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Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
Librarian Subject Meeting
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Librarian Subject Meeting

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Presentation of the Information Skills strand of the Viewpoints curriculum design toolset, at the University of Ulster Library Subject Team Meeting in Jordanstown on March 5, 2010

Presentation of the Information Skills strand of the Viewpoints curriculum design toolset, at the University of Ulster Library Subject Team Meeting in Jordanstown on March 5, 2010

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  • They are given sets of Information Skills cards, which are based around the SCONUL Seven Pillars of Information Literacy (and align to Ulster library’s new information skills strategy.)
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    • 1.  
    • 2. Viewpoints Project: Overview and progress to date Dr Alan Masson, Karen Virapen, Catherine O’Donnell Technology Facilitated Learning, University of Ulster Librarian Subject Team Meeting – 5 th March 2010
    • 3. Presentation summary <ul><li>Introduction to Viewpoints </li></ul><ul><li>Info Skills strand – benefits for staff/students </li></ul><ul><li>Information Skills workshop outline </li></ul><ul><li>Interactive group activity </li></ul><ul><li>Consulting with librarians (how you can help) </li></ul><ul><li>Conclusion/ any questions </li></ul>
    • 4. Viewpoints Overview <ul><li>Viewpoints is a JISC-funded curriculum design project. </li></ul><ul><li>Its remit is to create a series of user-friendly reflective tools (in workshop and online format) to promote and enhance curriculum design. </li></ul><ul><li>The tools will help staff consider areas such as: </li></ul><ul><ul><li>Information skills, assessment and feedback, creativity &amp; innovation in teaching, and student interactions. </li></ul></ul>
    • 5. Information Skills strand: Benefits for staff and students <ul><li>Helps staff to be more prepared as regards resources they might need when they come to meet library staff </li></ul><ul><li>Viewpoints can point staff to useful existing resources </li></ul><ul><li>Promote library and library website </li></ul><ul><li>Helps staff think about students’ info skills needs </li></ul><ul><li>Getting librarians more involved in course planning </li></ul><ul><li>Fostering links between staff and librarians </li></ul><ul><li>Chance to embed library information skill strategy </li></ul><ul><li>Library have a chance to input into our workshop process – help reinforce their own info skills work </li></ul>
    • 6. Info Skills workshop: a summary <ul><li>We are currently working on an activity-based workshop that aims to encourage reflection and creativity in information skills planning for courses, considering the student perspective. </li></ul><ul><li>We would welcome comments/suggestions from library on any aspect of the workshop to date </li></ul><ul><li>Online aspect – to be developed after the workshop </li></ul><ul><li>Uses worksheets (with a student timeline) and SCONUL-based information skills cards as prompts. </li></ul><ul><li>Staff will work together in groups to plan how to address students’ information skills needs. </li></ul><ul><li>Produce visual output. </li></ul>
    • 7. The workshop: step by step <ul><li>Staff work around a blank A0 laminate </li></ul>
    • 8. The workshop – step by step <ul><li>They are given sets of Information Skills cards, which are based around the SCONUL Seven Pillars of Information Literacy (and align to Ulster library’s new information skills strategy.) </li></ul>
    • 9. The workshop – step by step <ul><li>Staff choose their objective at this point </li></ul><ul><li>They then put principle cards on the timeline, to represent that info skill pillar needed at that point in a course </li></ul><ul><li>They may have the same card in a few different places </li></ul>
    • 10. The workshop – step by step <ul><li>Staff turn cards over and tick the examples most relevant </li></ul><ul><li>(whichever examples do students have most issues/problems with). </li></ul>
    • 11. The workshop – step by step <ul><li>Step 4 – Staff think about how they might address their students’ information skills needs. </li></ul><ul><li>They write a brief plan in the area of timeline marked ‘your plan’ </li></ul><ul><li>They should also think about how the library can help them achieve these principles – what sort of support they might need from the library. </li></ul>
    • 12. Group Work Activity <ul><li>Break into seven groups. </li></ul><ul><li>Each group will look at one Sconul pillar. </li></ul><ul><li>Each group will use worksheets and cards. </li></ul><ul><li>Can groups organise themselves so that someone takes on the role of the librarian, another the role of a module coordinator and the rest split into either course team or librarian team. Always try to consider student perspective also. </li></ul><ul><li>There will 3 tasks to complete followed by some group feedback. </li></ul>
    • 13. Task 1 – Consider objective (5 min) <ul><li>Read the objective on the worksheet. </li></ul><ul><li>Read the front of the card. </li></ul><ul><li>In your groups discuss if it clearly describes the pillar or suggest how it might need adjusted. </li></ul><ul><li>Make some notes about your group’s views. </li></ul>
    • 14. Task 2 - Consider ideas (20 mins) <ul><li>Read the ideas on the back of the card. </li></ul><ul><li>C onsider the ideas for each part of the student timeline (while thinking about possible tasks that may be required during induction, first few weeks, mid-semester and final phase. ) </li></ul><ul><li>In your groups discuss if these ideas represent clearly how the pillar may be achieved or if you think they may need adjusted. </li></ul><ul><li>Make some notes and share any new ideas. </li></ul><ul><li>We request any feedback, positive or negative. </li></ul>
    • 15. Task 3 – Tailoring the cards (15 mins) <ul><li>Consider/ discuss/ suggest any ways that librarians can contribute to the further development of the workshop / cards to help us help teaching staff implement ideas to help their students achieve the pillars across a student timeline (10 mins) </li></ul><ul><li>Group Brainstorm (5 mins) </li></ul>
    • 16. Group feedback (10 mins) <ul><li>One or two members from each group briefly feed back your thoughts about the front and back of the cards. </li></ul><ul><li>(Approx 1 or 2 min each) </li></ul>
    • 17. How you can help (your input) <ul><li>Would like to consult with you on the following: </li></ul><ul><ul><li>Draft workshop </li></ul></ul><ul><ul><li>Card content (front and back) </li></ul></ul><ul><ul><li>Embedding the library’s info skills strategy </li></ul></ul><ul><ul><li>Supporting resources/documentation </li></ul></ul><ul><ul><li>Potential outputs </li></ul></ul><ul><li>How would you prefer to communicate? </li></ul><ul><ul><li>Dedicated WebCT area </li></ul></ul><ul><ul><li>Email contact </li></ul></ul><ul><ul><li>Other </li></ul></ul>
    • 18. Conclusions <ul><li>Any questions? </li></ul><ul><li>Evaluation form </li></ul><ul><li>Handouts </li></ul>

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