The critical appraisal of the public presentation Of Psyhology: building information literacy skills in first year undergraduate students in the Department of Psychology

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A presentation given by Pamela McKinney and Sandra Turkington at the LILAC conference March 2007

A presentation given by Pamela McKinney and Sandra Turkington at the LILAC conference March 2007

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  • 1. www.shef.ac.uk/cilass The Critical Appraisal of the Public Presentation of Psychology: building information literacy skills in first year undergraduate students in the Department of Psychology Pamela McKinney Sandra Turkington
  • 2.
    • 5 year programme, impacting on 10,000 students
    • £4.85M funding in total from HEFCE
    • Includes £2.35M capital funding
    • Focusing on inquiry-based learning
    • Core community: Faculties of Arts, Social Sciences, Law
    • Development, innovation and research
    • CILASS hub located in the Information Commons plus ‘satellite’ in Bartolome House
    CILASS: Centre for Inquiry-based Learning in the Arts and Social Sciences
  • 3. What is Inquiry-based learning?
    • Student-directed, open-ended inquiry
    • Problems, case scenarios, small and large investigations
    • Individual and collaborative projects
    • Appropriately scaled from Level 1
    • Participation in communities and culture of inquiry
    • Capabilities for scholarship, employability, lifelong learning
  • 4.
    • Information literacy - a key theme for CILASS with collaborative inquiry and networked learning
    • Strong information literacy capabilities are fundamental to the success of IBL
    • Process support for inquiry
    • Specialist role in the CILASS team: Learning Development and research Associate (Information Literacy)
    Inquiry-based Learning and Information Literacy
  • 5.
    • Phased programme of engagement with all Departments and Schools in the faculties of Arts, Social Science and Law
    • Each Department or School has 2 opportunities to bid for funds from CILASS for curriculum development projects
    • Strategic impact on Learning and Teaching
    Departmental engagement
  • 6.
    • 3 project strands
    • Project 1: ‘Critical Appraisal of the Public Presentation of Psychology’ level 1 semester 1
    • Project 2: ‘Information Literacy in Research Methods’ level 1 semester 2
    • Project 3: ‘Collaborative Learning Through Argumentation’ level 3 semester 2
    PEBBLE: Psychological Enquiry-based Learning
  • 7.
    • Task delivered and supported in postgraduate-led tutorials
    • Students working collaboratively in small groups
    • Find a newspaper article with relevance to Psychology purportedly based on real research
    • Find the original research using the Web of Knowledge database
    • Reflect on the search process and implications of the results
    Critical Appraisal of the Public Presentation of Psychology
  • 8.
    • Ensure the task was doable
    • Establish working relationship with the Library
    • Train the trainers
    • Set up WebCT support environment
    • Create support documentation for PG tutors and for students
    Implementation of the project
  • 9. Extract from student support documentation
  • 10. Collaboration with the Library
    • Work with CILASS liaison librarian to establish access to online newspapers
    • Create subject specific version of Information skills tutorial for Web of Knowledge
    • Ensure access through module WebCT course to information skills tutorials
    • Feed in research conducted for Masters dissertation by a member of Library staff to the project evaluation plan
  • 11. CILASS evaluation process
    • Establish a ‘Theory of Change’ for the departmental project
    • Agree performance indicators:
    • Enablers / Resources
    • Processes / Activities
    • Outcomes
    • Decide how each of these indicators is to be evaluated in the evaluation plan
  • 12. Psychology departmental Theory of Change
  • 13. Information literacy competency questionnaire
    • Original questionnaire designed by Diane Mittermeyer at Quebec University.
    • Based on ALA information literacy standards
    • Adapted by colleagues at Leeds University for students of Psychology
    • Deemed suitable pre-intervention / post-intervention evaluation tool for this project
  • 14. Delivery of competency questionnaire
    • First questionnaire handed out in paper format during week 2 lecture by module and project leader
    • 143 responses
    • Second questionnaire handed out at end of semester 1 by guest lecturer
    • 33 responses
  • 15. Recognise an information need
  • 16. Locate and access information
  • 17. Compare and evaluate information
  • 18. Student work
    • Quotes were used in the BBC article as a main focus, maybe to indicate more valid findings. However in the journal, research evidence was provided instead.
    • By searching using the name of the author, it was able to come up with all the articles written by that author and I could narrow the search down by Putting in key words of the article such as ‘Gene’ and ‘Anxiety’, by using this method, the search would come up with fewer matches
    • News article relied on ethnicity and insinuated this was the only cause explored
    • The BBC completely misattributes the results because the journal states that only 9% of females said that they had initiated a date fight, whereas the BBC conveys that a higher number of date fights is linked with wrestling.
  • 19. Project leader reflection
    • Developed a task previously used at level 2 to compare news and academic journal with added information literacy
    • All students found relevant journal articles and all showed competence with Web of Knowledge database
    • Best submissions showed significant reflection on search strategies and results
    • Some students followed progress of an academic debate
  • 20. Project leader reflection: amendments for next year
    • Despite some initial negative feedback generally positive response from PG tutors so will repeat next year
    • Some misinterpretation of question ‘If you couldn’t find the corresponding journal article, why was that difficult?’
    • Focus more on referencing using the Library’s referencing tutorial in WebCT
  • 21. Postgraduate tutor focus group
    • Some difficulties in getting students to engage with collaborative work
    • Unfamiliar with term ‘Information literacy’ but “ it makes sense ”
    • Skills students learn through this activity are “ vital ”
    • “ It is really helpful, especially right at the beginning because then they can go right through university knowing how to judge an article, judge sources of information ”
  • 22. Postgraduate tutor focus group
    • Students are already accomplished searchers, just need to transfer skills to new medium
    • Positive response to open-ended nature of the task - ability to pick topics of personal interest
    • “ Both the [news] articles they picked had no original article……they got quite upset and thought they were going to get marked down for that ”
    • More helpful to model the full process of the task before students start searching for news articles
  • 23. Student tutorial evaluation 60% agree or agree strongly 20% undecided 20% disagree or disagree strongly
  • 24. Student tutorial evaluation 71% agree or agree strongly 19% undecided 10% disagree or disagree strongly
  • 25. Student tutorial evaluation 59% agree or agree strongly 28% undecided 13% disagree or disagree strongly
  • 26. Inquiry-based pedagogy for Information Literacy?
    • Students develop database search skills in the context of assessed work
    • Open choice of topic area fosters engagement
    • Critical evaluation of information at level one supported through collaboration
    • Skills development through reflection
  • 27. www.sheffield.ac.uk/cilass