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.

Dodd & Boyle - Breaking the core programme barrier

554 views

Published on

  • Be the first to comment

  • Be the first to like this

Dodd & Boyle - Breaking the core programme barrier

  1. 1. Breaking the Core Programme BarrierLorna Dodd Susan BoyleCollege Liaison Librarian College Liaison LibrarianUCD Library UCD Libraryemail: Lorna.dodd@ucd.ie email: Susan.Boyle@ucd.ie
  2. 2. Presentation Outline Background New strategy going forward Arts and Science programmes Captain’s Log reflections Boyle & Dodd: LILAC 2013
  3. 3. About UCD  Largest University in Ireland  Approx. 22,000 undergraduates  Seven Colleges  Arts, Social Sciences, Science, Engineering, Law, Business, Nursing, Medicine, Health, Agriculture, Veterinary Medicine, ArchitectureBoyle & Dodd: LILAC 2013
  4. 4. Background: Past Approach Adhoc approach to Information Literacy Instruction Driven by individual demand Duplication across modules Gaps across programmes Uneven spread across disciplines UnsustainableBoyle & Dodd: LILAC 2013
  5. 5. Strategy Going Forward 2010-2014 UCD Library Programme approach to Strategic Plan Information Literacy Identify needs, provide variety of methods Easier to deliver in Self-directed, Online, single subject and small Academic/Tutor led, programmes Librarian FacilitatedBoyle & Dodd: LILAC 2013
  6. 6. Boyle & Dodd: LILAC 2013
  7. 7. …Arts & Science Large multi-disciplinary programmes No place where all students are together Some engagement dependent on individual academics Some students get duplication while other get nothing (Dodd, L. & Kendlin, V., 2010) Boyle & Dodd: LILAC 2013
  8. 8. Just like Captain Kirk… We got lucky!Just like Captain Kirk… We got lucky! Boyle & Dodd: LILAC 2013
  9. 9. Just like Captain Kirk… We got lucky! University making a shift in approach to multi-disciplinary programmes Trying to create an identity around Arts Learn how work though a scientific problem Shared goals: Development key skills required for success in university including retrieving, understanding and communicating appropriate information Boyle & Dodd: LILAC 2013
  10. 10. PRINCIPLES OF SCIENTIFICENQUIRY
  11. 11. Principles of Scientific Enquiry Pilot 2010/2011 Approx. 70 students Module descriptor:“identify a scientific problem,research the literature andproduce a review” Created by key academic – now Registrar Academic approached LibraryBoyle & Dodd: LILAC 2013
  12. 12. Principles of Scientific EnquiryDistress Call:  First year students need to know how to find books and journal articles; how to evaluate information; how to avoid plagiarismOur Mission:  Create a workshop/lecture and accompanying materials Boyle & Dodd: LILAC 2013
  13. 13. Principles of Scientific EnquiryMission Details Students work in small groups with an academic Choose their own scientific problem Year 1 ran 2 workshops (35 in each class) Year 2 change in module coordinator Lecture for 300+ students Boyle & Dodd: LILAC 2013
  14. 14. YouTube Tutorial
  15. 15. Mythbusters Quiz
  16. 16. Mythbusters Quiz
  17. 17. INTRODUCTION TO ARTS
  18. 18. Introduction to Arts Pilot 2011/2012 Approx. 350 students Module descriptor:“identify and develop the skillsand resources which willmaximize their success atuniversity” Academic staff partnered with UCD Teaching & Learning Palgrave Skills4Study online module and textbook Boyle & Dodd: LILAC 2013
  19. 19. Introduction to ArtsDistress Call:  Academic staff and UCD Teaching & Learning  Shortfall in Palgrave Skills4StudyOur Mission:  Create an online tutorial, supporting materials and peer learning activities to be delivered by tutors Boyle & Dodd: LILAC 2013
  20. 20. Introduction to ArtsMission Details Tutorial delivered by tutors Tutors trained by Library staff Students must prepare for tutorial Students must demonstrate they have prepared through activities Tutorial in low-tech environment Must cover basic Library skills and information on plagiarism Boyle & Dodd: LILAC 2013
  21. 21. Preparation Material
  22. 22. Preparation Material
  23. 23. In class activities Matching Pairs Game Catalogue which is located on the library website To find out if we have a book in UCD library http://www.ucd.ie/libraryyou would search the ? Boyle Susan (2012 Using Games as treatments and creative triggers: a promising strategy for information literacy. In Information Literacy beyond library 2.0.
  24. 24. In class activities Matching Pairs GameYou would find dictionaries andencyclopaediasin the ? Section Boyle Susan (2012 Using Games as treatments and creative triggers: a promising strategy for information literacy. In Information Literacy beyond library 2.0.
  25. 25. Paraphrasing Activity
  26. 26. Paraphrasing Activity
  27. 27. Library Quiz1. From the Library video, “Finding a book in the Library”: a. Many books on your reading list are located in the SLC. What does SLC stand for? _________ a. Using your student card, you can borrow a book using the _________ _________ machine2. Plagiarism is using the ideas and words of someone else as yourown, without citing the original work. True or False3. When compiling your reference list/bibliography what informationdo you have to include. Fill in the blanks below:Author , Date, ________, Place of publication, _____________
  28. 28. Intro to Arts Principles of Scientific Enquiry  Very smooth  Approx. 370 students  Approx. 1,600  Loss of momentum students with staff changes  Library tutorial most positively receivedBoyle & Dodd: LILAC 2013
  29. 29. Captain’s Log Benefits Reaching all first year arts and science students for the first time Effective use of Library time Library part of University shift in approach to large multi-disciplinary programmes Recognition of Library’s role in developing key skills
  30. 30. Captain’s Log New Worlds Model rolling out to other programmes: Social Sciences & Nursing Library needs to identify other similar opportunities Library remains the only common player: could we instigate cooperation and coordination across all disciplines
  31. 31. Captain’s Log Challenges Key to first years: How do we build in for the future subsequent years in each programme? How do we measure the impact on students’ skill development? Modules stay, academics change: How do we manage legacy?

×