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Feeding the 500: introducing information literacy to first year business & management undergraduate students - John Pal, Anna Goatman & John Hynes

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Presented at LILAC 2015

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Feeding the 500: introducing information literacy to first year business & management undergraduate students - John Pal, Anna Goatman & John Hynes

  1. 1. Feeding the 500: Introducing information literacy to first year business & management undergraduate students John Hynes (Teaching & Learning Librarian: University of Manchester Library) Anna Goatman (Senior Lecturer in Marketing: Manchester Business School) John Pal (Senior Lecturer in Retailing: Manchester Business School)
  2. 2. http://www.manchester.ac.uk/collaborate/support/priorities Manchester Business School 540 First year undergraduate Students 59 Nationalities Range of educational backgrounds
  3. 3. A foundation for studying Management at university Academic and study skills Introduction to management disciplines Managerial and professional skills First year curriculum
  4. 4. https://www.flickr.com/photos/14167917@N07/1441618013 Partnership with the Library to deliver two core courses Academic and Career Development Case Studies in Management
  5. 5. The Essay Develop academic writing skills Understand the role of citations and referencing in academic writing Learn how to build an academic argument Know how to research and access library resources Do men make better managers than women? AcademicandCareerDevelopment
  6. 6. AcademicandCareerDevelopment Formative essay Assessed essay Full course lecture on resources delivered by the library Timetabled hands-on workshop Delivered by teaching assistants Access to online resources via VLE developed by the library Full course lectures on academic writing delivered by academic staff Seminars on good academic practice delivered by academic staff Feedback from academic staff Drop-in clinic with librarian
  7. 7. The Pitch and Proposal Collect, analyse and interpret business data Work independently and collectively to ensure the delivery of business- focused outputs. Apply, critically, tools and techniques to analyse a business situation Develop and justify recommendations based on appropriate research. Assess the feasibility of opening a new hotel CaseStudiesinManagement
  8. 8. CaseStudiesinManagement Formative Workshop Assessed Workshop Full course lecture on resources developed by the library Timetabled hands-on workshop Delivered by teaching assistants Access to online resources via VLE developed by the library Full course lectures on academic writing delivered by academic staff Seminars on good academic practice delivered by academic staff Feedback from academic staff Drop-in clinic with librarian Unseen case exam
  9. 9. 7500 hits via VLE CaseStudiesinManagement EntrypointtoE-essentialsviaVLE
  10. 10. CaseStudiesinManagement (Readinglistusage)
  11. 11. CaseStudiesinManagement
  12. 12. https://www.flickr.com/photos/benchilada/5124073078/
  13. 13. http://www.morguefile.com/archive/display/665124http://www.morguefile.com/archive/display/665124
  14. 14. Online resources (My Learning Essentials) Introductory session
  15. 15. Workshops
  16. 16. Learning through research - MBSAcademic and career development https://www.flickr.com/photos/scoobymoo/22565509/ Feeding the 500: notes from a survivor
  17. 17. “Do men make better managers than women?” "David Moyes MUFC 2013" by Jon Candy from Cardiff, Wales - DSC05469Uploaded by Dudek1337. Licensed under CC BY-SA 2.0 via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:David_Moyes_MUFC_2013.jpg#mediaviewer /File:David_Moyes_MUFC_2013.jpg "David Brent 111" by The Office (UK TV series). Via Wikipedia - http://en.wikipedia.org/wiki/File:David_Brent_111.jpg#mediaviewer/File:David _Brent_111.jpg "Genève Indoors 2014 - 20140114 - Roy Hodgson" by Clément Bucco-Lechat - Own work. Licensed under CC BY-SA 3.0 via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Gen%C3%A8ve_Indoors_2014_- _20140114_- _Roy_Hodgson.jpg#mediaviewer/File:Gen%C3%A8ve_Indoors_2014_- _20140114_-_Roy_Hodgson.jpg
  18. 18. Survey results
  19. 19. Preferred Learning Mode
  20. 20. Which of the following modes of learning do you prefer? Base Size: All students 302 The majority of students prefer a mixed method of learning, with purely online based learning the least preferred method. 8% 19% 73% Online Lecture Mixed
  21. 21. Which of the following modes of learning do you prefer? Base Size: UK students (124) International students (178) 8 24 67 7 21 77 0 10 20 30 40 50 60 70 80 90 100 Online Lecture-based Mixture of both UK Students International Students % When we split this by international students and UK students we see similar results with both groups preferring a mixed method – an opinion favoured slightly more strongly amongst our international students.
  22. 22. Why do students prefer a mixture of online and lecture modes of learning? Base Size: All students 302
  23. 23. Why do students prefer a mixture of online and lecture modes of learning? Base Size: All students who prefer mixture of online and lectures (221) Spontaneous mention of… % Having a variety of learning modes makes learning more interesting 10% Online resources enable me to study in my own time / pace 10% Lectures allow me to ask questions about things I don’t understand 10% They provide different information 8% People have different learning styles 8% I like the opportunity to work independently 7% A combination of online learning and lectures reinforces the information 7% Lectures provide extra depth 5%
  24. 24. The Lecture Base Size: UK students (124) International students (178) 78 89 92 90 79 88 89 89 0 10 20 30 40 50 60 70 80 90 100 Delivered in an effective manner and held my attention Aims were clear Relevant to my programme Useful and will benefit my studies UK Students International Students Total Agree (strongly agree and agree) We see very high scores amongst both UK and International students for the lecture.
  25. 25. Online Resources Base Size: UK students (124) International students (178) 77 91 90 92 85 93 90 93 0 10 20 30 40 50 60 70 80 90 100 Delivered in an effective manner and held my attention Aims were clear Relevant to my programme Useful and will benefit my studies UK Students Total Agree (strongly agree and agree) With the online resources seeing similar results.
  26. 26. Overall Learning Experience Base Size: UK students (124) International students (178) 77 79 88 9389 89 93 94 0 10 20 30 40 50 60 70 80 90 100 Good learning experience I have been encouraged to develop my skills which will be useful for my future career Relevant to my programme Useful and will benefit my studies UK Students International Students Total Agree (strongly agree and agree) Our UK students are less likely to feel it was a good learning experience, and that it would be helpful for their future, however the scores are still high.
  27. 27. What are the best aspects of this learning experience? Spontaneous mention of… % Showed me where to find information and resources 12 clear / easy to use 12 Helped me with my essay writing 7 Study at my own pace / in my own time 6 Interactive 6 Base Size: All students 302 Students are spontaneously mentioning they liked the fact the showed them where to find information and how to search for it. 12% of our sample also spontaneously mentioned how easy to use the online resources were and how clear the whole programme was.
  28. 28. How could this learning process be improved? Spontaneous mention of… % Group / peer learning / seminar 3 Audio to go alongside online resources 4 Too slow 3 More examples 2 Base Size: All students 302 Most respondents didn’t think that the service needed improving, however this is a common answer for this type of question as you are requiring the students to think of an actual suggestion rather than simply asking them if they think the service should be improved or not.
  29. 29. Our courses wouldn’t be half as good without the input from the library, and student engagement with library resources wouldn’t be half as good if they weren’t integrated into academic courses.

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