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A higher rate of interest and a better return on their investment. Harrop & Finney

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Presented at LILAC 2009

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A higher rate of interest and a better return on their investment. Harrop & Finney

  1. 1. A higher rate of interest and a better return on their investment Matthew Borg & Deborah Harrop Deborah Harrop Emma Finney
  2. 2. Elephant in the room libraryx SCONUL seven pillars (SCONUL, 2007)
  3. 3. What did we do?
  4. 4. = very = fairly confident = I struggle sometimes = help Where would you look to begin researching an assignment? = books= journals = Google = unsure How confident do you feel about finding information resources? A longitudinal study: we asked...
  5. 5.  Learners to think as researchers and practitioners - Exploratory, analytical and evaluative skills  Support writing skills - Tailored to the genre and discourse - Not just an introduction, middle and conclusion  Digital fluency - Develop confidences and competences The proposal
  6. 6. The investment  Free writing - Write little and often - Organising knowledge  Range of interactions - 1-2 many relationship through taught sessions - 1-2-1 relationship via online presence  Peer support - Knowledge sharing - Ongoing peer review  Reflective quiz - Consolidate learning - Feedback mechanism  Research principles - Develop platform for information; for example wiki, PowerPoint slide - Brainstorming - Portfolio of information
  7. 7. The million dollar question  Did we make an impact? - Where would you look to begin researching an assignment? - How confident do you feel about finding information resources? week 1 week 10 journals 0% ? books 19.56% ? Google 76.08% ? uncertain 4.36% ? no response n/a ? week 1 week 10 very 5.88% ? fairly confident 54.90% ? struggle 33.33% ? help 5.88% ? no response n/a ? Week 1 Week 10 very 5.88% 11.32% fairly confident 54.90% 65.09% struggle 33.33% 18.86% help 5.88% 1.88% no response n/a 2.91% week 1 week 10 journals 0% 25.46% books 19.56% 56.60% Google 76.08% 42.45% uncertain 4.36% 0% no response n/a 1.88%
  8. 8. Listening to the evidence "The information given was good & very helpful. Yes it can be boring but that can't be helped. The information was needed." "Although the internet gives a wide range of information its not always the best. Wikipedia is not always true." "The skill lies in being able to refine the search results to get to the particular topics you want." "Logical and methodical searching is the best way to find information." "Skills we'll use throughout our university life." “I am quiet confident but will need some feedback from my draft to ensure I’m on the right lines.”
  9. 9. Added value  Get learners to set up their own wiki  Provide communication guidance  Encourage lecturers to contribute  Build partnerships to draw in appropriate specialism  Develop paper & online data collection methods  Identify how to analyse your data…before you collect it  Utilise free online tools  Design measurable outcomes
  10. 10. What next?  Facilitate an incremental undergrad and post graduate curriculum  Develop online content  Continue longitudinal study  Ongoing evaluation with module leader and academic support tutor  Next academic year: do something new!
  11. 11. What next?
  12. 12. References GODWIN, P. and PARKER, J. (eds.) (2008). Information literacy meets library 2.0. London, Facet Publishing. MARTIN, A. and MADIGAN, D. (2006). Digital literacies for learning. London, Facet Publishing. ROBSON, C. (2002). Real world research. 2nd ed., Oxford, Blackwell. WILLIAMS, J.M, and GOODWIN, S.P (2007). Teaching with technology: an academic librarian's guide. Oxford, Chandos. BEJUNE, M.M (2007). Wikis in Libraries. [online]. Information Technology and Libraries, 26 (3), 26-38. Article from Health Source: Nursing / Academic Edition last accessed 5 March 2009 at http://web.ebscohost.com.

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