NHS June 2014


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  • AE

    Intros......who we are and what we do.
  • AE

    10:00-10:45 What makes a bad workshop? Opportunity to think about what makes a workshop go wrong, but also how to put it right.
    10:45-11:00 Break
    11:00-13:00 The Winner takes it all: enhancing the quality and impact of library workshops. What we have done at Middlesex Uni.
    13:00-14:00 Lunch
    14:00-15:45 Create a game: chance to create your own game.
    15:4516:00 Questions
    16:00 Close
  • VH

    Divide into groups
    Get to know your group

    10:00-10:10 10 mins to discuss and note down ‘5 things guaranteed to make a library workshop a disaster’

    10:10-10:25 Pass on to next team and spend 15 mins coming up with solutions

    10:25-10:45 Feedback
  • VH
  • 15 min break
  • VH
  • VH

    Looking at the broader issues surrounding provision of information literacy training in HE
    How collaboration with other professionals has enabled us to improve our practice eg. Learning technology experts, LDU, academics and students
    How we have been inspired to change the way we teach and address the problems
    What we have done and how we are developing our provision
    What impact have we had
  • AE
    AE and VH identified a number of issues regarding provision of user education:
    Not embedded
    workshops traditionally provided at request of academic staff on ad hoc basis
    which leads to inconsistent provision
    complex module structure
    No central coordination of skills within the School
    Inconsistent provision:
    rarely see all first year students
    Repetitive: Impossible to develop progressive programme of information literacy training, so end up repeating what we’ve already covered for 2nd and 3rd years
    Bad timing:
    Insufficient time
    Wrong time, so not relevant to students
    Information skills:
    Students know how to use technology, but lack ability to find, evaluate and use the information found
    Teaching methods (more next slide)

  • AE

    Is teaching a Librarian’s Waterloo?

    Relevance: Library workshops can be too generic and not relevant to students and what they are doing
    Too much: we want to tell them everything we know
    Tools based: obsessed with showing them how to use databases
    Didactic: follow instructions correctly, step-by-step
    Uninspiring: bore students/death by Powerpoint
    Subject: Librarians fear teaching subjects they are unfamiliar with, so over complicate. What we need to remember is that we are teaching information skills and not the subject
    Teaching skills: librarians not taught to teach……however things are changing

  • AE

    Student research is finding…
    Book or journal with the answers
    Right amount of facts
    Right number of references
    Reporting back to teacher
    Easy option: use Google and Wikipedia as easy
    Also fear of plagiarising and criticising information, also students who have never written more than 500 words

    Behaviourist librarians reinforce this
  • AE
    Librarians have arrived……the importance role is starting to be recognised
    Teaching qualifications:
    PGCertHE @ MDX:
    traditionally not open to librarians
    Single long 60 credit module, so no stopping off points
    Now revalidated as 15+15+30 credit modules (DE version for overseas campuses)
    2x15 core skills for Librarians and Support Staff
    Teaching Fellowships
    Originally learning Support Fellowships (Teaching F’ships for academics)
    Changed to TF for all c 8 years ago
    Recognises contribution to teaching in the Uni
    Active community within MDX, conferences etc
    FHEA: Alternative route/equiv to PGCertHE
    Equivalent qualifications to academic staff = equal footing
    Learning together: academics and support staff studying PGCert together = gain understanding of each others role, contribution etc
    Language: use same language
    Respect: mutual
    Understanding of the theory behind teaching
  • VH
    Inspired by ‘Teaching information literacy in HE workshop’. Attended at CILIP. Dec 2010.

