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Reach for excellence: information literacy supports widening participation. Schneider


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Presented at LILAC 2009

Published in: Education
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Reach for excellence: information literacy supports widening participation. Schneider

  1. 1. Reach for Excellence: Information Literacy supports widening participation Michelle Schneider Information Literacy Officer
  2. 2. Skills@Library Outline of today's session  Background  The workshop  Looking to the future
  3. 3. Skills@Library Background The Reach for Excellence programme:  Provides support to young people who are:  Year 12 and 13 students from schools all over Yorkshire  Have the academic potential for study at a leading research-led university  From disadvantaged backgrounds  The programme offers:  Subject specific taster sessions  Impartial pre-entry guidance  5 day residential summer school.  Study skills workshops Where we fit in!
  4. 4. Skills@Library How did the Library get involved?  We were asked!  What did they want?  Research and referencing skills workshop  What did we think?  An opportunity to further our commitment to widening participation  A great way to introduce essential information literacy skills  An opportunity to gauge current skills and knowledge of students before they get to university  What did we do?  Design a 2 hr workshop that was full of activities, discussions and even prizes!
  5. 5. Skills@Library The First Workshop - 2007
  6. 6. Skills@Library Team work!  Librarian, Library Assistant, programme officer, student support (real undergraduates) Contents:  Research skills  Academic literature  Where it comes from  What to look for  Evaluate it!  Referencing  Show your sources  Avoid plagiarism!
  7. 7. Skills@Library How were they researching now?  Last time you researched a piece of college work: Which resources did you use to find information? Wikipedia Google Google Scholar Newspapers Text books Why did you use them? Often the first thing that comes up Easy to use, quick, lots of results Academic Current, up-to-date Reliable
  8. 8. Skills@Library Where does knowledge come from?  Dr Arthur has carried out some important research people around the world would like to read. In which order will his research appear in these different types of publication?  References in other books  Encyclopedia  News report  Text books  Journal article Published last Published first
  9. 9. Skills@Library Evaluation criteria Score out of 10 & reason for mark given Accuracy Authority Objectivity Coverage Structure Total marks out of 50: Evaluating information on the web
  10. 10. Skills@Library Referencing and plagiarism  What is a reference for? - discussion  Pub quiz – teams and prizes Example question:  During one of his regular lectures, your tutor refers to the latest and still unpublished results of his experiments. You decide to mention these results in your essay for another course, do you have to cite it?  Yes  No
  11. 11. Skills@Library Workshop 08/09
  12. 12. Skills@Library How has the workshop changed?  Ice breaker- What would they expect to find in a university library?  Books, Computers, Librarians- confusing, complex!  Information that’s more reliable then the internet  A chance to get out and about in the library  “Find and seek”- given an adapted floor plan and 12 questions, instead of a tour.  Really enjoyed by the students  They got a sense of how an academic library runs  Encouraged them to use their library cards after the session as it was now less intimidating
  13. 13. Skills@Library Did the students actually learn anything? The library wasn’t as daunting as I thought Not all websites are reliable Don’t always trust Wikipedia! How uni libraries work Discovered Google Scholar EVALUATE!
  14. 14. Skills@Library What did we learn?  Don’t underestimate the value of giving students a chance to actually explore the Library  Snap-shot of pre-university students’ skills  Knowledge gained used in staff development training session: “Googling for a degree? Is the web changing student study behaviour?”  Experience and knowledge gained can be shared with colleagues to inform the design of induction sessions for new undergraduates  It is beneficial to work in partnership with the University to further our commitment to widening participation
  15. 15. Skills@Library The future  Run the workshop again this year  Evaluate the session and make changes for next year  Think about running a second session with an academic skills advisor covering academic writing skills and referencing (including plagiarism)  Share experiences with colleagues in the Library  Meet with all involved in the Reach for Excellence Programme and discuss long term plans