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My Students and Other Animals
Matthew Borg, Erica Stretton
m.borg@shu.ac.uk
e.stretton@shu.ac.uk
Students 'must first understand and appreciate
the importance of information literacy…before
they will incorporate informa...
"…they don’t actually index all
of those pages, so you can’t
find them on Google. Estimates
on the true size of the Google...
Past Experience
• Students full of
'techno-savvy
overconfidence'
• Information Literacy in
this programme had
traditionall...
• 900 First Year
undergraduate
Business and
Management
students
• 45 seminar sessions
• 4 librarians
• 1 week
A new inform...
'Student boredom is a pedagogical obstacle to true learning'
Smith, 2007, p276
Lectures are 'passive learning experiences’...
How do YOU find
information?
• Discuss a recent
information search of
your own with your
neighbour
• Decide which type of
...
Which animal were you?
Or were you a mix of characteristics?
Business
Information
• How many types and
sources of business
information can you think of?
• What have you used in the
pa...
'Using active or co-operative learning
techniques does not mean you must leave out
lectures entirely. Short lectures…follo...
Building awareness…
• What types of information are there?
• Where can I get them, if not from Google?
• What's the differ...
"Have customers been persuaded that e-
banking systems are secure?"
"Have customers been persuaded that e-
banking systems...
Reinforcement
• Not a 'perfect' working
demonstration - shows
limitations of key terms/
implications of narrow searches
• ...
Critical Analysis: Mini-Lecture /
Demonstration/ Discussion
• Who was it written for?
• Who is the author?
• When was it
w...
The Web
Google
Assignment Question
Key Concepts
Search
Use
Evaluate
Reference
Today
Feedback
•98.1% of students who attended felt the session
would be useful for their studies
•98.6% now felt they knew wher...
On the Horizon
• Two new exercises -
Keyword composition and
Critical Analysis
• To include computer-based
exercises or no...
My students and other animals. Or, a vulture, an orb weaver spider, a giant panda and 900 undergraduate business students....
My students and other animals. Or, a vulture, an orb weaver spider, a giant panda and 900 undergraduate business students....
My students and other animals. Or, a vulture, an orb weaver spider, a giant panda and 900 undergraduate business students....
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My students and other animals. Or, a vulture, an orb weaver spider, a giant panda and 900 undergraduate business students... Borg & Stretton

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Presented at LILAC 2009

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My students and other animals. Or, a vulture, an orb weaver spider, a giant panda and 900 undergraduate business students... Borg & Stretton

  1. 1. My Students and Other Animals Matthew Borg, Erica Stretton m.borg@shu.ac.uk e.stretton@shu.ac.uk
  2. 2. Students 'must first understand and appreciate the importance of information literacy…before they will incorporate information literacy skills into their academic mindset' Brown et al, 2000, p387
  3. 3. "…they don’t actually index all of those pages, so you can’t find them on Google. Estimates on the true size of the Google index are a mere 40 billion pages or so." Arrington, 2008 The Web Google
  4. 4. Past Experience • Students full of 'techno-savvy overconfidence' • Information Literacy in this programme had traditionally been a 'one-shot' workshop
  5. 5. • 900 First Year undergraduate Business and Management students • 45 seminar sessions • 4 librarians • 1 week A new information literacy initiative needed A new situation…
  6. 6. 'Student boredom is a pedagogical obstacle to true learning' Smith, 2007, p276 Lectures are 'passive learning experiences’ Houlson, 2007, p90 Considerations… 'It is patently clear that people vary not just in their learning skills but in their learning styles.' Honey & Mumford, 1992, p1
  7. 7. How do YOU find information? • Discuss a recent information search of your own with your neighbour • Decide which type of information seeker most suits you, using the handout
  8. 8. Which animal were you? Or were you a mix of characteristics?
  9. 9. Business Information • How many types and sources of business information can you think of? • What have you used in the past?
  10. 10. 'Using active or co-operative learning techniques does not mean you must leave out lectures entirely. Short lectures…followed by active or cooperative exercises...' Keyser, 2000, p38
  11. 11. Building awareness… • What types of information are there? • Where can I get them, if not from Google? • What's the difference between the Learning Centre catalogue and LitSearch? • What the heck is a peer-reviewed journal? • Where do I find a thesis?
  12. 12. "Have customers been persuaded that e- banking systems are secure?" "Have customers been persuaded that e- banking systems are secure?" •use key words not sentences •what are the key concepts? •think of alternative words •use truncation and wildcards An assignment
  13. 13. Reinforcement • Not a 'perfect' working demonstration - shows limitations of key terms/ implications of narrow searches • Demonstration followed by active exercise to reinforce principles of searching • Meets needs of differing learning styles by using two methods to push points
  14. 14. Critical Analysis: Mini-Lecture / Demonstration/ Discussion • Who was it written for? • Who is the author? • When was it written/published? • Are there any biases? • What evidence do they give? ?
  15. 15. The Web Google Assignment Question Key Concepts Search Use Evaluate Reference Today
  16. 16. Feedback •98.1% of students who attended felt the session would be useful for their studies •98.6% now felt they knew where to look for business information •94.9% would recommend the session to other students 'There are three kinds of lies: lies, damned lies, and statistics.' Disraeli, 1924
  17. 17. On the Horizon • Two new exercises - Keyword composition and Critical Analysis • To include computer-based exercises or not, situation permitting?

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