Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Talking 'pedagogy' for librarians: doing the PgC THE


Published on

Learning journey and experiences doing the PgC THE by Amanda Bennett and Catherine Drake

  • Be the first to comment

Talking 'pedagogy' for librarians: doing the PgC THE

  1. 1. Talking ‘pedagogy’ for librarians Working towards the PgC THE
  2. 2. What we’ll be talking about• What is the PgC THE?• Personal journey• Cons• Benefits
  3. 3. What is the PgC THE?• Postgraduate certificate in Teaching in Higher Education• All academic staff expected to complete 60 credits to gain HEA Fellowship• Non academic staff can stop at 20 credits – And become a Associate fellow of HEA
  4. 4. What’s involved: HEA Associate - 20 credits• Introductory studies, Teaching in Higher Education – 40 hours of teaching, including teaching prep – Teaching intervention • An aspect of learning and teaching practice that you can develop and improve • With peer observations and student evaluation/feedback – Provide evidence of learning in portfolio • Includes reflections, feedback & academic paper on teaching intervention
  5. 5. What’s involved HEA Fellowship – 40 credits• Further 80 hours of concurrent teaching• Two teaching interventions – 4 peer observations, 1 report and 1 poster, 2 student evaluations• Reflective summary
  6. 6. HEA – UK Professional Standards Framework• Design and plan learning activities and/or programmes of study• Teach and/or support learning• Assess and give feedback to learners• Develop effective learning environments and approaches to student support and guidance• Engage in continuing professional development
  7. 7. How a librarian might ‘teach’ rather than ‘train’Topic: Gather information for an early years assignmentusing relevant subject databasesTask: Students are divided into groups and asked tosearch for information relating to their topic to becomean ‘expert’ in their subject area. Each group has 30minutes to investigate their topic and when the time isup, each expert group will take turns to come up to thefront and demonstrate the database.Assessment: Poster visualizing their research
  8. 8. Would we have done this before?
  9. 9. Amanda’s StoryMy intervention Next stepsThe intervention was carried out from November 2009 – • 2nd intervention - Written or oralJanuary 2010 and involved all 134 students in year 1 ofthe BA Educational Studies course. I carried out 6 reportworkshops and an online assessment quiz was used toassess the student’s research skills. The quiz covered thecatalogue and Library databases and a short online • 3rd Intervention - Research posterlesson was used to complement my sessions. Theassessment was worth 35% of the marks for the module. • Completion of PGCHE in May 2013 January 2009 Post interventionResponsibility Librarian Librarian & academic staffRelation to External IntegralthecurriculumPlacement in Isolated Embeddedthe workshops and assessed 32/
  10. 10. Limits: barriers & obstacles• Lack of information strategy • Varies from university to university• Lack of academic co-operation • Not always willing to involve librarians• Other commitments and responsibilities
  11. 11. Is it worth it? Yes!!!• HEA professional recognition is invaluable• Information literacy framework: understanding how to teach good information skills is essential – Formal teaching qualification helps you do this more effectively• Understanding of learning theory is important – More realistic expectations of students• Greater self-motivation to take risks and engage with new and exciting forms of teaching technology
  12. 12. “The reward of athing well done,is to have doneit”. Ralph Waldo Emerson, "Nominalist and Realist", Essays: Second Series (1844).