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Mission Impossible? Transforming library induction into learning - Eveson


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Presented at LILAC 2017

Published in: Education
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Mission Impossible? Transforming library induction into learning - Eveson

  1. 1. Mission Impossible: transforming library induction into learning Denise Turner, Lisa Eveson, Fran Porritt
  2. 2. Teesside University • 1930 Constantine College • 1970 Teesside Polytechnic • 1992 University of Teesside • 2009 Teesside University • 21, 000 students (14,000 FTE) • 2,300 staff • Times Higher Education University of the Year 2010 • Investors in People Gold (2012, 2014) • Queens Anniversary Prize 2014-18 • Mission: Teesside University generates and applies knowledge that contributes to the economic, social and cultural success of students, partners and the communities we serve. Through education enriched by research, innovation, and engagement with business and the professions, we transform lives and economies
  3. 3. “Too much information. Felt as if you are chained in, held captive. Held in a dull environment, another person droning on.” Issues with traditional library induction
  4. 4. Games as a solution
  5. 5. About LibQuest • Background – Library Impact Data – Gamification • Augmented Reality • Partnership approach – Content of the game • Elements of the game – Images to scan – Tasks to complete
  6. 6. Rolling LibQuest out • Targeted at 1st year undergraduate students • Most groups seen were given a briefing during Welcome Week • Different approaches by different Schools led to varied attendance and attitudes
  7. 7. Participation rates • Case Study in Computing • Found that some SoC never visited the Library in their whole 3 years. • 51% students successful
  8. 8. Immediate Student Evaluation: Frequency of the participants overall perception of LibQuest in response to the question: What was the best thing about LibQuest?
  9. 9. Impact: Awareness of resources Informative of the different resources available and how to use them Looking at services available in the library 31% of participants rated awareness of resources as being the best thing about LibQuest.
  10. 10. Impact: Exploration of the Library I found my way around the library and how to use it Getting a sense of where everything was and what facilities there was. 20% participants rated exploration of the library as the best thing about LibQuest.
  11. 11. Impact: Team work, belonging and fun 6% participants rated socialisation as the best thing about LibQuest As I didn't know people from my course it gave me a chance to talk to new people It was active and had us moving around, it helped me make friends
  12. 12. Impact: LibQuest app • Demographics • Familiarity with technology • Compatibility issues
  13. 13. Long-term impact of LibQuest 2015-16 0 1 2 3 4 5 6 7 8 9 Computing Health SSSBL Numberofparticipants Schools Postive Negative
  14. 14. Long-term impact of LibQuest 2015-16 It was very useful as it showed me the different areas of the library that I would need (School of Social Sciences, Business and Law) Make it more relevant to the course to get people to search for different books on different floors. That way those who have never used the library like that in University get to learn. (School of Computing) Allow students to complete it in their own time instead of study days (School of Health) The app kept crashing (School of Health)
  15. 15. Long-term impact of LibQuest 2016-17
  16. 16. Impact on Computing Loan statistics Total items loaned Number in year group 2014-2015 2015-2016 2016-2017 Current Third Years (P) 1060 1308 594 472 Current Second Years (Q) 856 1361 576 Current First Years (S) 824 1039 Number of students who borrowed items Number in year group 2014-2015 2015-2016 2016-2017 Current Third Years (P) 1060 238 125 99 Current Second Years (Q) 856 259 126 Current First Years (S) 824 220 % of students who borrowed items Number in year group 2014-2015 2015-2016 2016-2017 Current Third Years (P) 1060 22% 12% 9% Current Second Years (Q) 856 30% 15% Current First Years (S) 824 27%
  17. 17. Lessons learnt and future development Lessons learnt • majority of students enjoyed LibQuest • students completed identified tasks successfully. • students enjoyed group work element of LibQuest Future development • Think about the way in which LibQuest is introduced to students. • the app • Consider developing specific quests based on students’ previous experience
  18. 18. References • Beasley, N., and Crerar, A. (2005) ‘Motivations for adults playing games’, Proceedings of the International Simulation and Gaming Association, Atlanta GA, USA, 28 June - 2 July. • Bickley, R., and Corrall, S. (2011) ‘Student perceptions of staff in the information commons: A survey at the University of Sheffield’, Reference Services Review, 39(2), pp. 223-243. • Charles, D. et al. (2011) ‘Game-based feedback for educational multi-user virtual environments: Game-based feedback for educational MUVEs’, British Journal of Educational Technology, 42(4), pp. 638- 654. • Fitz-Walter, Z., Tjondronegoro, D., and Wyeth, P. (2011) ‘Orientation passport: using gamification to engage university students’, Proceedings of the 23rd Australian Computer-Human Interaction Conference, Canberra, Australia, 28 November-2 December. doi: 10.1145/2071536.2071554. • Marcus, S., and Beck, S. (2003) ‘A library adventure: Comparing a treasure hunt with a traditional freshman orientation tour’, College & Research Libraries, 64(1), pp. 23-44. • McKeachie, W. J. (2003) ‘William James's talks to teachers (1899) and McKeachie's teaching tips (1999)’, Teaching of Psychology, 30(1), pp. 40-43. • Trotter, E., and Roberts, C. A. (2006) ‘Enhancing the early student experience’, Higher Education Research and Development, 25(4), pp. 371-386. • Zichermann, G., and Cunningham, C. (2011) Gamification by design: Implementing game mechanics in web and mobile apps. Sebastapol, Ca: O'Reilly Media.
  19. 19. Questions?