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Gaining the advantage: advocates for literacy: a peer learning approach - Wendy Stanton, Paul Fodor & Ruth Curtis


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Gaining the advantage: advocates for literacy: a peer learning approach - Wendy Stanton, Paul Fodor & Ruth Curtis

  1. 1. Gaining the Advantage Advocates for literacy: a peer learning approach Wendy Stanton, Ruth Curtis, Paul Fodor University of Nottingham April 2014 5/1/2014 1Event Name and Venue
  2. 2. Outline • Role of the Information Literacy Advocates (ILAs) • Nottingham Advantage Award (NAA) • Developing and implementing the ILA module • ILA experience • Library staff experience • Moving forward
  3. 3. Information Literacy Advocates Introduced … In 2013/14 as a 10 credit extracurricular module on the Nottingham Advantage Award Their role … “To provide support to fellow students to develop their knowledge and essential skills for information literacy”
  4. 4. Why peer support? • Communication • Critical thinking • Self-confidence • Competence • Employability Stone, R, Cooper, S and Cant, R (2013) The value of peer learning in undergraduate nursing education: a systematic review Nursing
  5. 5. Nottingham Advantage Award What is it? • Gateway to over 160 extracurricular modules • Develops student skills and employability • Unique edge to present to potential employers • NAA recognised on degree transcript • 30 credits to achieve NAA
  6. 6. Why introduce an ILA module? • New Graduate Nurse Curriculum 2012/13 – 1 intake of increased student numbers across two campuses – Focus on student centred/independent learning – Challenge: Increased requests for one to one support? • Embedded information skills training – Additional sessions integrated within curriculum – Challenge: Simultaneous delivery across 2 centres – Challenge: Larger groups • Overlap with NAA Peer Mentoring for Nursing Students module – Realised peer mentors were being asked to help with library use
  7. 7. Focus of the ILA module Why? To support 1st years on the Graduate Nurse Curriculum Who? Recruit 2nd year nurses and above across both centres with experience of library and information skills When? Sept to Dec 2013 to coincide with embedded training sessions and a 1st year assignment What? Participate in training sessions, respond to enquiries, and provide one to one help
  8. 8. Implementing the ILA module • Module specification written • Feedback from NAA Office Approval • NAA website, Peer Mentor Award and School meetingsMarketing • 7 students recruited across sites • Enrolled via Moodle Recruitment • Handbook/supporting material • Made available on Moodle Documents • Half day induction training • Fortnightly progress meetings Training • 10 minute presentation • Portfolio of evidence Assessment
  9. 9. • Module specification written • Feedback from NAA OfficeApproval • 10 Credits awarded (30 credits required for NAA) • 20 contact hours needed • 40 independent study hours expected • Training requirements • Assessment requirements • Learning outcomes to be achieved Assured NAA Office we could measure skills developed by mapping learning outcomes to evidence submitted
  10. 10. • NAA website, Peer Mentor Award and School meetingsMarketing • 7 students recruited across sites • Enrolled via Moodle Recruitment • NAA website • NAA Peer Mentoring for Nursing Students module • School of Health Sciences Curriculum meetings • Learning Community Forum • Faculty Library User Group • 7 UGs recruited: 4 Nurses, 2 Medical Physiology & Therapeutics, 1 Psychology
  11. 11. • Handbook/supporting documents • Made available on MoodleDocuments • Module handbook • Induction training material • Hours tracking sheet • Enquiry record • Module evaluation form All documents made available on Moodle
  12. 12. • Half day induction training • Fortnightly progress meetingsTraining • Compulsory half day induction training • Supporting documentation • Activities • Refresher training on search skills and using resources • Hands on practice • Discussed ideas for promoting ILA role to peers, generating contact hours and developing an ILA community • Compulsory progress meetings with librarians • Fortnightly – dates provided to students • Facebook page created to maintain communication
  13. 13. • 10 minute presentation • Portfolio of evidence Assessment 10 minute presentation outlining: • Achievements and future plans to apply learning Portfolio of evidence demonstrating: • Development of IL, reflective and organisational skills and including: • 2 in-depth reflections of peer enquiries • Hours tracking record to show contact hours
  14. 14. To recap, we expected ILAs to … • Promote ILA service to peers through own ideas • Develop their IL, reflective and organisation skills • Accumulate 20 hours contact time • Maintain regular contact with library staff • Develop an ILA community
  15. 15. Promoting the ILAs: Facebook and email Separate Facebook pages were set up by the Derby and Nottingham ILAs to support peers on both campuses and group emails were sent
  16. 16. Promoting the ILAs: Posters Posters were displayed in Derby and Nottingham libraries promoting the ILA service
  17. 17. Promoting the ILAs: Library drop in sessions Little use was made of library drop in sessions by peers
  18. 18. Promoting the ILAs: Information skills sessions Actively participated in information skills training sessions in Derby and Nottingham
  19. 19. Promoting the ILAs: 1st year lecture – Derby In Derby we introduced our ILA role to 1st years on our course at the start of one of their academic lectures
  20. 20. Promoting the ILAs: Halls of residence – Derby Living in halls in Derby, I was frequently asked for help by other students on my course!
