1. Bite-sized information literacy
Clare McCluskey, York St John University, c.mccluskey@yorksj.ac.uk
The approach outlined here is that of ‘bite-sized’ information literacy inputs into an
undergraduate Primary Education course. IL provision over the whole programme
had been ad hoc and inconsistent, often relying on the opportunity to promote a new
key resource, such as an e-book or new database, and tutors had reported students
not retaining or applying the information skill techniques taught as part of this by the
point they reached their third and final year.
Gaps in IL provision were identified in discussions between the library and module
tutors. Examples of these gaps included the ability to identify and access key
research to contextualise situations encountered in the classroom whilst on
placement and an awareness of the different ways of discovering and using policy
information. It was also identified that an appreciation of other professionals and
fellow students as part of a knowledge sharing network should be encouraged.
The IL input into the programme was designed in collaboration with the Head of
Programme and it was decided that it would be provided in lectures of a core module,
reaching all members of a large cohort. Several bite-sized sessions from the librarian
would both fit in with timetable and help with reflective thinking throughout the
module, offering appropriate input at an appropriate time. The academic liaison
librarian then made herself available for follow up tutorials in the following weeks.
Motivation to do so was provided by a focus from the module team on student led
workshops and the assignments requiring reflection on literature in an area of their
choice, linked to an issue encountered on placement.