    We teach 3-5 times too much
    When planning sessions we need to consider what will make the biggest difference given time limit/use online guides
    We try to clone our expertise
    We can’t distil our own experience into a one hour session.
    We don’t need to show students how to search databases, but we do need to show them how to appreciate the value of academic resources, search effectively, evaluate the information found and how to use it ethically
    Discussion is powerful:
    Find out how the students already find info, what they already know, what they want
    Learn/discover together (peer learning): don’t plan searches/demos in advance
    We can learn a lot about student’s understanding from the questions they ask
    Learning by doing is empowering:
    Encourage active participation through a variety of activities eg. trying things out, getting feedback, solving problems, peer discussion, reflecting on mistakes etc
    No demos: Interaction and exploration
    Uninvolved students are less likely to learn
    Students should be learners, not the taught (working together to learn):
    Our role to support and facilitate
    Disciplinary context is a key influence on student learning ie. one method does not fit all….devised different sessions for PDE students
    Inspiration from LILAC 2011- Susan Boyle (UCD) Using games in HE.

  • VH
    Games should be:
    Quick -10 mins
    Simple - easy to prepare and cheap
    Easy to grasp and play- no complicated rules
    Meet a specific need or objective
  • VH
  • AE
    To put all this in context……Wider programme of activity that we were engaged in at the time

    3 years ago we worked with School LTSL and AWL (LDU) to embed our workshops in to curriculum

    Matched information and other academic skills against CBI employability guidelines, and then integrate them into the wider employability skills framework devised by the school eg.
    finding and evaluating information = problem solving
    Plagiarism and search strategy = communications and literacy
    Finding info for projects = self-management

    More clout > easier to approach staff if our contribution is part a school plan and easier to get appropriate time

    Avoided overlap and duplication by identifying specific programmes rather than modules within structure

    Created a menu of workshops ie. what we would cover in each year

    Coordinate content with LDU to avoid duplication
  • VH
    What we did:
    Back to basics-we considered what we need to teach
    Identified key elements (next slide): Resources, keywords, searching and evaluation
    Created a game/activity for each element
    Mix and match elements
    Coordinate content with LDU to avoid duplication
    The framework for every workshop:
    Thinking about resources game in an academic context ( 3 x versions TAR, Sources and Scenario)
    Keywords: using image to get students thinking about keywords (specific, alternative, related) and then using real example
    The real thing: relate learning to a project
    Searching (hands on) mainly use Summon = frees up time to concentrate on info skills
    Evaluation using sample search results (website, newspaper article, trade journal, academic journal) and Criteria game for 3rd years.

    PDE students: have taken interactivity much further eg. taking items from special collections into their studio (think about how they can use them), letting them discover art and design collections themselves at HE (mini project) etc.

    Now rolling out, so developing alternatives for 2nd and 3rd years and PGs

  • VH
    Hand out exercise Thinking about resources.
    10 mins
  • VH

    Good for:
    broad/general overview of subject
    Edited for quality and accuracy

    Not so good for:
    May not be specific enough
    Can be out of date
  • VH

    Good for:
    Present latest research
    Edited for accuracy/quality (peer reviewed)
    Lots of references

    Not so good for:
    Can be hard to locate/access
    May be too specific
    May be at wrong level
  • VH

    Good for:
    Easy to use/search
    All subjects covered
    Can be very up-to-date

    Not so good for:
    No editorial control
    Unreliable sources
    Can be created by anyone
    Material can lack provenance
    Can be out-of-date
    Not everyone has access
  • VH

    Good for:
    Readily available (latest copies especially)

    Not so good for:
    Can be bias
    Can be unbalanced
    Can be sensationalist
    Hard to get hold of/access (back issues)
  • VH

    Good for:
    Latest information
    Current events
    Concise info
    Product news
    Often available online with RSS/Twitter etc

    Not so good for:
    Objective information ie. can be bias, adverts, preferential products etc
    Often hard to find old issues
    Back issues/archive
  • VH

    More information about the range of resources available on the Library Subject Guide.
  • AE
  • AE

    Example of a real student project and how we get students to think about their keywords.

