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.

Damned if we do and damned if we don't - how to address sustainability in the delivery of information literacy componants in UCD. Dodd & Kendlin

53 views

Published on

Presented at LILAC 2010

Published in: Education
  • Be the first to comment

  • Be the first to like this

Damned if we do and damned if we don't - how to address sustainability in the delivery of information literacy componants in UCD. Dodd & Kendlin

  1. 1. Damned if we do and damned if we don’t … Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland Lorna.dodd@ucd.ie How to address sustainability in the delivery of information literacy components in UCD Valerie Kendlin Deputy Head of Academic Services, Business & Law, University College Dublin, Belfield, Dublin 4, Ireland Valerie.kendlin@ucd.ie
  2. 2. UCD Library Information Literacy map
  3. 3. Outline • Current approach to information literacy • Benefits and Challenges • Suggestions for sustaining delivery into the future
  4. 4. Current Approach • Assessed module with specific assignment  Sometimes graded by Library staff • Library skills component mandatory  Fully integrated into module • Library coordination  One member of T&LIS group manages all aspects of library’s involvement  Content delivered by wider T&LIS Group  Each module supported by Library Assistant team
  5. 5. Current Approach
  6. 6. Examples • Problem/Enquiry Based Learning  1st year English & Spanish  Library workshops integrated into ‘problems’ • 3rd year Economics  Final Year project  Focused workshops & assessed worksheets  15%-30% of final grade • Skills for the Humanities  First years  Introduction to library resources, using Internet appropriately, using information ethically  Assessed worksheets
  7. 7. Benefits
  8. 8. “Without close liaison with the library from the earliest stages, EBL in English simply would not have happened, and our contact with library staff has definitely improved the module design and delivery.” Dr. Danielle Clarke, School of English, Drama & Film & former VP for Teaching & Learning “…the library’s involvement in the module facilitates the development of the students as effective learners. The students can then face into further and ongoing studies with confidence and commitment.“ Dr. Feargal Murphy, VP for Teaching & Learning “Collaborating with UCD Library staff has enabled a blend of experience and expertise which would have been otherwise impossible;…” Dr. Claire McGuinness, School of Information & Library Studies "Involving the librarian challenges us to ‘think outside the box’ rather than being driven by content alone resulting in a more dynamic and creative approach“ Ms. Alison Clancy, School of Nursing, Midwifery & Health Systems
  9. 9. Information Literacy is embedded in modules Academics understand the value of librarians and IL to the student experience We have Success!!!!
  10. 10. But at what price…? • Average of one extra module each year • 89% T&LIS information skills delivered by 5 librarians • Huge administrative work attached to each 50 minute class • Leading and co-ordinating the work of group almost a full- time job • Staff fatigue
  11. 11. The more we do the more is asked of us… …Have we become victims of our own success?
  12. 12. Challenges
  13. 13. If this is unsustainable….. Where do we go from here?
  14. 14. Just Quit? But where does that leave us?
  15. 15. And how will the academic community view our role?
  16. 16. How do we make it sustainable? • Online Tutorial - VLE  Little cost involved  Plagiarism Tutorial in UCD VLE  First launched 2008/09  Technical Skills not required  Useful for generic skills – which we still deliver • Online Tutorial – Stand Alone  Can be very expensive  Technical expertise required  May be better for meeting specific needs • Good complimentary tool  Blended approach
  17. 17. How do we make it sustainable? • Flexible teams of staff – Library structure  Currently Liaison Librarians ‘dedicated to specific Schools  Developing new strategic plan  Utilising the whole team – e.g. experience and skills of Library assistants • Programme rather than module approach  Complexity of organisation i.e. BA  Look at overlap i.e. Business & Spanish  Staggered delivery by year/level  Intervention at point of need • Maximum no of sessions agreed in advance  Communication with Schools
  18. 18. The Future?... The Library at the heart of learning enterprise

×