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Online IL with Percy the Penguin! Sara Bird & Gillian Johnston

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Presented at LILAC 2015

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Online IL with Percy the Penguin! Sara Bird & Gillian Johnston

  1. 1. Online Information Literacy with Percy the Penguin Sara Bird Gillian Johnston
  2. 2. Our Presentation • Background • Our thinking… • How we created it • What we created • Evaluation • Lessons learnt • What next?
  3. 3. Background • Started doing IL sessions in 2007/2008 in response to an enquiry from a school • 2007/2008 – 230 sixth form students did IL session at library. • 2013/2014 – risen to 959. • From Sep 2014-present 830 • From Sep 2013 – June 2014 over 300 independent sixth form visits 0 200 400 600 800 1000 1200 2007-8 2013-14 Total number of sixth form visits
  4. 4. Background • Vast majority of visits are sixth form and for EPQ, History and English 0 100 200 300 400 500 600 Film/ Media English History EPQ Economics Geog IB Sixth Form Visits to Library 2013-2014 8 106 267 538 3 18 19
  5. 5. Background • We manage visits using a traffic light system to ensure needs of all students and visitors are met • We are at capacity • Need for extra level of support – online information literacy
  6. 6. Why bother? • At capacity – outreach or online • Reach wider audience • Requests from schools: EPQ, History, English, etc. • Growth of EPQ • Widening participation • Use some of the resources in our taught sessions • Some overlap with first year undergraduate teaching • Lack of online student led activities aimed specifically at sixth form students
  7. 7. Our thinking…. • ‘Subject’ not taught in schools. Focus upon transferable skills and why need it to pass exams • Light touch – retro comic feel • Web pages aimed at teachers but activities for students to do • Information literacy journey and stand alone activities • Variety of activities: kinaesthetic, visual, etc. • Co-produced with teachers, school librarians and students Video –Why schools were happy to be involved
  8. 8. How did we do it? Research Resources Mock up Website Evaluation • Spoke to teachers and school librarians (main initial audience) • Used our evaluations from teaching and outreach work • Fed back to University Library working group • Spoke to two local schools (private and LEA) working with (1 teacher, 1 school librarian, 1 head of sixth form) • Conducted market research (this time with teachers and A level students as they will be using the website, 6 local schools) • Will feed back to University Library working group • Will feed back to two local schools • Had conversations with schools • Will use resources in teaching • Will use Google analytics
  9. 9. Web Design • Collaborative process with education outreach and web development team -decided where need to ‘pay’ for a professional e.g. cartoons Video – collaborative process • Two way conversation – some factors education officers didn’t think about, but web-designer did e.g. colour blindness, font size, mobile phone compatible, analytics, etc. Video – factors to consider
  10. 10. Design of website Version 1 Version 2 Video - What A-level students thought about the design of the website
  11. 11. What we created • http://sixthformstudyskills.ncl.ac.uk/ – Libraries – Finding resources – Evaluating resources – Plagiarism – Referencing – Having a go! – Activities
  12. 12. An example: Libraries
  13. 13. Interactive Elements High Score Wins Plagiarism Quiz Videos Drag and Drop Teaching tools Diamond Rank Games Jigsaws
  14. 14. Time to play…. High Score Wins
  15. 15. Time to play…. Plagiarism quiz
  16. 16. Evaluation • Google stats – too early to share • Oral feedback • Teaching evaluation of those resources we use in our teaching e.g. High Score Wins
  17. 17. What next? • Teacher/school librarian led again: – Note taking – Writing at academic level Video - What the schools want • Plans to work with head of writing development centre in full consultation with local schools
  18. 18. Lessons learnt • Importance of market research • Have a go! • You need to create something for people to be able to evaluate • Make it fun • Must be relevant for teacher/sixth form buy in e.g. closely linked to EPQ • People are happy to help and offer constructive criticism • Do not be precious! • Website needs to be professional looking – if we value it they value it, e.g. cartoons • Web address Video - Web Designer’s advice
  19. 19. Contact details http://sixthformstudyskills.ncl.ac.uk/ gillian.johnston@ncl.ac.uk sara.bird@ncl.ac.uk

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