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Damned if we do damned if we don’t : how to address sustainability in the delivery of information literacy components in UCD. Authors: Lorna Dodd, Valerie Kendlin
 

Damned if we do damned if we don’t : how to address sustainability in the delivery of information literacy components in UCD. Authors: Lorna Dodd, Valerie Kendlin

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Presentation for Librarians’ Information Literacy Annual Conference (LILAC 2010), March 29th - 31st 2010, Limerick, Ireland. 2009-03-29.

Presentation for Librarians’ Information Literacy Annual Conference (LILAC 2010), March 29th - 31st 2010, Limerick, Ireland. 2009-03-29.

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  • Created 2006 - every year workload has increased TLIS Group-Teaching & Learning Info Skills Group comprised of teachintg librarians from across the LL team (several disciplines) and from different units in library
  • Approaches LL, Head of Department – other contact they know. Often have heard what we do in other modules. T&LIS leader & LL will liaise with academic to identify what they need and the best way to go about it. This often happens a bit late i.e. Spanish – so we can be limited in what we can do. However, we always endeavour to support where we can and maintain consistent standards etc.
  • Assessed module and specific assignment – Library skills component mandatory – not optional so students see added value Librarian “co-ordinator” to manage the admin and quality control of library part – library can’t be “weak link” in module! UCD Strategic Objectives – lifelong learning and “graduateness”
  • Assessed module and specific assignment – Library skills component mandatory – not optional so students see added value Librarian “co-ordinator” to manage the admin and quality control of library part – library can’t be “weak link” in module! UCD Strategic Objectives – lifelong learning and “graduateness”
  • PBL – forces academics to use library more, close community in UCD – snowball effect. Led to developing better relationships with each School Comment – would briefly mention the logistics challenges of English and how we mobilised the LLs and the library assistatns so when you picked up Spanish, the system worked Change in module co-ordinator, fewer sessions & worksheets, lower percentage of grade
  • Upskilling of individuals – becoming very familiar with one area eg Plagiarism, Advanced Google etc etc Teambuilding and collegiality – working with other colleagues, building working relationships and working with Library Assistants increases sense of common goals etc Troubleshooting ability/problem solving- can approach
  • Other staff do help but it is minimal due to other commitments/workloads Preparation, worksheets, answer sheets, lesson plans, grading Timetabling, backup, liaising with academics, room booking On top of busy work load, year after year, after year
  • Britney – more success than her wildest dreams – where does it leave you! We could use Man Utd. Most successful financially club in the world which led to American investors becoming interested – Heavily desired by UK clubs to bring Football to a relatively new market - now broke!!!
  • Economic climate looms heavily over all these issues!! Laptop trolley etc. Assessing effectiveness and evaluation “ critical friend” difficult to introduce (peer review) no standard evaluation form for all sessions due to staffing (electronic form came a cropper due to Tony’s departure – needs to be reviewed urgently) TLIS do a quick and dirty module evaluation form which works well as a quick snapshot of a module, however and is designed to get the issues around a module’s delivery out of the module co-ordinator’s head while it is still fresh
  • Will we be seen in a very traditional light again? When/if things improve how will we convince academics we are more than a repository for books? Will it make us seem unreliable?
  • View this slide in slide show to see properly!!!! Example of plagiarism tutorial vs. more expensive options. Cannot replace face to face instruction and benefit of meeting friendly librarian. Risk of even less understanding of librarians role if the become less visible
  • If Obama can pass the health care reform bill surely we can overcome this challenge?

Damned if we do damned if we don’t : how to address sustainability in the delivery of information literacy components in UCD. Authors: Lorna Dodd, Valerie Kendlin Damned if we do damned if we don’t : how to address sustainability in the delivery of information literacy components in UCD. Authors: Lorna Dodd, Valerie Kendlin Presentation Transcript

  • Damned if we do and damned if we don’t …How to address sustainability in the deliveryof information literacy components in UCD Lorna Dodd Valerie Kendlin Liaison Librarian Deputy Head of Academic Services, Human Sciences Business & Law, University College Dublin, University College Dublin, Belfield, Dublin 4, Belfield, Dublin 4, Ireland Ireland Lorna.dodd@ucd.ie Valerie.kendlin@ucd.ie
  • UCD Library Information Literacy map
  • Outline• Current approach to information literacy• Benefits and Challenges• Suggestions for sustaining delivery into the future
  • Current Approach• Assessed module with specific assignment  Sometimes graded by Library staff• Library skills component mandatory  Fully integrated into module• Library coordination  One member of T&LIS group manages all aspects of library’s involvement  Content delivered by wider T&LIS Group  Each module supported by Library Assistant team
  • Current Approach
  • Examples• Problem/Enquiry Based Learning  1st year English & Spanish  Library workshops integrated into ‘problems’• 3rd year Economics  Final Year project  Focused workshops & assessed worksheets  15%-30% of final grade• Skills for the Humanities  First years  Introduction to library resources, using Internet appropriately, using information ethically  Assessed worksheets
  • Benefits
  • “Without close liaison with the library from the earliest stages, EBL inEnglish simply would not have happened, and our contact with library staffhas definitely improved the module design and delivery.”Dr. Danielle Clarke, School of English, Drama & Film & former VP for Teaching& Learning“…the library’s involvement in the module facilitates the development of thestudents as effective learners. The students can then face into furtherand ongoing studies with confidence and commitment. “Dr. Feargal Murphy, VP for Teaching & Learning“Collaborating with UCD Library staff has enabled a blend of experienceand expertise which would have been otherwise impossible;…”Dr. Claire McGuinness, School of Information & Library Studies"Involving the librarian challenges us to ‘think outside the box’ rather thanbeing driven by content alone resulting in a more dynamic and creativeapproach“Ms. Alison Clancy, School of Nursing, Midwifery & Health Systems
  • We have Success!!!! Information Literacy is embedded in modules Academics understand the value of librarians and IL to the student experience
  • But at what price…?• Average of one extra module each year• 89% T&LIS information skills delivered by 5 librarians• Huge administrative work attached to each 50 minute class• Leading and co-ordinating the work of group almost a full- time job• Staff fatigue
  • The more wedo the more isasked of us……Have webecome victimsof our ownsuccess?
  • Challenges
  • If this is unsustainable…..Where do we go from here?
  • Just Quit?But wheredoes thatleave us?
  • And how willthe academiccommunity viewour role?
  • How do we make it sustainable?• Online Tutorial - VLE  Little cost involved  Plagiarism Tutorial in UCD VLE  First launched 2008/09  Technical Skills not required  Useful for generic skills – which we still deliver• Online Tutorial – Stand Alone  Can be very expensive  Technical expertise required  May be better for meeting specific needs• Good complimentary tool  Blended approach
  • How do we make it sustainable?• Flexible teams of staff – Library structure  Currently Liaison Librarians ‘dedicated to specific Schools  Developing new strategic plan  Utilising the whole team – e.g. experience and skills of Library assistants• Programme rather than module approach  Complexity of organisation i.e. BA  Look at overlap i.e. Business & Spanish  Staggered delivery by year/level  Intervention at point of need• Maximum no of sessions agreed in advance  Communication with Schools
  • The Future?...The Library at the heart oflearning enterprise