Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Critical friends: bringing teaching and learning support teams together to define the university academic development strategy - Elizabeth Newall & Ruth Allen


Published on

Presented at LILAC 2015

Published in: Education
  • Be the first to comment

  • Be the first to like this

Critical friends: bringing teaching and learning support teams together to define the university academic development strategy - Elizabeth Newall & Ruth Allen

  1. 1. Critical Friends: Bringing Teaching and Learning Support Teams Together to Define the University Academic Development Strategy LILAC 9 April 2015 Elizabeth Newall Senior Librarian, Teaching and Learning Support Libraries, Research and Learning Resources Ruth Allen Academic Development Adviser Teaching and Learning Directorate
  2. 2. Background Libraries, Research & Learning Resources •Transformation with new structure in place on 1st August 2014 •Dedicated Teaching and Learning Support Team •First priority to review of information skills offering for taught course students Teaching & Learning Directorate •Expanding team with new post of Academic Development Adviser [Nov 2013] •Teaching Transformation Programme •Academic Development one of several key strands ‘Students at the heart’
  3. 3. Information skills legacy The legacy information skills offering had evolved over time, as a result the experience offered to students had been inconsistent. Future provision needed to be targeted at key transitions: school to university to employment
  4. 4. Review of information skills offering 1. Review at point of delivery* to address: • Reach • Content • Timing • Profile • Mode of delivery • Assessment • Evaluation • Team resource 2. Critical friend… WANTED! • non-library/librarian perspective • broader academic development context • strategically placed for leverage * To deliver the same induction and information skills sessions in Semester 1 as at the same time in the preceding year
  5. 5. So what does a critical friend do?
  6. 6. • Teaching observation • A ‘student journey approach’ was an obvious choice for the Info Skills Review • Lock down (replicating school approach) • Mapping the info skills journey to understand transitions • Traffic-light system for reviewing current provision • Defined guiding principles for future provision • Took a Learning Outcomes methodology to mapping the new provision • In-line with school practices for maximum buy-in • Easy-to-use for building a coherent offering So what does a critical friend do?
  7. 7. University buy-in • Invited to present paper at University Teaching & Learning Board (January) • joint approach • NSS and student achievement • naming but not shaming • endorsement of recommendations • Academic consultation through School Directors of Teaching (March/April) • new suite of UG information interventions • consultation brief • Strategic direction for co-ordination and prioritisation • Student focus groups (March)
  8. 8. Recommendations of review 1. Redesign library induction • Repackage existing content • Refocus: to inspire discovery of library collections (how will the library underpin the student’s university journey?) 2. University-wide uptake of information skills teaching within the curriculum • New suite of UG information skills interventions designed to have greatest impact at key points in UG student lifecycle 3. Packages of teaching materials to support each intervention • If we cannot meet demand, academics can be offered materials in order to teach the sessions themselves 4. A NOOC (Nottingham Open Online Course) for taught postgraduate students • Different approach required due to shortened length of study • Anticipated growth in distance learning for PGTs
  9. 9. Developing the UG suite The suite of information skills interventions for undergraduates is as follows: 1.Engaging with Scholarship: Introducing your University Libraries 2.Resource Discovery: Using Library Collections for your First Assignment 3.Critical Approaches to Sourcing Information on the Web 4.Undertaking Independent Research: Extending Use of Library Resources 5.Applying Critical Appraisal to Information and its Sources 6.Why Reference? 7.Referencing: Using Bibliographic Management Software (BMS) 8.Researching Employers 9.Taking Information Skills into Professional Practice (vocational courses)
  10. 10. No. 2 Title Resource Discovery: Using Library Collections for your First Assignment Who UG1 When Semester 1 (Week 3 onwards) Format Lecture / Workshop Room Lecture Theatre (BYOD) / Computer Teaching Room Duration 1 – 2 hours (depending on requirements) Session Overview Aimed at first year undergraduates, this session will support students in their transition to university by introducing a wide range of physical and digital academic resources within their subject discipline. Students will also explore literature searching techniques as they prepare to write their first assignment. This will encourage the development of independence in literature searching and allow participants to move beyond any given reading list. In this practical session, students will use NUsearch (UoN resource discovery tool), reading lists, and relevant databases as appropriate, to access different types of scholarly literature. A guided discussion will enable students to explore the scholarly purpose of journal publications and how these too can be accessed via NUsearch. Learning Outcomes By the end of the session, students should be able to: Knowledge and Understanding (B) recognise that a community of scholars may use a range of vocabulary / terminology to describe a specific area of research within a given discipline; (C) develop knowledge of different types of literature and evaluate their strengths and weaknesses for different academic purposes; Intellectual Skills (C) determine the scope of the question or task required to meet their information needs (ACRL); Professional Practical Skills (C) employ an effective search to identify relevant literature on a given subject; (C) apply functionality within at least one key subject database to a search; (C) identify key UoN resources to find relevant information; (C) learn how to locate and access material and facilities at UoN libraries; (C) access and manage reading lists to extract pertinent information to support academic learning; (C) match information needs and search strategies to appropriate search tools (ACRL); and (C) apply different types of searching language (e.g. controlled vocabulary, keywords, natural language) appropriately (ACRL).
  11. 11. Being part of the skills review has: •Helped me get a clearer picture of school activity in this area •Given me a clearer picture of the issues schools and ‘support’ units experience in this area of work. •Provided a model for successful collaboration •Reinvigorated and redefined a new role for ‘centralised’ provision in a decentralised university setting. •Raised profile of information skills as a significant component of AD; strategic leverage through the Teaching Transformation Programme •Helped embed information skills into teaching and learning practice across all schools Academic Development Strategy
  12. 12. For further information… Elizabeth Newall Senior Librarian, Teaching and Learning Support Libraries, Research and Learning Resources Ruth Allen Academic Development Adviser Teaching and Learning Directorate