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SADL up: putting students in the driving seat for digital literacy - Ellen Wilkinson & Maria Bell


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SADL up: putting students in the driving seat for digital literacy - Ellen Wilkinson & Maria Bell

  1. 1. SADL up: Putting students in the driving seat for digital literacy Maria Bell Ellen Wilkinson @LSESADL
  2. 2. Overview  Context and getting there  Project Aims  Methodology  Pre-project: Research practices questionnaire  Findings so far  Lessons Learnt
  3. 3. LSE context  LSE : specialist social science institution – world class library  Highly ranked for research  Cosmopolitan students - relatively small undergraduate population  Traditional teaching and assessment
  4. 4. Under starter’s orders…  2012 Audit of undergraduate support at LSE  Used ANCIL as audit tool  Report: Bell et al  2013 Teaching, Learning & Assessment Committee report and recommendations  2013 Literature review: Embedding digital and information literacy into undergraduate teaching  2013 LSE Digital and information Literacy Framework  2013 HEA Changing Learning Landscape workshop on digital literacy strategies… ….HEA Funding call….
  5. 5. SADL Project Aims  To explore the role of Student Ambassadors for Digital Literacy (SADL)  To explore how aspects of digital and information literacy can be embedded into the curriculum in two academic departments  To develop a set of resources on finding, managing and evaluating information  To share best practice on embedding digital, academic and information literacies into the curriculum
  6. 6. Digital Literacy JISC definition: “By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society: for example, the skills to use digital tools to undertake academic research, writing and critical thinking; as part of personal development planning; and as a way of showcasing achievements.”
  7. 7. And we’re off  Collaborative Project:  Library  Centre for Learning Technology(CLT)  Teaching and Learning Centre  Student Union  IT Training  Engagement with 2 academic departments  Social Policy  Statistics
  8. 8. Methodology  Pre & post -project questionnaire: research practices  4 meetings / workshops: Student Ambassadors to attend  Blog: team sharing & wider dissemination tool
  9. 9. Recruitment and rewards
  10. 10. Research practices questionnaire Research: where do you start? How did you learn to use your favourite research tool? What do you think of the Library search tools? Assessing quality: library resources and internet resources? Identify strengths and weaknesses of your research practices Purdy, J. P. (2013) “Scholarliness as Other: How Students Explain Their Research-Writing Behaviors”. In McClure, R. & Purdy, J. P. The New Digital Scholar - Exploring and Enriching the Research and Writing Practices of NextGen Students. Information Today, New Jersey
  11. 11. Research practices questionnaire “I think I am good at research to the extent that I can find lots of resources and get the relevant articles instead of going aimless and overwhelmed by the information. My weakness is that I am still lack of all kinds of tools and knowledge of websites to do a good job on very scholarly research.” “I go on to Moodle to find if there are any relevant links that Professors have posted online. If there are recommended articles that are in the library, I will search for it. Otherwise, I will google scholarly articles to see if anything has been written about it.” “Researching my first essays, I used google scholar - it doesn't involve much learning, the simplicity is what makes it a useful first step.” “I think it's comprehensive, but sometimes it's hard to find to narrow it down and to find the most relevant information.” “I scan the title and abstract to assess which are the most relevant.” “Mostly use one from amongst the top 5 of the Google hits. But mostly on the relevance of the url and the first few lines that can be read on google hits page.”
  12. 12. Workshop 1: Searching for Information Workshop 2: Reading and writing in your discipline Workshop 3: Managing and sharing information To come: Workshop 4: Digital Footprint Race programme!
  13. 13. How do you approach an assignment? Workshop 2: reading and writing in your discipline?
  14. 14. Workshop 3: Managing and sharing information How do you keep up to date, manage, store and cite your information?
  15. 15. Emerging findings and observations • Challenges any assumptions and generalisations about students as they are all different and have developed different strategies for study  Contrasts between disciplines - Statistics students don’t tend to use Library resources - Social Policy students read extensively  Sharing – cautious about where and how  Enthusiasm for engagement / involvement in a support role is boundless – untapped resource
  16. 16. Lessons learnt  Student Ambassador for Digital Literacy role – clear expectations  Developing relationships with students takes time  Workshops require:  Defined aims and objectives  A lot of preparation time  Appropriate learning space
  17. 17. Lessons learnt cont’d  Platform for students to share ideas?  Expected greater engagement with the blog  Exploring alternatives – Facebook Group, Moodle, Padlet  Increase publicity outside project to academic departments and other students to gain momentum
  18. 18. The future…  Project still ongoing  Greater exploration of Student Ambassador role required  Finding a platform where students happy to share  Is it sustainable and scalable?  Are there staff development needs?  The future……
  19. 19. Further reading and resources Bell, Maria and Moon, Darren and Secker, Jane (2012) Undergraduate support at LSE: the ANCIL report. The London School of Economics and Political Science, London, UK. Available at: Karnad, Arun (2013) Embedding digital and information literacy into undergraduate teaching. Centre for Learning Technology (CLT), London, UK. Available at: LSE Digital and Information Literacy Framework (2013) Available at: LSE SADL Project website (2014) Available at:
  20. 20. Thank you Find out more at SADL Resources @LSESADL Maria Bell @bellmari Ellen Wilkinson @elleneka102