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Shaken and stirred!
The librarian, the academic and
the case of the refreshed skills
module
Sharon Reid
Loughborough Unive...
Matt McCullock
Senior University
Teacher
Sharon Reid
Academic
Librarian
In a
…we worked together
to overhaul the teaching
...
A celebration
of teaching
collaboration!
We were feeling demoralised due
to disappointing module feedback
and disengaged students and …
I wanted to try my hand at ...
Visual
appeal
Real-time
polling
Presenter
role play
Academic
skills but not
as you know
it!
So what?
Actually it
matters!
...
Visual
appeal
Real-time
polling
Real-time
polling
Presenter
role play
Spot the deliberate mistakes!
Higher
academic
expectations
Transferable
skills
Employability
The whole
package
So what?
Actually it
matters!
Academic skills
but not as you
know it!
Plagiarism: question and
answer session
Essay-writing: YouTube
speech and the
argu...
The lectures were only
half the story…
Reflective SKILOD (Skills Intended
Learning Outcomes Diary)
Introduction of a study skills handbook
Formative assessment
O...
Reflective SKILOD
Model
answers for
formative
assessment
Impact
Understanding the
role of the
Academic Librarian
Self-assessment
of skills
Plagiarism
perception and
awareness
The
survey
...
18%
82%
Familiarity with the term academic
librarian (pre-module)
Yes
No 64%
36%
Able to name the academic
librarian (post...
2.5 3 3.5 4
Note-taking
Academic reading
Finding sources of information
Evaluating Web resources
Referencing
Essay writing...
“I do / do not feel the teaching I received has
improved my skill levels”
72%
13%
15%
I do
I do not
Neither option
selected
13%
18%
41%
23%
5%
0
10
20
30
40
50
1 2 3 4 5
Rating from 1 (not useful at all) to 5 (extremely useful)
Student assessment...
50%50%
"I learnt a lot from the
exercises"
Yes
No56%44%
"I would prefer to learn about these
topics in a hands-on workshop...
Reflective diary (SKILOD)
76%
24%
0
10
20
30
40
50
60
70
80
No Yes
"I completed the SKILOD on a
regular basis" Not helpful...
Plagiarism 86% learnt about it at school
49% cut-and-pasted from the web
without acknowledgement
51% of those who did, kne...
23%
37%
20%
15%
6%
20%
35%
27%
12%
6%
0
5
10
15
20
25
30
35
40
1 2 3 4 5
Student perception of people who commit
plagiaris...
81%
19%
0 10 20 30 40 50 60 70 80 90
Yes
No
“The teaching I received adequately prepared me for the
plagiarism avoidance t...
Our thoughts and what
happens next?
New
introductory
lecture
Retain and
refine the
lecture style
changes
Develop the
assessed
online
materials?
Compare
qualit...
Sharon Reid
Loughborough University
01509 222403
S.D.Reid@lboro.ac.uk
Image credits
Balloon and pin; Half-moon; Question mark; Film rolls; Champagne and Shopping
centre via http://www.freeimag...
Shaken and stirred! The librarian, the academic and the case of the refreshed skills module - Sharon Reid
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Shaken and stirred! The librarian, the academic and the case of the refreshed skills module - Sharon Reid

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Presented at LILAC 2017

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Shaken and stirred! The librarian, the academic and the case of the refreshed skills module - Sharon Reid

  1. 1. Shaken and stirred! The librarian, the academic and the case of the refreshed skills module Sharon Reid Loughborough University
  2. 2. Matt McCullock Senior University Teacher Sharon Reid Academic Librarian In a …we worked together to overhaul the teaching component, re-engage the disengaged and evaluate the impact of the module.
  3. 3. A celebration of teaching collaboration!
  4. 4. We were feeling demoralised due to disappointing module feedback and disengaged students and … I wanted to try my hand at a research activity. This was an ideal opportunity.
  5. 5. Visual appeal Real-time polling Presenter role play Academic skills but not as you know it! So what? Actually it matters! The reworked lectures
  6. 6. Visual appeal
  7. 7. Real-time polling
  8. 8. Real-time polling
  9. 9. Presenter role play Spot the deliberate mistakes!
  10. 10. Higher academic expectations Transferable skills Employability The whole package So what? Actually it matters!
  11. 11. Academic skills but not as you know it! Plagiarism: question and answer session Essay-writing: YouTube speech and the arguments put forward Note-taking: mini-lecture and questions
  12. 12. The lectures were only half the story…
  13. 13. Reflective SKILOD (Skills Intended Learning Outcomes Diary) Introduction of a study skills handbook Formative assessment Other changes to the teaching component
  14. 14. Reflective SKILOD
  15. 15. Model answers for formative assessment
  16. 16. Impact
  17. 17. Understanding the role of the Academic Librarian Self-assessment of skills Plagiarism perception and awareness The survey Did the teaching impact on these areas?
  18. 18. 18% 82% Familiarity with the term academic librarian (pre-module) Yes No 64% 36% Able to name the academic librarian (post-module) Yes No Role of the Academic Librarian Post-module, student understanding of the role of the academic librarian was high. 100% of those who responded identified plagiarism avoidance as an area of expertise. The lowest score (64%) was for offering advice on conducting a literature review.
  19. 19. 2.5 3 3.5 4 Note-taking Academic reading Finding sources of information Evaluating Web resources Referencing Essay writing Presentations Revising and exam-taking Student self-assessment of skill level Pre-module Post-module Scale: 1 to 5 1 = poor 5 = excellent Average score
  20. 20. “I do / do not feel the teaching I received has improved my skill levels” 72% 13% 15% I do I do not Neither option selected
  21. 21. 13% 18% 41% 23% 5% 0 10 20 30 40 50 1 2 3 4 5 Rating from 1 (not useful at all) to 5 (extremely useful) Student assessment of the usefulness of online worksheets as a method of learning and assessment Mean score = 2.9
  22. 22. 50%50% "I learnt a lot from the exercises" Yes No56%44% "I would prefer to learn about these topics in a hands-on workshop" Yes No 75% 25% "I now feel better equipped to critically evaluate web sources for reputability, reliability and quality" Yes No
  23. 23. Reflective diary (SKILOD) 76% 24% 0 10 20 30 40 50 60 70 80 No Yes "I completed the SKILOD on a regular basis" Not helpful / didn’t improve skills Forgot Issues with content or format Coursework pressures / prioritising other coursework
  24. 24. Plagiarism 86% learnt about it at school 49% cut-and-pasted from the web without acknowledgement 51% of those who did, knew it was wrong
  25. 25. 23% 37% 20% 15% 6% 20% 35% 27% 12% 6% 0 5 10 15 20 25 30 35 40 1 2 3 4 5 Student perception of people who commit plagiarism Pre-module Post-module Scale: 1 to 5 1 = “I think it’s terrible” 5 = “It really doesn’t bother me”
  26. 26. 81% 19% 0 10 20 30 40 50 60 70 80 90 Yes No “The teaching I received adequately prepared me for the plagiarism avoidance test”
  27. 27. Our thoughts and what happens next?
  28. 28. New introductory lecture Retain and refine the lecture style changes Develop the assessed online materials? Compare qualitative module feedback Survey next year’s students Going forward
  29. 29. Sharon Reid Loughborough University 01509 222403 S.D.Reid@lboro.ac.uk
  30. 30. Image credits Balloon and pin; Half-moon; Question mark; Film rolls; Champagne and Shopping centre via http://www.freeimages.com/ Bus created using www.photofunia.com

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