06   mary conul acil survey2012
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06 mary conul acil survey2012 Presentation Transcript

  • 1. Mary AntonesaSenior Librarian for Learning and Research Information ServicesNUI Maynooth
  • 2.  Background to the study Purpose of Survey Method Demographics Findings Analysis Further studies
  • 3. For senior managers: increased retention; lower unit cost per graduateFor students: Enhanced grades; Higher completion rates
  • 4. For academics, information literate studentsare likely to require: Less time to mark assignments; Higher grades for studentsFor librarians, Better resourced information centres; Higher status from enhanced role in designand delivery of HE curriculum.
  • 5.  Big challenge Well documented “ Situated competencies” How do you measure any learning?
  • 6.  Nature, value and impact of IL intervention asseen by our academic colleagues nationally Focused on UG teaching in one Semester in2011/2012 Not measuring IL for:◦ Postgraduates◦ Second Semester◦ One shot courses/non timetabled IL activities
  • 7.  Took place in March 2012 Surveymonkey software Co-ordinated approach to questions byCONUL ACIL and then created at DCU Link was emailed by Subject Librarians torelevant academics with a deadline forcompletion CONUL ACIL came together for analysis offindings Reported findings back to CONUL and withinour institutions
  • 8. The survey was completed by 180 academicstaff from across a wide range of disciplinesand specifically targeted key academicsactively working with the library on semesterone undergraduate programmes
  • 9. CONUL Institutions Response Percent Response CountDublin City University 15.6%28Dublin Institute of Technology 20.6% 37National University of Ireland,Galway10.6% 19National University of Ireland ,Maynooth8.3% 15Royal College of Surgeons InIreland4.4% 8Trinity College Dublin 9.4% 17University College Cork 4.4% 8University College Dublin 10.0% 18University of Limerick 16.7% 30Total: 180
  • 10. Discipline Response Percent Response Count (180)Agricultural Sciences and Veterinary Medicine3.3% 6Architecture 3.9% 7Arts/Humanities 12.8% 23Biological/Medical/Health Sciences 27.2% 49Built Environment 5.0% 9Business/Commerce 7.2% 13Computer Sciences 2.2% 4Earth, Atmospheric and Ocean Sciences 1.7% 3Engineering 14.4% 26Law 6.7% 12Physical Sciences and Mathematics 2.2% 4Social Sciences 13.3% 24
  • 11.  IL concept impacts on certain aspects oflearning e.g.◦ Quality of bibliography and reference list◦ Breadth of students’ sources for reading◦ Understanding of key concepts/theories◦ Student engagement with content and material
  • 12.  “Makes a huge contribution to the module; brings students into thelibrary (our sessions are in the library seminar room), they meetlibrary staff whom they can later approach; the students get a realappreciation of the rich resources which our university library holds(including electronic resources) and are enthused, resulting in manycases in postgraduate study plans” Lots of positive feedback like this!
  • 13.  Academic colleagues really value librarianpartnerships eg:◦ We bring sources of expertise outside of lecturer’sexpertise◦ Great partnerships already exist (For 85% ofrespondents this was not first intervention)◦ In some cases academics said that library staffinput leads to improved grades
  • 14.  Discipline matters:◦ Arts/Humanities and Architecture reported more lectureformats while the Sciences reported more advice formats◦ Problem based learning interventions were rare in alldisciplines except in Physical Sciences where 25%reported this input◦ Business/Commerce and Physical Sciences (66.7% and75% respectively) reported that they worked with libraryto help students understand citing and referencing◦ 80% Agriculture Science and Veterinary Medicine and75% in Computer Science reported working with librarystaff because of poor quality of information sourcesused by students and poor referencing skills
  • 15.  More online information resources to harnessIL in teaching and learning Sample IL tasks for academic’s own teaching Track the impact of IL interventions over atimeframe
  • 16.  “Makes a huge contribution to the module; brings students into thelibrary (our sessions are in the library seminar room), they meetlibrary staff whom they can later approach; the students get a realappreciation of the rich resources which our university library holds(including electronic resources) and are enthused, resulting in manycases in postgraduate study plans” Lots of positive feedback like this!
  • 17.  98% surveyed worked with library staff because they wanted theirstudents to be able to find, evaluate and use good quality sources intheir assignments. 60% indicated that their module had explicit learning outcomes relatingto information seeking and evaluation skills 88.6% felt that the intervention resulted in improvement in the quality ofsources used by students in projects 80.6% would like to be able to draw on a range of information literacyresources (tutorials, videos, etc) that they can use in their own teaching Impact on grades is difficult to identify but 50% indicated an activeinterest in working with libraries to track and measure impact over time.
  • 18.  With thanks to all the CONUL ACIL group Ellen Breen DCU (Chair) Peter Hickey UCDMonica Crump (NUIG) Isolde Harpur (TCD) Grainne McCabe (RCSI) Brian Gillespie (DIT) Ronan Madden (UCC) Mary Antonesa (NUIM) Donna O Doibhlin (UL)