul><li>The exercises are (mostly) done in teams of 3-4 students. </li></ul></ul>
  4. 4. ‘ Team’ members <ul><li>Cathy Shrank (project leader); </li></ul><ul><li>Lyn Parker and her team (developing on-line library skills tutorials for the research resources); </li></ul><ul><li>CILASS (advice at every stage!); </li></ul><ul><li>Teaching teams (staff and pgrads) on the core modules; </li></ul><ul><li>2 nd - and 3 rd -year students (library tours). </li></ul>
  5. 5. Online Tutorials
  6. 6. How it’s gone: positives <ul><li>Students are referencing correctly (!). </li></ul><ul><li>Students (at Level 2) drawing on a much wider range of secondary (and primary) material. </li></ul><ul><li>Students seem to be more appreciative of what’s available in and through the Library (judging from SCEFs). </li></ul>
  7. 7. How it’s gone: some negatives <ul><li>Mixed reaction to unassessed nature of tasks. </li></ul><ul><ul><li>Remedy: keep stressing the direct benefits to their assessments. </li></ul></ul><ul><li>Mixed reaction to working in teams (particularly among 1 st yrs) </li></ul><ul><ul><li>Remedy: keep stressing the benefits of working in teams (as preparation for world of work as well). </li></ul></ul><ul><li>Some of the better students felt patronised. </li></ul><ul><li>Some dual students found the additional workload hard to manage. </li></ul><ul><ul><li>Remedy: longer lead times for exercises. </li></ul></ul>
  8. 8. How it’s gone: a few more gripes <ul><li>Problems with ‘Ovid Link Solver’ in MLA bibliography. </li></ul><ul><ul><li>Students will be alerted to the need to cross-check their list against STAR; work also continues on ‘Ovid Link Solver’. </li></ul></ul><ul><li>Problems with primary texts in LION. </li></ul><ul><ul><li>Remedy: make a virtue of that in highlighting the effect editors have on textxs; Library tutorial also to highlight this. </li></ul></ul>
  9. 9. Discussion <ul><ul><li>What IBL activities have you introduced? With what aims? </li></ul></ul><ul><ul><li>What specific support do you need for this? </li></ul></ul><ul><ul><ul><li>Integrated library materials into WebCT </li></ul></ul></ul><ul><ul><ul><li>Develop and/or customise Information Skills tutorials </li></ul></ul></ul><ul><ul><ul><li>More workshops with students </li></ul></ul></ul><ul><ul><ul><li>Assess students’ information literacy </li></ul></ul></ul><ul><ul><ul><li>Share best practice with other academics/practitioners </li></ul></ul></ul><ul><ul><li>How can we work together to improve satisfaction with the Library resources? Improve students’ information literacy? </li></ul></ul><ul><ul><li>How can we integrate student mentoring into supporting other students with library skills/information literacy? </li></ul></ul>

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