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.

Strategic proposal for an embedded information literacy curriculum - Scott & Collins

744 views

Published on

Presentation from LILAC 2014 held at Sheffield Hallam University

Published in: Education
  • Be the first to comment

  • Be the first to like this

Strategic proposal for an embedded information literacy curriculum - Scott & Collins

  1. 1. Strategic Proposal: an embedded Information Literacy curriculum Clare Scott, Faculty Librarian for Arts & Humanities Amy Collins, Liaison Librarian
  2. 2. Contents • Why did we need embedded IL curriculum? • How did it come about? • Putting a curriculum together • Making it happen • Taking it forward 19/08/2014 © The University of Sheffield 2
  3. 3. 19/08/2014 © The University of Sheffield 3 ©US Federal Government public domain image http://en.wikipedia.org/wiki/File:10th_SFG_parachute_Mali.jpg Geronimo! Here come the Librarians
  4. 4. 19/08/2014 © The University of Sheffield 4 The Library Information Literacy Session!
  5. 5. 19/08/2014 © The University of Sheffield 5 © No known copyright restrictions. Library of Congress http://www.flickr.com/photos/library_of_congress/2179123779 My research is really important...I’ll just call the Library about my referencing session next week....
  6. 6. 19/08/2014 © The University of Sheffield 6 © Reproduced with permission of the University of Sheffield Dealing with academics... It’s like ‘herding cats’
  7. 7. 19/08/2014 © The University of Sheffield 7 © No known copyright restrictions. George Eastman House French and English want me to do 11am on the 10th...Music and German have double-booked me too!!! Me too – a clash between Philosophy and History. No notice to think of a good IBL session either!!!
  8. 8. How it came about? • Strategy • Discussion paper at Faculty Learning and Teaching committee • Buy-in from Director of Learning and Teaching • Selling points: contact hours & consistency of student experience • Aims • Improving students searching and referencing skills • Having an impact on actual student assignments • Making the Library’s intervention real and relevant for staff and students 19/08/2014 © The University of Sheffield 8
  9. 9. The proposal • An IL curriculum: learning objectives at each stage: induction, L1 and L3 • Learning objectives based on ANCIL • Focus on departmental needs within this framework http://commons.wikimedia.org/wiki/File:1815-regency-proposal-woodcut.gif
  10. 10. • Presented at Faculty Learning and Teaching Committee • Positive response • Recommendations approved • Official approval gave us lever to take forward http://www.rickross.com/ricks-picks-guarantee/
  11. 11. Strategic support gave us a very good response from Faculty Directors of Learning and Teaching Meetings gave us in-depth insight into: • particular issues of each discipline • the assignment • the skills required. http://loc.gov/pictures/resource/ggbain.10771/
  12. 12. On being fully embedded Instead of… We got…
  13. 13. Stats! • Induction L1: • 855 students seen across 10 departments • Slots 10-30 minutes • Information Literacy L1 students: • Delivered direct to 549 students • Indirect impact on 92 students through PGR tutors
  14. 14. Philosophy • They did all they could…
  15. 15. But it wasn’t enough…
  16. 16. Taking it forward 19/08/2014 © The University of Sheffield 16 • Working with the faculty to evaluate the individual sessions • Getting student feedback • Getting staff feedback about our impact on assignment marks • Planning for next year – using an Action Research Model
  17. 17. Action Research Model: our pedagogical approach Plan Act Observe Talk to Faculty Reflect 19/08/2014 © The University of Sheffield 17
  18. 18. Questions? 19/08/2014 © The University of Sheffield 18

×