www.shef.ac.uk/cilass The Critical Appraisal of the Public Presentation of Psychology: building information literacy skill...
<ul><li>5 year programme, impacting on 10,000 students </li></ul><ul><li>£4.85M funding in total from HEFCE </li></ul><ul>...
What is Inquiry-based learning? <ul><li>Student-directed, open-ended inquiry </li></ul><ul><li>Problems, case scenarios, s...
<ul><li>Information literacy - a key theme for CILASS with collaborative inquiry and networked learning </li></ul><ul><li>...
<ul><li>Phased programme of engagement with all Departments and Schools in the faculties of Arts, Social Science and Law <...
<ul><li>3 project strands </li></ul><ul><li>Project 1: ‘Critical Appraisal of the Public Presentation of Psychology’ level...
<ul><li>Task delivered and supported in postgraduate-led tutorials </li></ul><ul><li>Students working collaboratively in s...
<ul><li>Ensure the task was doable  </li></ul><ul><li>Establish working relationship with the Library  </li></ul><ul><li>T...
Extract from student support documentation
Collaboration with the Library <ul><li>Work with CILASS liaison librarian to establish access to online newspapers  </li><...
CILASS evaluation process <ul><li>Establish a ‘Theory of Change’ for the departmental project  </li></ul><ul><li>Agree per...
Psychology departmental Theory of Change
Information literacy competency questionnaire <ul><li>Original questionnaire designed by Diane Mittermeyer at Quebec Unive...
Delivery of competency questionnaire <ul><li>First questionnaire handed out in paper format during week 2 lecture by modul...
Recognise an information need
Locate and access information
Compare and evaluate information
Student work <ul><li>Quotes were used in the BBC article as a main focus, maybe to indicate more valid findings. However i...
Project leader reflection <ul><li>Developed a task previously used at level 2 to compare news and academic journal with ad...
Project leader reflection: amendments for next year <ul><li>Despite some initial negative feedback generally positive resp...
Postgraduate tutor focus group <ul><li>Some difficulties in getting students to engage with collaborative work  </li></ul>...
Postgraduate tutor focus group <ul><li>Students are already accomplished searchers, just need to transfer skills to new me...
Student tutorial evaluation 60% agree or agree strongly 20% undecided 20% disagree or disagree strongly
Student tutorial evaluation 71% agree or agree strongly 19% undecided 10% disagree or disagree strongly
Student tutorial evaluation 59% agree or agree strongly 28% undecided 13% disagree or disagree strongly
Inquiry-based pedagogy for Information Literacy? <ul><li>Students develop database search skills in the context of assesse...
www.sheffield.ac.uk/cilass
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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

