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Bird - Bridging the gap between secondary and tertiary education: the role of information literacy

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  • 1. Sara Bird Education OfficerNewcastle University Library
  • 2. Bridging the Gap between  Secondary and Tertiary  Education: the role of  Information Literacy
  • 3. Education Outreach at Newcastle University
  • 4. Why bother?If I hadn’t decided to come to Uni already this library would have made the decision for me. Year 12 student visiting the Robinson Library
  • 5. Background• http://archivesalive.ncl.ac.uk – Cholera – Authors alive – Mining – Sustainability – Science – ITT – conferences
  • 6. Background• Request for research session from one teacher – Trial of new EPQ – Awareness of lack of Information Literacy in  Secondary Schools – Growing problems with transition from Year 13 to  undergraduate – Newcastle University mission statement
  • 7. Background• Over 5000 visits in just over 3 years• Geographically from Berwick, Keswick and  local area• Predominantly EPQ, History, English and  Geography• Use traffic light system to ensure resources  not over‐stretched.
  • 8. Advertising:  Teachers Talk!Repeat visit 48.6%Word of mouth 16.2%LEA 2.7%Website  16.2%(archivesalive.ncl.ac.uk)Other 16.2%
  • 9. Get them thinking!• Politely suggest that Google is not the straight  forward answer to everything – Student response system • Safe • Anonymous • Easy • Thought provoking…hopefully!
  • 10. Where would you look to  find out about One Direction?1. Journal2. Facebook3. Google4. Websites5. Reference book6. You Tube
  • 11. Where would you look to  find out about penguins?1. Reference books2. Journals3. Wikipedia4. Websites5. Google6. documentaries
  • 12. Where would you look to  find images of Renaissance art?1. Google2. Wikipedia3. Facebook4. You Tube5. Reference books6. Journal
  • 13. Research skills• Can you trust everything you see• Consider pro’s and con’s of what is available
  • 14. Reflection through…..• Thinking skills – Forced to stop and think – Have to come to a decision • Collaborative • Be able to justify decision • No right or wrong answer – Great for debrief
  • 15. Thinking skills
  • 16. Plagiarism• Highlight what they don’t know as well as  what they do know “…was surprised • Keep it light‐hearted  about some forms  of plagiarism”• Emphasise the seriousness A level student• Interactive
  • 17. Plagiarism
  • 18. Review• What do they know?• Re‐inforce learning in fun way “…the whole  session was • Competition useful at every  point…”• Pride in school teacher• Confidence in their abilities• Enjoyable!
  • 19. Libguides• Keep up to date• Easily accessible• For use in sessions• Adaptable• Be careful: youtube, facebook, etc.
  • 20. Feedback• Bristol Online Survey – Ask all teachers to fill in online feedback (not all  do) – Mix of quantitative and qualitative feedback• Have started to try to capture feedback on the  day
  • 21. Feedback (teachers)•“An excellent way in which to bridge the school/university gap.”•“The chance to use the university library was extremely useful not only from an EPQ point of view but also from the experience itself for a group who are applying to university this year.”
  • 22. Feedback (students)• “It’s so easy to find things now!”• “I feel like I’m in heaven”• “…I now like penguins!! Oh and can reference.”• “Decent day, actually managed to get some work  done!”
  • 23. Research ‐ EQUATE“If children know there is someone standing over them who knows all the answers, they are less inclined to find the answers for themselves.” (Mitra, 2010)
  • 24. Research ‐ EQUATE• Stage 1 – Year 10 GCSE History (mixed ability) – Mantle of the expert – Research Renaissance medicine  – Write and present presentation – We would research their research techniques – pre‐questionnaire, snowboard, drawing of a  library, turning point, observation
  • 25. Research – What does a  University Library Offer?Pre‐visit Post‐visit Speaks for itself
  • 26. Research: preferred resources to use  for research• Have to accept that students will always use google….but • raised awareness of reliability • raised awareness of other resources and their reliability, e.g. encyclopaedias
  • 27. Research ‐ EQUATE• Stage two – Year 12 EPQ students – Taught information literacy session as described  earlier – less detailed study to see if their research habits  change through our intervention
  • 28. Research – most used resources for researchPre‐visit Post‐visit• Pre‐visit:  internet was the most popular, with google being the most favoured, followed by reputable websites and wikipedia• The most notable change was the increase in value of the library• Surprisingly people dropped in popularity – this may be due to the students being more information literate and not feeling they needed the support of people as much.• Post‐visit: other than google there appeared to be a general raised awareness of the usefulness of all the resources
  • 29. Impact: general• Harder to show – “This visit is now incorporated into the International  Relations A2 course” (History A level teacher) – “….Hearing Uni staff reinforcing what we’ve said is  invaluable and forces students to start taking their  research seriously.” (school librarian) – “It’s always great and we will be back for next year.   It’s essential for our EPQ students.” (teacher)
  • 30. Impact: research• Treating them as university students introduced  them to a new learning environment, which for  some was aspirational.• We can never stop them using Google and  Wikipedia, but we can raise awareness of the need  for reliability, cross‐referencing and  trustworthiness.• It is never too early or too late to intervene in  developing students research skills.
  • 31. Impact: research• The visit to our university library had a huge impact  on students awareness of what resources a  university library can offer• Students raised awareness of the need to use  reliable and trustworthy resources when carrying  out research• Being given the opportunity to do independent  research helped make them into independent  learners (we hope!)
  • 32. INFORMATION  THE FORGOTTEN  LITERACY LINK
  • 33. Our Purpose• Develop Information Literacy skills in school  from an early age.• Encourage the sharing of good teaching  practice between library staff in the school  and Higher Education sectors.• Produce an online  teaching toolkit. Bridging the Divide
  • 34. Shadowing  schemes in the Online local area to  promote the  surveys differences across  the sector. User perception of Focus  Information Groups Literacy through  sessions taught  and observed
  • 35. Contact Detail• Newcastle University Education Outreach – sara.bird@ncl.ac.uk• Bridging the Divide project – Jackie.dunn@ncl.ac.uk – aml@pchs.northumberland.sch.uk