    What are the keywords? Cornish, villages, 4G, trial
    What are the alternative keywords?
    Cornish: Cornwall, West Country, West of England
    Villages: Village, rural communities, countryside
    4G: Fourth generation technology, cellular wireless standards, networking technology,
    Trial: test, evaluation
    What terms can you use to make your search more specific?
    Internet access
    Fixed and mobile subscribers
    Frequency and bandwidth
    BT and Everything Everywhere
    Routers, antennas, and dongles
    Radio spectrum
    IP based mobile broadband
    Services eg. ultra-broadband internet access, IP telephony, gaming services, streamed multimedia
    LTE (Long term evolution)
    IMT (International mobile telecommunications) advanced compliance
    What are the related subjects?
    Rural internet access
    UK digital agenda, Digital Britain
    Digital inclusion
    3G and 2G
    Laptop computer wireless modems, smart phones, mobile devices


  • VH

    Need to carry out a literature search:
    Finding the information available on a subject
    Finding information to inform, underpin and shape your research
    Finding what has already been written on a subject
    Analyzing, evaluating and making judgements about the info found
    Identifying the main trends
    Finding appropriate information: the information needs to be suitable for your need ie. right level, current if important, sufficient breadth or detail etc
  • VH

    Searching is followed by a discussion about the advantages of using Summon to find info rather than Google.

    Familiar and easy to use
    Finds too much information
    Fast results
    Access from any computer
    Access to some books and journals
    Designed to sell you things eg. shoes
    Search results sponsored…no accident that Wikipedia, Amazon etc at top of search results
    Searches for info from any source
    Pay for academic information
    Easy to use
    Finds lots of academic info
    Fast results
    Access from any computer
    Access to lots of books and journals
    Designed to find you information: up-to-date, focussed/specific
    Search results by relevance
    Searches quality resources eg. Peer reviewed journal articles, conference proceedings , research etc
    Free access to full text ie. Information not freely available elsewhere

  • AE

    Introduce the importance of evaluating information for quality

    What do you think about this quote by Abraham Lincoln?
  • AE

    Divide class into group
    Hand out worksheet and 4x items.
    Discuss. No right or wrong answers. All items found by doing a search on Network Security.

    Which items are most relevant:
    Academic journal and Wiki most relevant.
    Newspaper article is sensationalist and trade journal is a review of software.
    Which items would be no use:
    Newspaper article useless, and trade journal probably not unless needed to know about software packages.
    Which item has the most academic authority:
    Academic journal. It has biography of authors, references, in-text citations and uses academic language. Article has been peer reviewed.
    Wikipedia has refs, but don’t know who has added information.
    Are any of the items bias:
    Trade journal is reviewing software and may be swayed by advertisers.
    Which item is the most current:
    Academic journal is very out-of-date 2004

    Would not use any of them and would continue search. Discuss the importance of evaluating the information that you find.

  • AE

    Authority : Who is the author? What is their knowledge base/qualifications? How have they carried out their research?
    Relevance : Is this what I need? Will it answer my question? Is it at the right level?
    Intent : What is the purpose of information e.g. financial gain, propaganda, academic etc?
    Objectivity : Balanced view? Opposing views represented? Links to supporting information?
    Currency: How old is this information? When was it last updated and by whom?
  • VH

    Ask students what they think?

    Before we explain, run DEWEY GAME.
  • VH

    Books arranged in subjects

    Each subject has a number, so books on same subject are at same number on the shelves

    We use a 3 letter suffix (usually first 3 letters of authors name) to help you find books within a number

    Books arranged alphabetically by suffix within each number
  • AE

    Those who attended average 65%, rather than 50 % for non attendees ie. 15% higher
    Attendees 7/10 for bibliography, rather than 5/10 ie. 20% difference
  • AE

    Resources used shows better choice of resource by attendees….in the case of this project, very little current info, so Library catalogue not a good choice
    Evaluation criteria shows better understanding by attendees ie. Academic authority and currency seen as impo rather than easy to read.
  • AE

