Partnership – what’s in it for you? Authors: Ursula Byrne, Siobhan Dunne
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Partnership – what’s in it for you? Authors: Ursula Byrne, Siobhan Dunne

on

  • 313 views

Delivered at UCD Teaching and Learning Colloquium, June 2008, University College Dublin, Ireland

Delivered at UCD Teaching and Learning Colloquium, June 2008, University College Dublin, Ireland

Statistics

Views

Total Views
313
Views on SlideShare
313
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

CC Attribution-NonCommercial LicenseCC Attribution-NonCommercial License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Partnership – what’s in it for you? Authors: Ursula Byrne, Siobhan Dunne Document Transcript

  • 1. Provided by the author(s) and University College Dublin Library in accordance with publisher policies. Pleasecite the published version when available. Title Partnership – what’s in it for you? Author(s) Byrne, Ursula; Siobhan, Dunne Publication 2008-06 Date This items record/more http://hdl.handle.net/10197/2827 information Downloaded 2012-09-20T16:54:30Z Some rights reserved. For more information, please see the item record link above.
  • 2. Professor Danielle Clarke and her fellow module co‐ordinators Dr Niamh Pattwell  and Fionnula Dillane wanted to improve their student’s transition from second to  third level, better develop their skills, and engage and energise them in their subject,  but how was this best achieved with 500 students in the module?    Ursula
Byrne
 UCD James Joyce Library    Partnership – Whats in it for you?  In recent years Irish universities have expanded and diversified in response to  changing external environment. A key factor in this change is the increasing  acceptance of the importance of lifelong learning. This drive to produce quality  graduates who can compete in a national and global market, combined with a  parallel a shift in the approach to teaching and learning within higher education  means that the library and its resources are becoming fundamental parts /  components of the teaching and learning process  As  part  of  this  shift  towards  a  life  long  learning  approach  to  education,  many  institutions  are  adopting  a  more  student‐  centred  approach,  seeking  not  only  to  provide  students  with  knowledge,  but  also  with  diverse  learning  experiences  that  equip  them  with  a  set  of  skills  such  as  critical  thinking,  problem  solving  and  information  literacy.  In  developing  these  skills  the  students  are  no  longer  simply  provided with all of the information they need to learn, as would have occurred in a  traditional  environment,  with  the  academic  teaching/leading  from  the  top  of  the  room. In this new context they are expected to find information themselves in order  to solve a problem or complete a project. By obtaining information in this way they  recognise how to apply and integrate what they learn into their overall knowledge.  Most  importantly,  these  skills  are  transferable  across  both  their  academic  and  professional careers. Centre
fo 
Teaching
and
Learning,
UCD
School
of
Education
and
Lifelong
Learning
 r
  • 3. Using  this  approach  students  are  required  to  develop  the  ability  to  identify  an  information need, find, locate and critically evaluate the information and then use it  in  an  ethical  way.  These  abilities  are  core  to  information  literacy  which  is  often  described as ‘learning how to learn’. Engaging the Library as a partner ensures that  appropriate  learning  experiences  and  activities  can  be  created  within  which  students negotiate the increasingly complex information environment.   This  paper  will  share  innovative  practices  currently  taking  place  in  both  DCU  and  UCD  and  discuss  their  impact  on  learning  outcomes;  it  will  include  feedback  received  from  academic  staff  and  students.  This  paper  presents  innovative  ways  that  identify  the  information  skills  (IS)  needed  to  meet  the  module  learning  objectives at all levels.  It suggests ways IS can be delivered in a more quantifiable,  coordinated, and planned ways that can be incorporated ‐ in a practical and effective  way – into Continual Assessments  Traditionally  these  information  skills  were  developed  in  very  limited  and  fragmented way – often “one off” 30 minute induction to the Library, or individual  academics  asking  for  support  within  modules.  The  need  for  students  to  develop  information literacy skills has resulted in librarians, both developing closer working  relationships with academic staff  (consequently become more involved in academic  programmes) and investigating new technologies which will engage the e learner of  the  future.  This  student  centred  approach  to  teaching  and  learning,  means  that  academics must actively engage with librarians to ensure appropriate resources are  available,  and  librarians  as  information  experts  are  often  called  on  to  deliver  the  required information literacy skills to their students.            C e n t r e 
 f o r 
 T e a c h i n g 
 a n d 
 L e a r n i n g , 
 U C D 
 S c h o o l 
 o f 
 E d u c a t i o n 
 a n d 
 L i f e l o n g 
 L e a r n i n g