Coulbeck Hadfield & Field - The information journey

The Information JourneySarah Coulbeck: The Grammar School at Leeds (GSAL) Emma Hadfield: Thomas Rotherham College (TRC) Peter Field: UCL School of Pharmacy

Meet Jeremy JM EE RE ET M Y

The Grammar School at Leeds (GSAL)• Independent Grammar School• 3‐18 year olds: – Infant School (pre‐prep) – Junior School (prep) – Senior School, including Sixth Form• Whole school library service: – Six professional librarians – Three library assistants

Plan Gather Evaluat e

Did you have lessons on how to use the library at your Junior School?From GSAL Juniors: From elsewhere: 100% said YES 51% said YES

Is the information you find on the Internet always true?From GSAL Juniors: From elsewhere: 99% said NO 99% said NO

How would you find information in a non‐fiction book? From GSAL Juniors:71% said use CONTENTS 70% said use INDEX From elsewhere: 56% said use CONTENTS 46% said use INDEX

You need to include a bibliography at the end of your work to record the books you have used. Circle the information you would include about a book…

Bibliography for books… From GSAL Juniors: 90% said AUTHOR’S NAME 84% said PUBLISHER81% said DATE OF PUBLICATION From elsewhere: 87% said AUTHOR’S NAME 62% said PUBLISHER 33% said DATE OF PUBLICATION

You need to include a bibliography at the end of your work to record the websites you have used. Circle the information you would include about a website…

Bibliography for websites… From GSAL Juniors:88% said WEBSITE ADDRESS 75% said DATE ACCESSED From elsewhere: 87% said WEBSITE ADDRESS 54% said DATE ACCESSED

Plan Gather Evaluat e Identify Scope

Thomas Rotherham College (TRC)Sixth form collegeMajority A‐LevelsApprox 1,500 students aged 16‐19One library service X1 Professional Librarian X5 Assistants

Extended Project Qualification (EPQ) Voluntary Government Qualification Initiative (2006)Scope GatherIdentify EvaluateManage Present Plan

Survey: Current StudentsWhich skills introduced during the EPQ were completely new? 100% Literature Reviews 89% Referencing 44% Reflective Writing 22% Independent research 22% Evaluating Sources

Prior to coming to College, which skills were introduced during GCSEs? 89% Using Online Resources 67% Independent Research 56% Evaluating Sources 33% Reflective Writing

What are the key differences between GCSEs and the EPQ? INDEPENDENCE The EPQ was very independent, whereas at GCSE you’re A much stronger emphasis completely taught what on independent work and you need to know coming to your own conclusions, rather than simply learning and reciting facts

Would being introduced to the skills needed for the EPQ at school have better prepared you? 89% YES

Were you expected to use any of the skills gained on the EPQ in other A‐Level subjects? 56% NO

Do you think the EPQ has helped prepare you for University? 100% YES University has a lot of independent research and referencing, so I feel like I have a head start

Survey: Past Students (now at University)Which skills introduced during the EPQ have you used at University? 100% Independent Research 100% Using Online Resources 85% Referencing 42% Evaluating Sources, Literature Reviews and Reflective Writing

What are the key differences between studying at A‐Level and Undergraduate level? INDEPENDENCE There is a lot more independent learning and coursework is much more self‐guided

Do you think the EPQ helped prepare you for University? 85% YES The EPQ was the stepping stone I have found that the skills between further and learnt through the EPQ have higher education been very valuable and useful, particularly being able to research systematically

UCL School of Pharmacy• One Undergraduate programme – 4‐year MPharm degree• 800 undergraduate students• Merged with UCL in January 2012• Questionnaire survey: – 40 responses from 1st year students – 103 responses from 3rd year students• MITTERMEYER, D. & QUIRION, D. (2003). Information literacy: Study of incoming first‐year undergraduates in Quebec. Montreal: Conférence des recteurs et des principaux des universités de Québec.• SALISBURY, F. & KARASMANIS, S. (2011). Are they ready? Exploring student information literacy skills in the transition from secondary to tertiary education. Australian Academic & Research Libraries, 42, 43‐58.

How often did you visit the Library or Learning Resource Centre at your previous school or college? TICK only ONE answerA. More than once a dayB. Once a dayC. 2‐4 times a weekD. Once a weekE. Once every couple of weeksF. Once a half‐termG. Once a termH. I don’t think I ever visited

What did you do there? Tick as many as apply?A. Borrow books B. Read magazines or journalsC. Check something in a reference bookD. Private studyE. Do group workF. Use the computers to do workG. Use the computers for non‐work activities (e.g. check email, Facebook)H. Ask a librarian for helpI. Get training on how to find information

At your last school or college, did you receive training from Library or LRC staff on how to find and use information: TICK only ONE answerA. YesB. NoC. I don’t know or can’t remember

At your last school or college, did you receive training from a subject teacher on how to find and use information: TICK only ONE answerA. YesB. NoC. I don’t know or can’t remember

If you answered YES to question 5 and/or question 6, has the training that you received at your previous school or college helped you find and use information here so far?A. Very much so, the training I got has stood me in good stead and my knowledge and skills are growingB. To some extent; the processes and messages are largely the same, but some things are different or hard to fathom.C. Not really. It feels like a very different way of doing things although it is OK and I’m on top of things.D. Not at all, it is totally contradictory and it is very confusing.

How have you used the physical Library at UCL School of Pharmacy so far? TICK as MANY as applyA. Borrow books B. Check something in the BP or other reference bookC. Private studyD. Do group workE. Use the computers to do workF. Use the computers for non‐work activities (e.g. check email, Facebook)G. Borrow a laptopH. Print out materialsI. Photocopy notesJ. Ask a librarian for helpK. Get training on how to find and use informationL. I haven’t used the library yet

How have you used the virtual Library at UCL School of Pharmacy so far? TICK as MANY as applyA. Access the British Pharmacopoeia onlineB. Access the BNF onlineC. Access other e‐books onlineD. Renew the books you’ve got on loanE. Reserve a book you wantF. Access a databaseG. Access an e‐journalH. Emailed library@pharmacy.ac.uk for helpI. Download BookMyne app for ilinkJ. Change my PINK. I haven’t used the online Library yet

Discussion and Conclusion• Demonstration of disparity of previous learning experience• Demonstration of the value of libraries and library staff• Integration with academic curriculum and changing perceptions of information skills

ReferencesIrving, C & Crawford, J (2007) A National Information Literacy Framework Scotland Glasgow: Glasgow Caledonian University [online] Available at http://www.ltscotland.org.uk/Images/information_literacy_framework_draft_tcm4‐433724.pdf[Retrieved 24 January 2012)Mittermeyer, D & Quirion, D (2003). Information literacy: Study of incoming first‐year undergraduates in Quebec. Montreal: Conférence des recteurs et des principaux des universités de Québec.Salisbury, F & Karasmanis, S (2011). Are they ready? Exploring student information literacy skills in the transition from secondary to tertiary education. Australian Academic & Research Libraries, 42, 43‐58.SCONUL (2011) The Seven Pillars of Information Literacy: A Core Model for Higher Education. [online] Available at http://www.sconul.ac.uk/groups/information_literacy/publications/coremodel.pdf[Retrieved 22 March 2012].Welsh Information Literacy Project (2011) Information Literacy Framework for Wales [online] Cardiff: Cardiff University. Available at http://librarywales.org/uploads/media/Information_Literacy_Framework_Wales.pdf [Retrieved 24 January 2012].

Coulbeck Hadfield & Field - The information journey

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