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Gough Developing an information literacy VLE at Birmingham City University

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Presented at LILAC 2009

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Gough Developing an information literacy VLE at Birmingham City University

  1. 1. Presenters: John Ridgway Head of Library Liaison (Learning & Teaching) Stephen Gough Liaison Librarian (Learning & Teaching) Birmingham City University Contact: john.ridgway@bcu.ac.uk stephen.gough@bcu.ac.uk Guest Access: http://moodle.bcu.ac.uk/course/view.php?id=200 Developing an Information Literacy VLE at Birmingham City University
  2. 2. RoLEx Redesign of the Learning Experience
  3. 3. Background • Approval of the new Birmingham City University Learning and Teaching Strategy aligned to the new Vision and Corporate Plan – November 2007. • Decision to change the module framework for undergraduate programmes from a 12 credit module to 15 credit (or multiples thereof) module – February 2008
  4. 4. BCU Learning & Teaching Strategy • 1. Facilitate a smooth transition to & through BCU for all students • 2. Gain a high level of student engagement with the learning process • 3. Offer flexible approaches to leaning • 4. Meet the needs of a diverse student group • 5. Develop highly employable students who are aware of their responsibilities to their profession & to society • 6. Develop & support staff to achieve high academic & professional standards • 7. Provide the most appropriate & effective learning environment
  5. 5. Restructuring of BCU Library & Learning Resources • Move away from a faculty-based approach • Three core areas of activity: • Collection Management • Enquiry Services • Learning & Teaching
  6. 6. Learning & Teaching Strategy • Provide a variety of modes in the delivery of L&T to reflect the varied learning styles, needs & expectations of students • Produce a generic information skills package which can be adapted into subject specific resource bases • Conduct a thorough review of the entire induction/transition programme
  7. 7. Background to work in Faculty of Health • Longstanding involvement in courses. • Limited staff time available to effectively embed and develop information literacy programmes. • 2006: CETL invited the Library to apply for a Faculty of Health Fellowship. • Two Library staff made a successful joint application and were appointed, initially for one year, to develop information literacy programmes using the University VLE (Moodle). Developing an Information Literacy VLE at Birmingham City University
  8. 8. The student perspective • Confronted by a wide variety of information sources and interfaces • Expectation to deploy skills they do not have or recognize • Pressure to maintain information competence beyond qualification The tutor perspective • Pressure on timetables, little space for “new” modules • Number of students • Course validation process limits changes that can be made • Expectation that skills will have been developed elsewhere Developing an Information Literacy VLE at Birmingham City University
  9. 9. AIMS • to expand the learning opportunities by developing an on-line module without traditional constraints of classroom or time – “flexible learning”. • to embed information literacy in Personal Development Programmes and Evidence Based Health Care modules at levels 4, 5 and, where appropriate, 6 and higher • to include self-assessment and provide Faculty with the means to track cohort / individual development • to provide students with the opportunity to develop skills underpinning the development of academic and professional competence Developing an Information Literacy VLE at Birmingham City University
  10. 10. • Generic to Health and Social Care • Make customisation possible • Embed in PDP modules • Engage with tutors • Learning outcomes Developing an Information Literacy VLE at Birmingham City University Method:
  11. 11. Level 4 (1st year) Information Sources Preparation Finding Books Finding Journals Using the Web Level 5 / 6 (2nd year +) What is Evidence? Finding Evidence Revision points to level 4 Module Structure Developing an Information Literacy VLE at Birmingham City University
  12. 12. • All courses now access information literacy modules. (Including Post-grad) • Take-up is 80%+ by students. • Tutors now actively promoting student engagement. Results: Developing an Information Literacy VLE at Birmingham City University
  13. 13. • Fellowships gave us the time to develop: – Our skills – Our knowledge – Talk to tutors • Constant monitoring to adapt IL programmes in line with educational need. • Tutors actively promoting student engagement. • Flexible approaches to delivery essential. • Be an active part of the learning process for the students – not just “Library Staff”. Discussion / Conclusion: Developing an Information Literacy VLE at Birmingham City University http://moodle.bcu.ac.uk/course/view.php?id=200

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