    Develop activities so appropriate for level and not repetitious
    Have developed further versions of the games for 2nd and 3rd years and PGs.
    Further developing 2nd year workshop so substantially different to 1st and 3rd.
    Improve attendance: any ideas…..problem is not just ours
    University is introducing much more rigorous attendance monitoring
    CS and other progs substantially changing way do 1st yr teaching (projects and workshops) which is more attractive to students and harder to skive off.
    Revalidation and new courses in our school an opportunity to embed our teaching further
    Simpler course structure, so easier to see all students without duplication
    Have been able to influence the Learning Outcomes to include info lit skills
    CSD4040 LDU and Libs have been given 12 hours to teach info and academic skills and listed as course tutors. Working closely with AWL (LDU) to develop sessions for CSD4040
    Working with Steve Chilton (Learning Technologist) to develop online courses, support etc
    Moodle: old VLE being phased out and Moodle introduced. Opportunity to reassess our contribution and influence content. Working closely with Educational Development Unit (Steve Chilton)
  • AE

    Successful collaboration is getting things moving plus team teaching
    Changes to methods have worked: survey shows that we have made an impact, plus many colleagues have used and adapted our workshops for their students
    Teaching is more fun for students and for us
    But we can now say...
    ...Library training gets you better marks
  • AE
  • AE

    Any questions
  • Lunch 1-2

    During lunch think about a particular group of users that you are concerned about in relation to library workshops.
  • AE

    1hour 15 mins (3.15pm) to create game:

    Reflect on our games
    Think about games you already know eg. Monopoly, Scrabble etc
    Brainstorm ideas
    Create game (1 hour)
    Complete form to cement your ideas
    Prepare presentation (15 mins)
    5 min presentation
  • NHS June 2014

