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Extending the Reach Libraries Thriving

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The Skills@Library team from University of Leeds was recognized for their work on a valuable resource for lecturers teaching such academic skills at the 2012 Librarians’ Information Literacy Annual Conference. While the ready-made instructional materials available on the Skills@Library lecturer pages can greatly benefit librarians teaching information literacy courses, the overarching goal of the project was to help academics and librarians embed broad academic skill instruction into the curriculum. Representatives from the Skills@Library e-learning team will join us during this session to share key takeaways from their work on this project and suggestions for your efforts to introduce information literacy instruction into your curriculum.

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Extending the Reach Libraries Thriving

  1. 1. Extending the Reach ofYour Academic SkillsInstruction July 24, 2012
  2. 2. Best Practices1. Send questions or comments to LauraWarren, Libraries Thriving Coordinator-laura.warren@credoreference.com2. Share comments and questionsthroughout the session via the chat box.3. Continue the conversation on theLibraries Thriving Discussion Forum.
  3. 3. The Skills@LibraryLecturer PagesCarol ElstonMichelle SchneiderJade KelsallJulia Braham
  4. 4. Introduction Carol Elston Michelle Schneider Jade Kelsall Julia Braham E-Learning Adviser Skills Adviser Learning Technologist Skills Adviser
  5. 5. Session Format Lecturer pages – the history (10 minutes) 1. Demonstration (10 minutes) 2. How did we do it? (5 minutes) 3. How are they being used? (15 minutes) 4. Questions/discussion (20 minutes) 5.
  6. 6. Why did we do it? Carol Elston e-Learning Adviser
  7. 7. The initial idea• LearnHigher – a nationally funded collaboration of UK Universities.• CETL – Centre of Excellence in Teaching and Learning
  8. 8. • Student pages• Staff pages
  9. 9. Skills@Library website
  10. 10. Model pre 2010 Working Enabling with staff to students to embed skills develop in the their own curriculum skills Design / teach skills one to sessions online workshops one with resources support academics
  11. 11. • Embedded in the curriculum-All Faculty Team Librarians developmental not remedial modelwill be able to deliver the full range of academic skills, • No extra teaching hours: blendedwith the exception of Maths learning, hand over to academics support. • Collaborate with academicsThe Skills@Library Team will provide strategic direction • Online resourcesand a high level of support toboth Faculty Team Librarians • Generic teaching resources and academic staff for this, particularly in the area of learning technologies • Liaise and work more closely with FTLs Leeds University Library 2010 Academic Skills Strategy http://library.leeds.ac.uk/downloads/AcademicSkillsStrategy.doc
  12. 12. New Skills@Library website
  13. 13. Lecturer pages
  14. 14. What do they look like? Michelle Schneider Academic Skills Adviser
  15. 15. How did we do it? Jade Kelsall Learning Technologist
  16. 16. Layout
  17. 17. The process Skills advisers Learning Team leader review and Technologist quality Resources go adapt existing formats and assures final live content uploads page
  18. 18. How are they being used? Julia Braham Academic Skills Adviser
  19. 19. Lecturer Webpages: examples of use
  20. 20. A successful partnership:Skills@Library and LUBSLarissa BdzolaHead of First Year ManagementUniversity of Leeds
  21. 21. A successful partnership Pre2009 Induction essay (formative) Teaching Writing 100% Skills@Library 2009/10 Induction essay Timed essay Final essay 2010/11 Induction essay Practice essay (formative) Final essay 2011/12 Induction essay part 1(formative) Induction essay part 2 Final essay 2012/13 Induction essay part 1(formative) Induction essay part 2 100% LUBS Reflective log
  22. 22. W Content Assessment criteriak0 Set induction essay Presentation Structure2 Submit induction essay4 Feedback on induction essay Presentation Structure5 What does “critical” mean? Being critical in Sources planning Analysis Searching for sources and using resources (Library)6 Being critical when reading and evaluating sources Sources Citing sources correctly (Library) Analysis Referencing7 Referencing check up Referencing8 Being critical when thinking and writing Analysis Structure9 Being critical when reviewing your own work Analysis All10 Referencing helpdesk & „loose ends‟ seminar Referencing All11 Submit induction essay part 2 All
  23. 23. Group taskWHAT DOES IT MEAN TO BE CRITICAL?Working in your wiki groups think about differentaspects of the essay writing process.How can you show you are ‘being critical’ whilst you:-• find sources• plan your writing• read sources
  24. 24. Critical thinking model description Who? When? Where? What? Topic How? What next? Issue So what? analysisevaluation Why? What if?
  25. 25. What are you being asked to do?Verb Meaningdiscuss Investigate or examine by argument. Sift through evidence - give reasons for and againstanalyse Separate an argument into its component parts to reveal the causes or general principlesevaluate Make an appraisal of the worth of something. You can make your own value judgements but back them up with argument and justification
  26. 26. Steps Example Unpicking an essay title of motivation, evaluate whether lecturers’ pay Using theoriesEssay title should be contingent on their performance.Turn it into a debate Lecturers’ pay should be contingent on their performancestatement Lecturers’ pay should not be contingent on theirOpposing performance.Add expressions of degree Under what circumstances may it be appropriate toand qualification pay lecturers based on their performance? Students: Parent : Academics: School orDifferent perspectives Faculty Management : Employers : Higher Education Funding Council
  27. 27. Planning to capture ideas

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