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ASK: the CILIP UC&R innovation award 2007 winner: a practical approach to information literacy. Adams, Pope & Walton

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Presented at LILAC 2008

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ASK: the CILIP UC&R innovation award 2007 winner: a practical approach to information literacy. Adams, Pope & Walton

  1. 1. Welcome Introduction Author name Information Services Assignment Survival Kit (ASK): the CILIP UC and R Innovation Award winner 2007: a practical approach to information literacy Julie Adams, Alison Pope and Geoff Walton, Information Servic 17 March 2008
  2. 2. Background: What is ASK? • Web-based tool • Supports first year undergraduates with first assignment • Launched October 2006 • June 2007 – Awarded CILIP UC&R Award for Innovation
  3. 3. Why was ASK developed? • Contribution to SU’s Widening Participation agenda • IL Statement of Good Practice • IL Project Group • Deliverable to support IL at Staffordshire University
  4. 4. How was ASK developed? • Distillation of Big Blue, ACRL, ANZIIL etc, etc. ACRL ANZIIL SCONUL CILIP Big Blue iskills
  5. 5. Developing the structure • We believe IL ‘models’ provide heuristics or ‘rules-of-thumb’ for supporting learning • ASK turns these into a thinking skills framework • Supports the independent learner • Goes beyond just static web pages or Primary Courseware: engendering interactivity
  6. 6. Steps to becoming Information Literate (1) Step 1: Where do I start? (Recognizing the information need) Step 2: How do I approach my assignment? (Addressing the information need) Step 3: How do I plan my assignment? Step 4: How do I start my research? Step 5: How do I find the books I need? (Retrieving the information required)
  7. 7. Steps to becoming Information Literate (2) Step 6: How do I find journals? Step 7: Is there any other material I could use? Step 8: How do I use my research? (Evaluating the information critically) Step 9: How do I write my assignment up? (Adapting the information, organizing and communicating the information) Step 10: Have I done all that is required? (Reviewing the process)
  8. 8. How does it work? • Helps students make the adaptation to study at a higher level • Helps with time management and organisation • Encourages the use and raises awareness of the wide range of resources • http://www.staffs.ac.uk/ask
  9. 9. Feedback and usage Qualitative • Faculty Director: “We used to offer surgery sessions where a member of staff took students through the entire planning process for their assignments. The resource implications were high and we eventually were not able to continue with it. ASK now provides the students with a similar service - only better, since the software can be accessed at any time and as often as needed.”
  10. 10. Feedback and usage • Student A: “It is much more than a time management tool; it explains how to do research as well. I think it is really useful.” • Student B: “I’ve used it like a diary.” • Student C: “I have used it to check that what I’m doing is along the right lines. I’ve found it really reassuring.” • Student D:” I have found it useful because it gives me a start point and an end point.”
  11. 11. Feedback and usage Quantitative • SiteMeter hit counter was added mid-February 2007 • From mid-February to mid-July 2007 1056 separate hits • Peak use in late February and again in mid/late March: corresponds to assignment construction time • Used both early morning and in the evening, when specialised library support staff are unavailable
  12. 12. ASK Usage graph 0 50 100 150 200 250 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Week number Numberofhits Visits for week Page views for week Week 1: week ending 16 February Week 23: week ending 13 July
  13. 13. Taking ASK forward • Development of ASK, including some Web 2.0 technologies – as a participatory platform e.g. RSS feeds – introducing personalised communications e.g. alerting e-mail, SMS messaging – introducing portal technology to enhance personalisation – developing the user interface to create more of a recognisable identity
  14. 14. Improving communication • ‘Just in time’ reminders through variety of interfaces: • email, SMS, RSS • Allow students with different preferences to choose the medium they prefer • Reminders sent at key points within the calculated schedule when students move to specific stages within the assignment framework
  15. 15. Longer term developments • Envisage that ASK will link to a number of other Web 2.0 developments within SU • Videos and videoclips, vodcasts, podcasts and animated guides. • Integration into Student Portal • Contribute to a more holistic learning experience
  16. 16. Supporting other assignment tasks • Creating a poster, making a presentation or submitting a group portfolio • Strategic learners • IL support works best when embedded within the students’ curriculum • An intertwined framework approach using ‘hot topics’ and reflective learning (Bordinaro and Richardson (2004))
  17. 17. Looking to the future • ASK is providing a service which can be applied in a number of educational contexts • Interest from other institutions to make links to the ASK software: we have applied a Creative Commons licence • Winning the CILIP UC and R Award for Innovation • Funding from Learnhigher/MMU CETL
  18. 18. In conclusion • Harnessing the Web 2.0 bandwagon • Maintaining the student perspective • Most good ideas are simple ones • The real challenge: • integrating the next generation of technological advances in a meaningful and user friendly way
  19. 19. Welcome Introduction Author name Information Services Assignment Survival Kit (ASK): the CILIP UC and R Innovation Award winner 2007: a practical approach to information literacy Julie Adams, Alison Pope and Geoff Walton, Information Servic 17 March 2008

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