    1. 1. Adam Edwards and Vanessa Hill June 2014 Information Literacy Skills East of England Health Libraries
    2. 2. Welcome 10:00-10:45 What makes a bad workshop? 10:45-11:00 Break 11:00-13:00 The Winner takes it all 13:00-14:00 Lunch 14:00-15:45 Create a game 15:45-16:00 Questions 16:00 Close
    3. 3. What makes a bad workshop? http://www.flickr.com/photos/webtreatsetc/4869256777/
    4. 4. Solutions
    5. 5. Enhancing the quality and impact of Library Workshops Adam Edwards and Vanessa Hill June 2014 The winner takes it all
    6. 6. Knowing me, knowing you • Issues • Collaboration • Inspiration • Solutions • Impact
    7. 7. SOS • Not embedded • Inconsistent provision • Repetitive • Bad timing • Information skills • Teaching methods
    8. 8. Librarians and teaching • Relevance • Too much • Tools based • Didactic • Uninspiring • Subject • Teaching skills http://www.flickr.com/photos/vicchi/4079403111/
    9. 9. Gimme, Gimme, Gimme • Answers • Facts • References • Reporting back • Easy option • Fear Librarians reinforce this! http://www.flickr.com/photos/nottsexminer/6270679714/
    10. 10. Arrival Teaching qualifications: •PGCertHE @ MDX •Teaching Fellowships •FHEA •TESOL Benefits: •Equivalent •Learning together •Language •Respect •Understanding
    11. 11. Björn Again • Less is more • Cloning • Discussion • Learning by doing • Learners, not the taught • Games http://advedupsyfall09.wikispaces.com/Sara+Woodard
    12. 12. The name of the game • Fun • Quick • Simple • Easy • Need or objective Adapted from Susan Boyle, Lilac 2011
    13. 13. I have a dream Move from “ …lifting and transporting textual substance from one location, the library, to another, their teacher’s briefcases.” To “…searching, analyzing, evaluating, synthesizing, selecting, rejecting…” Kleine 1987
    14. 14. Super Troupers • School plan • Mapping • Structure • Menu
    15. 15. Greatest Hits • Thinking about resources • Keywords • Searching • Evaluation
    16. 16. Thinking about resources
    17. 17. Books What are they: A written or printed work of fiction or fact. May be electronic. Good for: Clear overview. Not so good for: Up to date information.
    18. 18. Journal What are they: A regular publication containing articles on a particular academic subject. Presents new research. Good for: Latest research, critically reviewed by experts. Not so good for: Broad overview of a subject.
    19. 19. Web page What are they: An information resource which can be easily created by anyone on any topic. Electronic. Good for: Very up to date information. Not so good for: Accurate and reliable information.
    20. 20. Newspaper What are they: A regular publication containing current events, informative articles, diverse features and advertising. May be electronic. Good for: Daily information. Not so good for: Balanced and well researched information.
    21. 21. Popular (trade) journal What are they: A regular publication containing new products plus information for a business sector. Good for: Latest product news. Not so good for: Detailed and objective reports.
    22. 22. Find out more MyUniHub > MyStudy > MyLibrary > Library Subject Guides http://libguides.mdx.ac.uk/EIS
    23. 23. Thinking about keywords http://www.flickr.com/photos/rossjamesparker/89414788/
    24. 24. The real thing http://www.flickr.com/photos/sidelong/300188454/ Your first piece of coursework for CCM2426 will be based on the Cornish Villages 4G trial. •Keywords •Alternative keywords •More specific keywords •Related subjects
    25. 25. Finding resources myUniHub > My Study > My Library > Summon Select Summon and search for information for your project
    26. 26. Google vs Summon http://www.flickr.com/photos/ennuiislife/3450743002/ Google • Familiar and easy to use • Finds too much information • Fast results • Access from any computer • Access to some books and journals • Designed to sell you things • Search results sponsored • Searches for info from any source • Pay for academic information Summon • Easy to use • Finds lots of academic info • Fast results • Access from any computer • Access to lots of books and journals • Designed to find you information • Search results by relevance • Searches quality resources • Free access to full text
    27. 27. Evaluating information
    28. 28. Evaluating information Imagine you are writing an essay on ‘Network Security’. Have a look at the 4 items that you have been given and consider the following: • Which items are the most relevant to your essay? • Which items would be no use? • Which item has the most academic authority? • Which items might have bias? • Which item is the most current?
    29. 29. • Authority • Relevance • Intent • Objectivity • Currency Evaluating information
    30. 30. How are books arranged in the library?
    31. 31. 004.19 PRE Books are arranged….. Computing Design Design Animals Animals Computing History History History 004.19 ABE 004.19 CR0 004.19 PRE
    32. 32. Take a chance on me Marks Attendees Non-attendees Commonest mark 65% 50% Highest mark 90% 75% Lowest mark 40% 40% Bibliography commonest mark 7/10 5/10 •Survey of CCM2426 students •66 attendees, 22 non-attendees
    33. 33. “If you put me to the test, if you let me try………” Search tools used Attendees Non-attendees Google 68% 63% Wikipedia 38% 27% Summon 68% 40% Library catalogue 30% 59% Evaluation criteria Attendees Non-attendees Current 89% 59% Relevant 76% 59% Academic authority 67% 41% Easy to read 24% 45%
    34. 34. On and on and on •Develop activities •Improve attendance •Revalidation •Moodle •DProf
    35. 35. The winner takes it all • Successful collaboration • Changes have worked • Teaching is more fun • Impact… ...Library training gets you better marks!
    36. 36. When all is said and done • Boyle, S. (2011) Using games to enhance information literacy sessions, Presented at LILAC 2011. http://www.slideshare.net/infolit_group/boyle-using-games-to- enchance-information-literacy • Kleine, M. (1987), What is it we do when we write articles like this one-Or how can we get students to join us?, Writing Instructor 6, 151. • Markless, S., (2010), Teaching information literacy in HE: What? Where? How?, presented at King’s College London, 9/12/10. [Notes taken at the event.] http://bit.ly/GamesMDX
    37. 37. http://www.flickr.com/photos/naturalturn/3264726560/ Mamma Mia it’s……………
    38. 38. Create a game • Reflect on our games • Think about games you know • Brainstorm ideas • Create game (1 hour) • Complete form • Prepare presentation (15 mins) • 5 min presentation Adapted from Susan Boyle, Lilac 2011 http://www.flickr.com/photos/ajourneyroundmyskull/4788590225/
    39. 39. Adam Edwards a.edwards@mdx.ac.uk Vanessa Hill v.hill@mdx.ac.uk