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Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
Strategic proposal for an embedded information literacy curriculum - Scott & Collins
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Strategic proposal for an embedded information literacy curriculum - Scott & Collins

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Presentation from LILAC 2014 held at Sheffield Hallam University

Presentation from LILAC 2014 held at Sheffield Hallam University

Published in: Education
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  • 1. Strategic Proposal: an embedded Information Literacy curriculum Clare Scott, Faculty Librarian for Arts & Humanities Amy Collins, Liaison Librarian
  • 2. Contents • Why did we need embedded IL curriculum? • How did it come about? • Putting a curriculum together • Making it happen • Taking it forward 19/08/2014 © The University of Sheffield 2
  • 3. 19/08/2014 © The University of Sheffield 3 ©US Federal Government public domain image http://en.wikipedia.org/wiki/File:10th_SFG_parachute_Mali.jpg Geronimo! Here come the Librarians
  • 4. 19/08/2014 © The University of Sheffield 4 The Library Information Literacy Session!
  • 5. 19/08/2014 © The University of Sheffield 5 © No known copyright restrictions. Library of Congress http://www.flickr.com/photos/library_of_congress/2179123779 My research is really important...I’ll just call the Library about my referencing session next week....
  • 6. 19/08/2014 © The University of Sheffield 6 © Reproduced with permission of the University of Sheffield Dealing with academics... It’s like ‘herding cats’
  • 7. 19/08/2014 © The University of Sheffield 7 © No known copyright restrictions. George Eastman House French and English want me to do 11am on the 10th...Music and German have double-booked me too!!! Me too – a clash between Philosophy and History. No notice to think of a good IBL session either!!!
  • 8. How it came about? • Strategy • Discussion paper at Faculty Learning and Teaching committee • Buy-in from Director of Learning and Teaching • Selling points: contact hours & consistency of student experience • Aims • Improving students searching and referencing skills • Having an impact on actual student assignments • Making the Library’s intervention real and relevant for staff and students 19/08/2014 © The University of Sheffield 8
  • 9. The proposal • An IL curriculum: learning objectives at each stage: induction, L1 and L3 • Learning objectives based on ANCIL • Focus on departmental needs within this framework http://commons.wikimedia.org/wiki/File:1815-regency-proposal-woodcut.gif
  • 10. • Presented at Faculty Learning and Teaching Committee • Positive response • Recommendations approved • Official approval gave us lever to take forward http://www.rickross.com/ricks-picks-guarantee/
  • 11. Strategic support gave us a very good response from Faculty Directors of Learning and Teaching Meetings gave us in-depth insight into: • particular issues of each discipline • the assignment • the skills required. http://loc.gov/pictures/resource/ggbain.10771/
  • 12. On being fully embedded Instead of… We got…
  • 13. Stats! • Induction L1: • 855 students seen across 10 departments • Slots 10-30 minutes • Information Literacy L1 students: • Delivered direct to 549 students • Indirect impact on 92 students through PGR tutors
  • 14. Philosophy • They did all they could…
  • 15. But it wasn’t enough…
  • 16. Taking it forward 19/08/2014 © The University of Sheffield 16 • Working with the faculty to evaluate the individual sessions • Getting student feedback • Getting staff feedback about our impact on assignment marks • Planning for next year – using an Action Research Model
  • 17. Action Research Model: our pedagogical approach Plan Act Observe Talk to Faculty Reflect 19/08/2014 © The University of Sheffield 17
  • 18. Questions? 19/08/2014 © The University of Sheffield 18

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