Students as “Information Literacy Advocates”: continuing to gain the advantage through a peer support approach - Curtis
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Students as “Information Literacy Advocates”: continuing to gain the advantage through a peer support approach - Curtis
- 1. Ruth Curtis (Librarian) Teaching & Learning Support Team University of Nottingham 11/04/17 LILAC 2017 Students as ‘Information Literacy Advocates’ Continuing to gain the advantage through a peer support approach
- 2. Information Literacy Advocates (ILAs) • Scheme: 10 credit Nottingham Advantage Award module • Aims to develop: – Information literacy knowledge, skills and confidence through the provision of peer support – Communication, organisation and teamwork skills • Recruits: Medicine and health sciences UGs • Requirements: Promote role; Accrue 20 contact hours; Meet learning outcomes • Final assessment: – Reflective portfolio – 10 minute presentation
- 3. Previously …
- 4. Findings from the 2013/14 pilot • Portfolio evidence: – Module requirements achieved – IL skills, self-confidence, communication improved • Student module evaluation: – Positive overall But two key issues raised … – Difficult to accumulate contact hours – Isolated from other ILAs
- 5. Three years later …
- 6. ILA recruitment numbers Year Nursing students (Nottingham) Medical Physiology & Therapeutics students (Derby) 2013 / 2014 5 2 2014 / 2015 0 1 2015 / 2016 4 2 2016 / 2017 1 4
- 7. Promoting ILA support to peers
- 8. Peer enquiries received by ILAs Type of enquiry Number of peers helped by ILAs % of time spent by ILAs helping peers Referencing 24 24.1 Searching catalogues / Finding books on shelves / Using self-issue 16 9.5 Accessing full-text journals 4 4.3 Using print /copy /scan 3 1.7 Requesting books 2 1.7 Accessing reading lists 1 0.9 Structuring searches / searching databases 72 57.8
- 9. ILA impact on peers “The databases are so complex and now I feel more confident about using them” “I didn’t realise we had access to all these journals or online books” “You’ve put my mind at rest” “One peer thanked me for not giving her the answer but the tools to do it herself”
- 10. ILA impact on librarians • Assisted in information skills sessions “The training session flew by and I thoroughly enjoyed the aspect of helping others understand information literacy and also learning with them myself” • Responded to referrals from library teams • Extended support on the Derby campus University librarian Derby-based ILAs Number of students helped Number of hours Number of students helped Number of hours 25 16 55 16.5
- 11. Hot off the press! University librarian Derby-based ILAs Number of students helped Number of hours Number of students helped Number of hours 20 13 31 18 Type of enquiry Number of peers helped by ILAs % of time spent by ILAs helping peers Structuring searches / searching databases 13 50 Referencing 10 29.1 Using EndNote 4 15.3 Finding books on shelves / Using self-issue 2 2.8 Using print /copy /scan 2 2.8
- 12. ILA impact on coursework “Since I became an ILA I have been using databases for one and a half semesters, which have helped me appreciate how science research actually works. Furthermore, I have reached the expected academic level for my cohort by using primary research papers, which is clearly seen in my marks” “She informed me that she didn’t use databases much in the first year and hadn’t got very good grades. I advised her that this could be one of the reasons and she must use a wide range of literature to ensure best practice”
- 13. Skills developed by ILAs “Through helping my peers I have been able to not only solve their problems but also improve my knowledge of information literacy” “I learned that I can be confident in myself and can work well as a team. The module also helped with my time management and “I developed in areas like communication through teaching others” “I was able to help many people with many different literacy related problems … it boosted my confidence a lot”
- 14. Teamwork … • Improving steadily since pilot … Meet early in module to discuss and share ideas for promoting roles Jointly run library drop-in sessions Keep in regular contact to share peer enquiries and advice
- 15. The future … my perspective
- 16. The future … ILA perspective “I would give [the ILA module] 10/10 and I have already recommended it to my fellow students because it just is a unique experience”“Keep running these sessions! Awesome! I’d love others to know about it ”
- 17. Reference Curtis, R., 2016. Information Literacy Advocates: developing student skills through a peer support approach. Health Information & Libraries Journal, 33(4), pp.334-339.
