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Second Year Success: building skills and confidence for the step up to second year - Howard & Bedford


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Presented at LILAC 2017

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Second Year Success: building skills and confidence for the step up to second year - Howard & Bedford

  1. 1. Building skills and confidence for the step up to second year HELEN HOWARD NATALIE BEDFORD SKILLS@LIBRARY
  2. 2. THIS SESSION WILL… • Explore issues around the second year experience • Share findings from research in the UK and beyond • Highlight the Skills@Library online resource for second years
  3. 3. SECOND YEAR ISSUES • What are the issues facing second years you meet?
  4. 4. A slump? Karen (2005) It’s still raining Source: (CC BY-NC 2.0)
  5. 5. SECOND YEARS OFTEN EXPERIENCE… • Difficulties with academic work: more work, more challenging work • Decrease in confidence, especially as they discover gaps in their skills • Lack of motivation & engagement • Guidance & support is not obvious • Lower levels of satisfaction with most aspects of their overall university experience (Gahagan and Hunter, 2006; Thompson et al, 2013; Whittle, 2015)
  6. 6. STUDENTS SAID… "I think they expect you to prepare more - you get to the lectures they say ‘well as you already know’ and I think well no I didn’t know” “I definitely felt there is a lot more work to do and it is more reading articles and extra reading around the subject” “it would be nice to maybe have some sort of support on how to find journals and how to … understand journals.… I’m not really sure about how to find a specific journal” (Whittle, 2016)
  7. 7. OUR SECOND YEARS REPORTED… • Second year was harder than expected • Increase in workload and in the standard required • Deadlines came closer together • Increase in reading needed • Time management was tricky “the research part was hard and incorporating that into our assignments as we've never done that before” (Skills@Library survey of 100 students, 98% second years in Semester 2)
  8. 8. THE RESEARCH ALSO SHOWS THAT… Proactive management of the transition to second year can help (Whittle, 2016) 100 105 110 115 120 125 130 135 140 145 150 Year 1 Year 2 Year 3 OverallDREEM-Sscore Overall DREEM-S score by year group: 2012 & 2015 2012 2015 *
  9. 9. EXISTING SKILLS@LIBRARY PROVISION • Online support for new students / level 1 • Focus on dissertation support – some end of level 2, most in level 3 • Focus on Taught Postgraduate students • Existing transition support for other key points • University-wide activities on transition and induction
  10. 10. IL AND ACADEMIC SKILLS GAPS IN SECOND YEARS • Finding and using journal articles • Prioritising and organising reading • Academic writing practice • Time management • Reflecting on and re-using existing knowledge / understanding
  11. 11. FUTURE • First year section • Skills@Library voice • ‘Official’ launch
  12. 12. REFLECTIONS • The move to second year is a key transition point • Second years often find they have gaps in their information literacy and academic skills • More evidence needed to assess whether our online resource is making a difference: • Extend its use into VLE module areas • Measure success capturing responses from users and non-users
  13. 13. QUESTIONS? Skills@Library
  14. 14. REFERENCES Gahagan, J. and Hunter, M. S. 2006. The second-year experience: turning attention to the academy's middle children. About Campus. 11 (3), 17–22. Thompson, S. et al 2013. The forgotten year? Tackling the second year slump. Higher Education Academy Report. [Online]. [Accessed 20 March 2017]. Available from: df Whittle, S. R. 2015. ‘Second year is an enormous step up’: understanding and supporting transitions within undergraduate degree courses. Enhancement and innovation in higher education conference, 9-11 June, Glasgow. [Online]. [Accessed 20 March 2017]. Available from: understanding-and-supporting-transitions-within-undergraduate-degree-courses Whittle, S. R. 2016. Second year slump –now you see it, now you don’t. [PowerPoint presentation]. University of Leeds Student Education Conference, 8 January, Leeds.