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

  1. 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. 2. <ul><li>5 year programme, impacting on 10,000 students </li></ul><ul><li>£4.85M funding in total from HEFCE </li></ul><ul><li>Includes £2.35M capital funding </li></ul><ul><li>Focusing on inquiry-based learning </li></ul><ul><li>Core community: Faculties of Arts, Social Sciences, Law </li></ul><ul><li>Development, innovation and research </li></ul><ul><li>CILASS hub located in the Information Commons plus ‘satellite’ in Bartolome House </li></ul>CILASS: Centre for Inquiry-based Learning in the Arts and Social Sciences
  3. 3. What is Inquiry-based learning? <ul><li>Student-directed, open-ended inquiry </li></ul><ul><li>Problems, case scenarios, small and large investigations </li></ul><ul><li>Individual and collaborative projects </li></ul><ul><li>Appropriately scaled from Level 1 </li></ul><ul><li>Participation in communities and culture of inquiry </li></ul><ul><li>Capabilities for scholarship, employability, lifelong learning </li></ul>
  4. 4. <ul><li>Information literacy - a key theme for CILASS with collaborative inquiry and networked learning </li></ul><ul><li>Strong information literacy capabilities are fundamental to the success of IBL </li></ul><ul><li>Process support for inquiry </li></ul><ul><li>Specialist role in the CILASS team: Learning Development and research Associate (Information Literacy) </li></ul>Inquiry-based Learning and Information Literacy
  5. 5. <ul><li>Phased programme of engagement with all Departments and Schools in the faculties of Arts, Social Science and Law </li></ul><ul><li>Each Department or School has 2 opportunities to bid for funds from CILASS for curriculum development projects </li></ul><ul><li>Strategic impact on Learning and Teaching </li></ul>Departmental engagement
  6. 6. <ul><li>3 project strands </li></ul><ul><li>Project 1: ‘Critical Appraisal of the Public Presentation of Psychology’ level 1 semester 1 </li></ul><ul><li>Project 2: ‘Information Literacy in Research Methods’ level 1 semester 2 </li></ul><ul><li>Project 3: ‘Collaborative Learning Through Argumentation’ level 3 semester 2 </li></ul>PEBBLE: Psychological Enquiry-based Learning
  7. 7. <ul><li>Task delivered and supported in postgraduate-led tutorials </li></ul><ul><li>Students working collaboratively in small groups </li></ul><ul><li>Find a newspaper article with relevance to Psychology purportedly based on real research </li></ul><ul><li>Find the original research using the Web of Knowledge database </li></ul><ul><li>Reflect on the search process and implications of the results </li></ul>Critical Appraisal of the Public Presentation of Psychology
  8. 8. <ul><li>Ensure the task was doable </li></ul><ul><li>Establish working relationship with the Library </li></ul><ul><li>Train the trainers </li></ul><ul><li>Set up WebCT support environment </li></ul><ul><li>Create support documentation for PG tutors and for students </li></ul>Implementation of the project
  9. 9. Extract from student support documentation
  10. 10. Collaboration with the Library <ul><li>Work with CILASS liaison librarian to establish access to online newspapers </li></ul><ul><li>Create subject specific version of Information skills tutorial for Web of Knowledge </li></ul><ul><li>Ensure access through module WebCT course to information skills tutorials </li></ul><ul><li>Feed in research conducted for Masters dissertation by a member of Library staff to the project evaluation plan </li></ul>
  11. 11. CILASS evaluation process <ul><li>Establish a ‘Theory of Change’ for the departmental project </li></ul><ul><li>Agree performance indicators: </li></ul><ul><li>Enablers / Resources </li></ul><ul><li>Processes / Activities </li></ul><ul><li>Outcomes </li></ul><ul><li>Decide how each of these indicators is to be evaluated in the evaluation plan </li></ul>
  12. 12. Psychology departmental Theory of Change
  13. 13. Information literacy competency questionnaire <ul><li>Original questionnaire designed by Diane Mittermeyer at Quebec University. </li></ul><ul><li>Based on ALA information literacy standards </li></ul><ul><li>Adapted by colleagues at Leeds University for students of Psychology </li></ul><ul><li>Deemed suitable pre-intervention / post-intervention evaluation tool for this project </li></ul>
  14. 14. Delivery of competency questionnaire <ul><li>First questionnaire handed out in paper format during week 2 lecture by module and project leader </li></ul><ul><li>143 responses </li></ul><ul><li>Second questionnaire handed out at end of semester 1 by guest lecturer </li></ul><ul><li>33 responses </li></ul>
  15. 15. Recognise an information need
  16. 16. Locate and access information
  17. 17. Compare and evaluate information
  18. 18. Student work <ul><li>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. </li></ul><ul><li>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 </li></ul><ul><li>News article relied on ethnicity and insinuated this was the only cause explored </li></ul><ul><li>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. </li></ul>
  19. 19. Project leader reflection <ul><li>Developed a task previously used at level 2 to compare news and academic journal with added information literacy </li></ul><ul><li>All students found relevant journal articles and all showed competence with Web of Knowledge database </li></ul><ul><li>Best submissions showed significant reflection on search strategies and results </li></ul><ul><li>Some students followed progress of an academic debate </li></ul>
  20. 20. Project leader reflection: amendments for next year <ul><li>Despite some initial negative feedback generally positive response from PG tutors so will repeat next year </li></ul><ul><li>Some misinterpretation of question ‘If you couldn’t find the corresponding journal article, why was that difficult?’ </li></ul><ul><li>Focus more on referencing using the Library’s referencing tutorial in WebCT </li></ul>
  21. 21. Postgraduate tutor focus group <ul><li>Some difficulties in getting students to engage with collaborative work </li></ul><ul><li>Unfamiliar with term ‘Information literacy’ but “ it makes sense ” </li></ul><ul><li>Skills students learn through this activity are “ vital ” </li></ul><ul><li>“ 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 ” </li></ul>
  22. 22. Postgraduate tutor focus group <ul><li>Students are already accomplished searchers, just need to transfer skills to new medium </li></ul><ul><li>Positive response to open-ended nature of the task - ability to pick topics of personal interest </li></ul><ul><li>“ 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 ” </li></ul><ul><li>More helpful to model the full process of the task before students start searching for news articles </li></ul>
  23. 23. Student tutorial evaluation 60% agree or agree strongly 20% undecided 20% disagree or disagree strongly
  24. 24. Student tutorial evaluation 71% agree or agree strongly 19% undecided 10% disagree or disagree strongly
  25. 25. Student tutorial evaluation 59% agree or agree strongly 28% undecided 13% disagree or disagree strongly
  26. 26. Inquiry-based pedagogy for Information Literacy? <ul><li>Students develop database search skills in the context of assessed work </li></ul><ul><li>Open choice of topic area fosters engagement </li></ul><ul><li>Critical evaluation of information at level one supported through collaboration </li></ul><ul><li>Skills development through reflection </li></ul>
  27. 27. www.sheffield.ac.uk/cilass

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