Integrating information literacy instruction into degree programmes in UCD. Authors: Ursula Byrne, Lorna Dodd

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Delivered at Librarian's Information Literacy Annual Conference (LILAC 2008), March 17 - 19, 2008, Liverpool, England. 2008-03-17.

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  • Now known as Info literacy IL
  • Individual librarians became ”experts” in specific areas. Plagiarism, evaluating websites, EndNote
  • Individual librarians became ”experts” in specific areas. Plagiarism, evaluating websites, EndNote 61 hours of delivery in these programmes – without individual LL teaching and postgraduate group.
  • Individual librarians became ”experts” in specific areas. Plagiarism, evaluating websites, EndNote 61 hours of delivery in these programmes – without individual LL teaching and postgraduate group.
  • Individual librarians became ”experts” in specific areas. Plagiarism, evaluating websites, EndNote 61 hours of delivery in these programmes – without individual LL teaching and postgraduate group.
  • Wireless network built into the cart
  • Integrating information literacy instruction into degree programmes in UCD. Authors: Ursula Byrne, Lorna Dodd

    1. 1. Integrating informationliteracy into degreeprogrammes in UCDChallenges that success brings Ursula Byrne Lorna Dodd Head of Academic Services Liaison Librarian Humanities & Social Sciences Health Sciences UCD Library. UCD Library
    2. 2. What this session will cover….• UCD – an overview• Changes in Education• UCD Information Skills Steering Group• What exactly do you do? – Marketing• Example of a programme• Challenges
    3. 3. 5 libraries 3000 study places 100,000 information queries a year
    4. 4. Library budget €11m (4% of University budget)140 staff (FTE) – (17 Liaison Librarians)Resources budget €3.35m
    5. 5. 13,962 attendances at IS sessions= 561.5 Hours= 707 attendances at EndNote
    6. 6. 1.3m volumes(80% on open access)Access to: 50,000 journals 340 databases 500,000 e-books
    7. 7. Changes in Education• Increasing gap between 2nd and 3rd level• Shift toward semesterisation & modularisation• Inter-disciplinary approach• Emphasis on development of life-long learning skills
    8. 8. The Big Yawn…..
    9. 9. Changes in Education• New approaches to teaching – Collaborative work – Group project – Self-directed learning – Evidence-based learning – Problem-based learning• Shift away from didactic teaching means changing role for libraries & librarians
    10. 10. UCD Information Skills Steering Group– coordinating IS function– Setting targets– Identifying resource needs– Advising senior management
    11. 11. Information Skills Steering Group4 SUB-GROUPS – Library wide Induction group – Online Information Skills Group – Information Skills for Academics and Postgraduates – Information Skills for Undergraduate & Taught Postgraduate **
    12. 12. IS for Undergraduates & Taught PostgraduatesProvide skills that enable students become self- directed in their learning – Appreciation of range of information resources – Ability to create a research strategy – Develop skills to exploit information effectively – Ability to critically evaluate the information found – Ability to record references effectively & ethically – Bibliographies; EndNote
    13. 13. “What exactly do you do?” • Increasingly difficult to teach all information to students • Need to teach students to be able to find and evaluate information themselves • Need for students to learn about ethical use of information – Plagiarism – Evaluation – Interpretation vs. repetition – Referencing
    14. 14. Delivery of IS within programmes: MethodologySimilar approach in terms of layout and language used within the academic community• Programme Overview• Learning outcomes/competencies• Lesson plans• Worksheets• Power-point presentations• Evaluation and Review
    15. 15. IS Programmes 2006/2007School of Economics Undergraduates 10 x 1hourSchool of Economics Postgraduates 4 x 1hourSILS Postgraduate 6 x 1hourSILS Undergraduate 9 x 1hourCollege of Business & Law – Quinn 12 x 2 hourCollege of Arts & Celtic Studies 4 x 2hourUCD Centre for Teaching & Learning
    16. 16. IS Programmes 2006/2007Co-ordinator for each programme*Developed “expertise” in different areasShare drive for storing: all programmeoverviews; lesson plans*; worksheets*;presentations etc
    17. 17. Information Skills Web-pagesSame information in a different mediumSupport Virtual learnersExamples: - Start your assignment – research question – Evaluating Websites – Citation Styles in UCD – Plagiarism
    18. 18. Example of Programme: School of Economics 2006/20073rd year undergraduates10x 1hourLaptop trolley – Carter25 Dell D600 laptopsCompatibility in roomsData projector availabilityAvailability
    19. 19. Example of Programme: School of Economics 2006/200753 students registeredAverage attendance - 80% (High 93% - Low 60%)WorksheetsAssessment strategies: Attendance/participation – 15% Worksheets 40% - Detailed Project outline: 45%
    20. 20. Example of Programme: School of Economics 2006/2007Worksheets : Booklet Built up references to add to EndNote Library 98% submitted worksheets Average mark achieved = 37/40
    21. 21. Example of Programme: School of Economics 2006/2007Evaluation: 68% Response from feedback formsOf those who responded: Worksheets - 75% helpful 11% too difficult – 3% too easy Well thought out/organised - 87% strongly agree Now use Library resources more effectively: 94% Apply what they learned to other courses: 75%
    22. 22. Challenges• Numbers: 19* Librarians 61 hours IS delivered in Programmes 20,181 undergrads/taught post grads• TIME• Time-tabling / Venues• Correction of assessments *17 Liaison Librarians
    23. 23. Challenges• Traditional Librarian vs. Teaching Librarian• Scaling up…• Commitment to other Groups – PBL; Large Class Project• “Expertise”• Problem of visibility !• Sustainability
    24. 24. Questions?ursula.byrne@ucd.ielorna.dodd@ucd.ie

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