Road To Recognition : Supporting our Students, Promoting our Pedagogy
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Road To Recognition : Supporting our Students, Promoting our Pedagogy

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Road To Recognition : Supporting our Students, Promoting our Pedagogy Presentation Transcript

  • 1. Claire Kidwell, Head Librarian
  • 2.
    • Information literacy at Trinity College of Music
    • The Higher Education Academy
    • The UK Professional Standards Framework
    • Recognition process
    • Conclusions
  • 3.
    • Students - as a formal part of the curriculum within all courses
    • Staff – as part of the institutional staff development programme
  • 4.
    • Session 1 - print
    • Session 2 - online
    • Introduction to holdings
    • Classification scheme
    • Using the catalogue
    • Collected editions and thematic catalogues
    • Choosing appropriate sources
    • Copyright
    • Grove
    • JSTOR
    • Oxford Reference Online
    • Naxos Music Library
    • Music Online
    • British Library Archival Sound Recordings
  • 5.
    • Covers same online resources as BMus as well as
      • Copac
      • RILM
      • RIPM
      • RISM
      • International Index to Music Periodicals
      • E-Journals
  • 6.
    • “ ..developing and disseminating evidence-informed practice and acting as an independent broker to facilitate the sharing of expertise, working with individual academics, subject communities and institutions across the UK”
  • 7.
    • Associate Fellow
    • Fellow
    • Senior Fellow
    • Aligns to the UK Professional Standards Framework for teaching and supporting learning in Higher Education
  • 8.
    • Design and planning of learning activities and programmes of study
    • Teaching and supporting student learning
    • Assessment
    • Developing effective environments
    • Integration of scholarship, research and professional activities with teaching and supporting learning
    • Evaluation of practice
  • 9.
    • The subject material
    • Appropriate methods for teaching and learning
    • How students learn
    • The use of appropriate learning technologies
    • Methods for evaluating the effectiveness of teaching
  • 10.
    • Respect for individual learners
    • Commitment to incorporating the process and outcomes of relevant research, scholarship/professional practice
    • Commitment to development of learning communities
    • Commitment to continuing professional development and evaluation of practice
  • 11.
    • Design and planning of learning activities and programmes of study
    • Teaching and supporting student learning
    • Assessment
    • Developing effective environments
    • Integration of scholarship, research and professional activities with teaching and supporting learning
    • Evaluation of practice
    • + one of areas 1-4
  • 12.
    • Design and planning of learning activities and programmes of study
    • Teaching and supporting student learning
    • Assessment
    • Developing effective environments
    • Integration of scholarship, research and professional activities with teaching and supporting learning
    • Evaluation of practice
  • 13.
    • “… colleagues who are either comparatively new to teaching in higher education, have not yet contributed to the full range of HE teaching functions including syllabus design and assessment, or whose roles permanently preclude them from such involvement, instead focusing on other types of service delivery”
  • 14.
    • Programme design within internal validation teams
  • 15. Critical Skills Performance practice Psychology of performance Instrumental & vocal teaching Public presentation Jazz improvisation
  • 16.
    • Programme design within internal validation teams
    • Establishing aims and learning outcomes of information literacy sessions
    • Sourcing illustrative examples
    • Eliciting feedback and re-planning content and delivery
  • 17.
    • Experiential learning model
    • Team teaching
    • Screenshots
    • Hand-outs
  • 18.
    • No assessment in the formal sense
    • Different approaches to guided searching and summative exercises
    • Peer assessment – involving the students
  • 19.
    • Teaching environment
    • Study environment
    • Virtual environment
  • 20.
    • Subject and professional knowledge
    • Listservs
      • IAML (UK &Irl)
      • LIS-INFOLITERACY
      • LIS-RESEARCHSUPPORT
    • Conferences
  • 21.  
  • 22.
    • Feedback
      • Students
      • Tutors
      • Colleagues
    • Debrief
  • 23.
    • Was it worth it?
    • Yes!
    • Engaging with other teachers
    • Raising the profile of the library within the institution
  • 24.
    • Powerpoint available at http://www.slideshare.net/kidwell25
    • [email_address]