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Ringing the changes: reflections on delivering an information literacy module. Craig

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Presented at LILAC 2008

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Ringing the changes: reflections on delivering an information literacy module. Craig

  1. 1. Ringing the Changes Reflections on delivering an information literacy module Ann Craig a.craig@worc.ac.uk
  2. 2. Context • University of Worcester • Student profile:  8000 students  60% mature students  Non-traditional entrants and part-time
  3. 3. Development of UMSC1500 • Title: Managing and Communicating Information Using IT • Staffing: experienced Library and IT staff • Interwoven themes:  Information literacy  Effective use of IT  Evaluation of information sources, strategies and personal performance
  4. 4. Learning Outcomes • Demonstrate proficiency in the use of a range of software packages and use at least two to communicate effectively • Reflect on the process of developing information management and communication skills • Compare and contrast the nature of a range of information types • Demonstrate an ability to locate information using a range of search tools • Critically evaluate (with structured tutor support) the quality of information sources
  5. 5. Delivery and Assessment • Use of Blackboard: for discussion and activities • Opportunities for students to develop critical and reflective skills • 3 Assessments:  Production of PowerPoint presentation based on a research task  Oral presentation  Evaluative report of the research process • Informal assessments e.g. pre & post-test plagiarism test
  6. 6. Changes • Based on:  Staff observations: changes in student profile • Removed most basic IT sessions • Delivered in Semester 1 only  Students’ evaluations: • Introduction of oral presentation  Staff development: • Assessment of learning styles • More interactivity: peer teaching
  7. 7. Changes • UMSC1501: September 2004  Opportunity for students to study at a time and place to suit them  Similar learning outcomes and assessments • Reflection on process of online learning  Similar content but different programme  Students were expected to have a higher base level of computer skills  Convergence of both modules
  8. 8. Benefits • Full participation in academic process • Getting to know the students • Staff development  Team teaching  Developing online activities and materials • Reuse of materials in embedded information literacy programmes • Modules are valued within the University
  9. 9. Benefits to students • Word of mouth recommendation I have enjoyed this module and it has given me more confidence… I found that the module overlapped and repeated another of my modules… I would recommend it as an automatic foundation module for all!... It has to be a MUST for any mature student starting out.
  10. 10. Challenges • Staff intensive: particularly assessment • Meeting needs of students with poor computer skills • Meeting needs of students with high level computer skills • Extending provision: embedding modules within academic programmes • Avoiding repetition
  11. 11. Future: SMILE • Study Methods and Information Literacy Exemplars • Joint project with Imperial College and University of Loughborough • JISC RePRODUCE project • Builds on OLIVIA programme • Includes writing skills • Will be available to the academic community via JORUM
  12. 12. Summary • Meeting the needs of the students?  Assessments and evaluations  Need to measure the long term impact on students  Balance between embedded programmes and stand alone modules • And staff?  Develops understanding of the learning and teaching process

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