  21. 21. Supporting peers We helped our peers with a range of enquiries: • Searching for books on the library catalogue • How to print and scan documents • How to reference material in assignments • Structuring a keyword search • Searching for journal articles on a database • Accessing online resources • How to structure a lab report!
  22. 22. Difficulties experienced by ILAs Accumulating 20 contact hours • Why? Fewer peer requests for help than expected as not all courses had assignments due Sept to Dec 2013 • Why? Coincided with clinical placements and coursework deadlines Maintaining regular contact with librarians • Why? Coincided with clinical placements and coursework deadlines Developing one ILA community • Why? ILAs based across two campuses • Why? Some ILAs missed group induction training and never met other ILAs
  23. 23. Development of skills “I have improved on certain transferable skills … communication, researching and supporting others” “My information literacy skills have dramatically improved and I feel so much more confident to use these skills in my own learning.” “I have developed my literacy and peer support skills which are essential as a nursing student and for future practice” “I learned how to really explain myself effectively and how to transfer my knowledge in the best way.”
  24. 24. Did the ILAs make a difference? The ILAs … • Actively participated in information skills sessions • Volunteered to help out on the subject enquiry desk • Provided 121 support for student nurses, referred by library staff during busy periods Their peers … • Responded positively to ILA support in training sessions
  25. 25. Was it hard work? • Recruiting students – Spreading the word • Preparing the documentation – Module specification, training material, supporting documents • Communicating with ILAs and maintaining momentum – Regular emails and Facebook messages needed to prompt and encourage progress meetings with library staff • Assessing final presentations and portfolios – IL skills developed and learning outcomes met? – Individual feedback provided
  26. 26. Assessment: Learning outcomes 1. Knowledge and understanding Literature searching – Types of resources – Quality information – Basic library services 2. Intellectual skills Develop search strategies – Identify keywords and subject headings – Retrieve relevant material – Record references 3. Professional practical skills Employability – Continuous professional development 4. Transferable skills Critical evaluation of information – Communication – Organisation – Independent learning Critically reflect on 2 peer enquires and their ILA role
  27. 27. Knowledge and understanding All students showed good knowledge and understanding
  28. 28. Intellectual skills
  29. 29. Professional and transferable skills
  30. 30. Organisation skills
  31. 31. Contact hours
  32. 32. Reflection First enquiry By the end of the ILA module
  33. 33. Worth the effort? Various stakeholders benefited: • ILAs, who proved effective development of – IL skills and confidence – Transferable, lifelong skills – Additionally, Paul was nominated for the 2013-14 NAA Personal Development prize! – All ILAs were awarded 10 NAA credits! • Students, who developed – IL skills and knowledge through peer support • Library staff, who gained additional help – During information skills training sessions – On the subject enquiry desk – In dealing with requests for 121 help
  34. 34. Taking the ILA module forward • Widen recruitment to include additional courses • Extend module running time to accommodate clinical placements • Repeat induction training session to ensure all ILAs are given the opportunity to meet each other • Arrange group follow-up sessions to review progress and training needs and to facilitate development of an ILA community • Enlist experienced ILAs to help train new recruits
  35. 35. Any questions?