Viewpoints Information Skills Tool

Topics covered today Background to tool - aim, underlying principles and expected benefits Walkthrough of draft tool/key features (Balsamiq) - User interface and user choices - Stage of tool / information needing clarified Future decisions and choices - technical, content, wording, outputs

Background to tool - aim, underlying principles and expected benefits

Walkthrough of draft tool/key features (Balsamiq) - User interface and user choices - Stage of tool / information needing clarified

Future decisions and choices - technical, content, wording, outputs

Background to tool ‘ Study skills’ – tools for the job of being a learner, e.g. being able to use the library, resources, databases, do effective searches, use citations etc. Wider concept of ‘information literacy’ – awareness/understanding of how information is produced, critical appraisal of info, its content and validity etc. We are using SCONUL principles (Seven Pillars Model for Information Literacy – see overleaf) (SCONUL stands for Society of College, National and University Libraries) What are ‘information skills’?

‘ Study skills’ – tools for the job of being a learner, e.g. being able to use the library, resources, databases, do effective searches, use citations etc.

Wider concept of ‘information literacy’ – awareness/understanding of how information is produced, critical appraisal of info, its content and validity etc.

We are using SCONUL principles (Seven Pillars Model for Information Literacy – see overleaf)

(SCONUL stands for Society of College, National and University Libraries)

Background to tool

Background to tool Help to create information skills strategy for course Let staff see how info skills load is spread throughout the course for students Help staff fill in Ulster forms – new courses , revalidation, etc Help them reflect on what info skills are like for students Help staff to organise strategy step by step – give them blueprint Inspire with new ideas on how to implement information skills Improve communication – teaching staff + library Direct staff to relevant info skills information and resources – library checklists, online information skills training, etc. Aim of this tool

Help to create information skills strategy for course

Let staff see how info skills load is spread throughout the course for students

Help staff fill in Ulster forms – new courses , revalidation, etc

Help them reflect on what info skills are like for students

Help staff to organise strategy step by step – give them blueprint

Inspire with new ideas on how to implement information skills

Improve communication – teaching staff + library

Direct staff to relevant info skills information and resources – library checklists, online information skills training, etc.

Background to tool New course design/accreditation Revising a course or a module Course revalidation (3 main uses) Secondary uses – new staff induction (staff development), using with students to tell them what they need to know Library could use with students to model how their info skills will need to develop/progress throughout course Main users – module co-ordinators/staff working on curriculum Possible secondary users – staff thinking about information need for library, library staff demonstrating skills to students Uses of the tool

New course design/accreditation

Revising a course or a module

Course revalidation (3 main uses)

Secondary uses – new staff induction (staff development), using with students to tell them what they need to know

Library could use with students to model how their info skills will need to develop/progress throughout course

Main users – module co-ordinators/staff working on curriculum

Possible secondary users – staff thinking about information need for library, library staff demonstrating skills to students

Background to tool Module co-ordinators/course development staff Using well established principles of good practice Anchors principles to specific examples/benchmarks Prompts staff to reflect and create specific tailored info strategy Directs them to hard to find info Librarians Dovetails with current/new info skills strategy (SCONUL principles) They can influence tool all throughout development – create something practical and workable Fosters communication between groups Hopefully will automate more routine tasks – e.g. directing staff and students to specific resources Benefits of the tool

Module co-ordinators/course development staff

Using well established principles of good practice

Anchors principles to specific examples/benchmarks

Prompts staff to reflect and create specific tailored info strategy

Directs them to hard to find info

Librarians

Dovetails with current/new info skills strategy (SCONUL principles)

They can influence tool all throughout development – create something practical and workable

Fosters communication between groups

Hopefully will automate more routine tasks – e.g. directing staff and students to specific resources

Background to tool Students Info skills will be hopefully spread out, not ‘clumped’ together but introduced gradually Will understand what information skills are – and why important Lecturers can direct them to appropriate resources via this tool A more integrated strategy means (hopefully) more understanding on students’ part Benefits of the tool – part II

Students

Info skills will be hopefully spread out, not ‘clumped’ together but introduced gradually

Will understand what information skills are – and why important

Lecturers can direct them to appropriate resources via this tool

A more integrated strategy means (hopefully) more understanding on students’ part

Tool walkthrough Earlier stage than Assessment and Feedback tool – start of process Not gone through different iterations yet Need to have many conversations with interested parties (such as sub librarians and module coordinators Redevelop content based on their advice/feedback Need to reword principles and also decide on examples Current examples – based on work done by Peter Godwin, London South Bank University (mapping SCONUL principles to student benchmarks – what should students be able to do) Available on wiki Raises questions – permissions/amendments etc. Current stage of development

Earlier stage than Assessment and Feedback tool – start of process

Not gone through different iterations yet

Need to have many conversations with interested parties (such as sub librarians and module coordinators

Redevelop content based on their advice/feedback

Need to reword principles and also decide on examples

Current examples – based on work done by Peter Godwin, London South Bank University (mapping SCONUL principles to student benchmarks – what should students be able to do) Available on wiki

Raises questions – permissions/amendments etc.

Tool walkthrough – initial screen

Tool walkthrough – filled out

Tool walkthrough – 01

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Tool walkthrough – 07b

Tool walkthrough – 07c

Tool walkthrough – 07d

Tool walkthrough – 07e

Tool walkthrough – 07f

Tool walkthrough – 07g

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Tool walkthrough – 11

Future decisions/choices Content Where will information for tool come from? Can we use Peter Godwin benchmarks? If so, can we amend/re-word? Do librarians have more suggestions as to content? What resources should be included in outputs? Outputs – can they be tweaked to be different/different roles? Where do checklists go – embedded in resources or on form? Do we have a column for info skills-related task? Is content practical/useful for course creators/librarians? Questions to ask

Content

Where will information for tool come from?

Can we use Peter Godwin benchmarks?

If so, can we amend/re-word?

Do librarians have more suggestions as to content?

What resources should be included in outputs?

Outputs – can they be tweaked to be different/different roles?

Where do checklists go – embedded in resources or on form?

Do we have a column for info skills-related task?

Is content practical/useful for course creators/librarians?

Future decisions/choices Technical etc Is interface intuitive/easy for users to grasp without instructions? Is there too much info on screen? (scrolling issue in fields – adding many buttons) Will free text fields have size limits? Can large text boxes/pop-ups ‘float’ up/down depending on where you are on screen? (see 7d, slide 22) Will it be possible to save/re-edit free text column (My Plan)? Need to meet soon with Sara Hunter to discuss accessibility implications and what we need to do Accessibility implications of interactive interface/drag & drops – what ‘reasonable adjustments need made? How will this be embedded in the university? Questions to ask (Part II)

Technical etc

Is interface intuitive/easy for users to grasp without instructions?

Is there too much info on screen? (scrolling issue in fields – adding many buttons)

Will free text fields have size limits?

Can large text boxes/pop-ups ‘float’ up/down depending on where you are on screen? (see 7d, slide 22)

Will it be possible to save/re-edit free text column (My Plan)?

Need to meet soon with Sara Hunter to discuss accessibility implications and what we need to do

Accessibility implications of interactive interface/drag & drops – what ‘reasonable adjustments need made?

How will this be embedded in the university?