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Filling the GAP - Collaborating on a university-wide initiative

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Filling the GAP - Collaborating on a university-wide initiative

  1. 1. Filling the GAP: Collaborating on a University-wide Initiative
  2. 2. University College Cork, Ireland • Established in 1845 • Ranked in the top 1.1% of universities in the world • Student population of over 23,000 • Ranked 8th university worldwide for sustainability (UI Green Metric, 2021) “Discover UCC.” University College Cork, https://www.ucc.ie/en/discover/. Accessed 8 Nov. 2022.
  3. 3. University College Cork Library • Boole Library & Boston Scientific Health Sciences Library • Offer workshops, teaching and support to help develop skills as part of the Library’s Digital and Information Literacy Framework
  4. 4. Graduate Attributes Programme • A programme designed to help graduates become “well-rounded, curious, self-aware individuals who continually learn new skills, are open to new ideas, and make things happen” (UCC, 2022) • Designed to be embedded across all disciplines
  5. 5. Graduate Attributes Programme 5 key strands of learning experiences: • Creators, evaluators and communicators of knowledge • Independent and creative thinkers • Digitally fluent • Socially responsible • Effective global citizens, who recognise and challenge inequality
  6. 6. Project Team UCC Library • Ben Williamson, Learning and Teaching Librarian • Stephanie Chen, Digital Learning Specialist • Caitríona Honohan, Learning and Teaching Librarian (departed) Graduate Attributes Programme • Adel Coleman, Programme Manager • Dr Eithne Hunt, Academic Advisor • Maggie O’Sullivan, Senior Executive Assistant • Clodagh O’Sullivan, Executive Assistant
  7. 7. UCC Graduate Attributes and Values Compass
  8. 8. Learning Outcomes 1. Explain what it means to be a creator, list different forms creations can take and provide examples of tools you would use to create content. 2. Recognize the importance of evaluating the information you find, both for your assignments at UCC and for everyday decision-making, and evaluate information by asking yourself questions about each source and its context, developing your critical thinking skills. 3. Identify different types of materials to aid communication and suggest ways to make communication materials universally accessible to all users 4. Relate the skills and information learned to both your personal and professional development.
  9. 9. Learning Experience 1 Title: What does it mean to be a creator? Creator(s)/Curator(s): Stephanie Chen Date: January 2022 Funded by the Higher Education Authority Innovation and Transformation Fund and the Tomar Trust
  10. 10. Learning Experience 2 Forms of Creations Please note, these are only a selection of examples. Funded by the Higher Education Authority Innovation and Transformation Fund and the Tomar Trust
  11. 11. Learning Experience 3
  12. 12. Funded by the Higher Education Authority Innovation and Transformation Fund and the Tomar Trust Title: What does it mean to be an Evaluator? Creator: Caitríona Honohan, Learning & Teaching Librarian, UCC Date: January 2022 Learning Experience 4
  13. 13. Funded by the Higher Education Authority Innovation and Transformation Fund and the Tomar Trust UCC Library Digital & Information Literacy Framework Strand 3 - Evaluating Evaluating - authority, critical appraisal, political/social/technological factors influencing authority Examples of Use: • Academic Scenario: Critically examine, critique and argue the merits of a piece of information as a useful source for a written assignment. • Personal Scenario: Consider the trustworthiness of a news item shared by a peer. • Employment Scenario: Gather evidence to support of a new project idea.
  14. 14. • Who wrote it and published it? Is there contact information in the About section? • How is it presented? Are there supporting sources referenced and hyperlinked? Are there spelling or other errors? • What is the intended audience - might it be particularly designed to influence them? Image by Gerd Altmann from Pixabay How to Evaluate?
  15. 15. Image by Gerd Altmann from Pixabay How to Evaluate? • Why was it written? Is it evidence- based or opinion? Could it be sponsored by a group or company to sell an idea or a product? • Where does it apply to? Is that important to your research? • When was it written and when was the site updated? Is it the most current research?
  16. 16. Title: Why is it important to evaluate information? (student discussion) Creator(s)/Curator(s): Caitríona Honohan, Cara Long and David Leen Date: January 2022 Funded by the Higher Education Authority Innovation and Transformation Fund and the Tomar Trust
  17. 17. Funded by the Higher Education Authority Innovation and Transformation Fund and the Tomar Trust Title: What does it mean to be a communicator? Creator(s)/Curator(s): Benjamin Williamson Date: January 2022 Learning Experience 5
  18. 18. Choosing your channel Face-to-face chat Phone / Text Email Video call
  19. 19. Funded by the Higher Education Authority Innovation and Transformation Fund and the Tomar Trust Your Digital Self What impression of yourself are you putting online?
  20. 20. Accessibility in communication • Visual impairments • Hearing impairments • Mobility impairments • Learning difficulties and disabilities • Language differences
  21. 21. Why get involved? • Higher visibility of the Library • Position Library as point of contact and expert • Strengthen relationships • Information literacy: relate to aspects beyond academic, develop skills and knowledge
  22. 22. Reflections • Importance of student voice • Importance of aligning tasks to users’ time commitments • Delivery of experience through different media
  23. 23. Next steps • September 2022: launch of the UCC Graduates Attributes & Values Compass (launch video) • Feedback from the Graduate Attributes Programme Team
  24. 24. Contact information Stephanie Chen stephanie.chen@ucc.ie / @iamstephanie_c Ben Williamson bwilliamson@ucc.ie / @Ben_LibWarrior UCC Library libguides.ucc.ie / @UCCLibrary

Editor's Notes

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  • The UCC Graduate Attributes and Values Compass was developed in partnership with multiple academic and professional services units in University College Cork.

    The Compass is a self-assessment tool created to support and facilitate students in the development of their graduate attributes and values.

    UCC Library created content for the Creators, Evaluators and Communicators of Knowledge learning experience.

    You are empowered by the university to leverage research, data, and information to create and evaluate knowledge and contribute to advancing these concepts. You are inspired to communicate your knowledge to benefit global and regional practice. You are equipped to seek new knowledge and continue learning throughout your life.
    As a creator, evaluator and communicator of knowledge, you are equipped with the intellectual curiosity to continuously create and share your learnings to benefit society and global and local economies.
  • Learning Experience 1
    What does it mean to be a Creator?

    Video with PowerPoint slides
    What does it mean to be a creator?
    Why it’s important
    Ways you can be a creator
    Skills development
  • Learning Experience 2
    What forms can Creations take?
    Selection of examples for
    Video
    Audio
    Written
    Performance
    Visual/textural
  • Tools for Creating Content
    Selection of digital tools and software options available
    Video
    Audio
    Visual
  • Caitriona produced and narrated a video outlining the principles of evaluating information
    Overlap with UCC Library’s framework for Digital and Information Literacy (Strand 3): https://libguides.ucc.ie/library-learning-teaching/DigitalInformationLiteracyInformation
  • Emphasis on RELEVANCE, as well as accuracy and credibility
    Majority of sources chosen for assignments would include books and scholarly journals; but popular materials will also be valuable in the right context
    Aim is to encourage students to come in with a questioning mind…
  • Student discussion
    Conversation between two students (Cara Long and David Leen)
    Discuss
    Evaluating information on social media
    Filter bubbles
    How to spot fake news
    Each topic had question prompts
  • Original ideas included experimenting with communication
    e.g. Recording a ‘podcast’ in the Library Studio
    The total learning experiences had to be achievable within approximately 2 hours
    Final themes included:
    Choices of communication
    The Digital Self
    Accessibility
    Interactive tasks included identifying accessibility issues in a provided PowerPoint, and reflecting on ways to improve it
  • Recording of a presentation which covered choices in communication

    Face-to-face is better for communicating about sensitive topics
    Written is more formal and provides a lasting record, but it is harder to see the intended tone or mood
    Urgency also a factor in choice
    Emails can easily be overlooked or disregarded

    Part of interactive quiz focused on choosing the right line of communication in 2 scenarios
  • How does use of social media and online networks affect how people perceive you?
    Having a digital presence is important in many sectors and industries – be visible to the right people, but give the right impression of yourself

    Quiz also included examples of SM posts – learners had to choose from potential consequences of putting such posts online (positive or negative)
    Also a question requiring learners to pick actions to manage their digital self
  • Taking other people’s needs into account is essential
    Accessibility of materials says a lot about you as a communicator
    Activity: Learners given a deck of PowerPoint slides with accessibility issues, and asked to identify issues and reflect on how to correct them.

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