Editor's Notes
- Introduction Going to talk about ILA scheme which has been running at the UoN for 4 years now Findings from the first year pilot were presented at LILAC in 2014 This is the story 3 years later …
- So, what is the ILA scheme? Scheme: NAA = programme of extracurricular activities designed to enhance student employability skills Aims: … Recruits: Specifically, MPT students based on Derby campus + UG nurses based in Nottingham Requirements: Contact hours – F2F (e.g. 121s, drop-ins), online (e.g. email, FB), info skills sessions, librarians LOs – (7 LOs in total) E.g. Developing knowledge of types of literature, where to access it, how to evaluate it, how to reference it; Determining scope of enquiry and how to respond; Perform effective literature search Final assessment: Portfolio includes 5 short reflections (250 words) + 2 in depth reflections (800-1000 words)
- Previously reported at LILAC 2014 … ILA scheme piloted by MHS subject team during 2013/14 autumn term 7 recruits – 5 UG nurses (Nott) + 2 MPT UGs (Derby) All UG2+ to ensure some previous library knowledge to support peers Three key reasons for setting up the module: GNC introduced previous year = MHS subject team received increased requests for 121 help + asked to deliver additional / more frequent info skills sessions by academic staff Nursing Peer Mentor scheme = module convenor reported mentors often asked for help to use library by mentees Derby UoN Medical Library = closed in 2012 + merged with the Derby Hospitals NHS Library; my onsite availability reduced to one day a week to support staff/student use of UoN resources
- What did we find from the 2013/2014 pilot? Portfolio evidence and end of module evaluation forms were assessed. We found: Portfolio evidence indicated all ILAs had … End of module evaluation feedback was positive overall, but highlighted: Autumn term not long enough to accrue contact hours alongside academic demands and clinical placements = caused anxiety Some ILAs felt isolated = conflicting timetables, clinical placements, and cross-campus locations meant induction workshops had to be repeated = some ILAs never met each other and worked alone throughout the module
- So, where are we now, 3 years later? Module continues to run annually + recruit MHS students = now in 4th year Based on pilot feedback, several changes made immediately: Module running time extended to a year (Sept to May) = more time to accrue contact hours Induction workshop made more interactive; including discussion on how will work as a team – particularly as still repeating induction workshop due to student availability Mid-module review meetings introduced (Jan/Feb) = check progress, discuss concerns, develop greater sense of community Major library restructure in summer 2014 saw all subject teams disbanded = ILA module offered in Derby only during 2014/15 under remit of a newly formed T&L team Next slides = cumulated findings from pilot to date, based on portfolio evidence and end of module evaluations
- First of all, an overview of annual recruitment figures … 2013/14 Pilot 2014/15 Offered in Derby only due to library restructure Recruit = first year, despite aiming module at UG2+ to ensure some prior knowledge 2015/16 Trialled again in Nottingham = Nursing Peer Mentor Lead helped to recruit 2016/17 Module still underway (ends May) = forthcoming findings largely 2013-2016 Originally 4 Nottingham recruits also, but 3 dropped out … 3 of the 4 Derby recruits = first years
- Promoting their role to peers … Key undertaking for ILAs early in the module Need to make themselves known to peers, how they can help + how they can be contacted Promoted roles through: Posters – displayed around schools and in libraries Facebook Emails – distributed to course cohorts + arranged through faculty/school based Student Services Drop-ins – in libraries Brief presentations delivered before lectures – arranged with academic staff Meetings – in halls of residence
- In terms of peer enquiries received and time spent responding … ILAs use hours tracking sheets to record this Submitted as evidence in portfolios Over the last 3 years ILAs have helped their peers with a range of enquiries … The most frequently asked enquiry = structuring searches / searching databases … Includes: Which databases to use; Boolean; Search functionality; Keywords ILAs asked for this type of help 72 times … and have spent 57.8% of their time helping peers with this type of enquiry Second most frequently asked enquiry = referencing … Support provided through 121s, group sessions, drop-ins, email and FB.
- What impact have ILAs had on their peers? Peer feedback – reported by ILAs in portfolio evidence – indicated they: were confidently and effectively advised by ILAs valued the support they received For example … show peer testimonies Finally … this statement – shared by an ILA as opposed to a peer – indicates the peer helped now feels confident to search independently.
- What impact have ILAs had on librarians? Helped out in information skills sessions Particularly valued in large classes E.g. Helped peers during demos, answered questions re searching ILAs enjoy helping, as this testimony shows … Responded to enquiries referred from library teams E.g. Requests for 121 help, referred from the T&L team and the Medical Library H&E service Both teams introduced following the library restructure Small scale so far but both teams have valued option to refer such requests Greatest impact so far = Derby ILAs As these statistics show (2015/16 only) = number of students supported by ILAs last year exceeded number seen by me! Results indicate these services effectively complement each other – extending support for Derby students beyond my one day a week
- Hot off the press! As of last week … All 2016/17 ILAs had delivered their presentations 3 of the 5 ILAS had submitted portfolios, including 2 from Derby These findings are based on 2 of the 4 Derby ILAs … Already, statistics showing Derby based ILAs have again helped more students than I have = consistent with last year Confirms the two services continue to complement each other Additionally, most frequently asked peer enquiries also indicating consistency with previous years: Top = Structuring searches / searching databases Next = Referencing But third, and never asked before = Endnote
- What about ILA impact on coursework? Largely anecdotal at present as difficult to measure … However: MPT course lead = very supportive of and promotes ILA module to her students Reported resources used and referencing skills in particular, improve in ILA coursework Derby ILA (2015/16) Noted this in their portfolio … = reflects observation from MPT course lead Nottingham ILA (2015/16) No equivalent data for Nottingham … But, one ILA reflected on the following advice she passed on during a peer enquiry … Clearly demonstrates her awareness of what needed to improve coursework / grades
- What skills have the ILAs themselves developed? Portfolio evidence indicates ILAs have effectively developed a range of skills through helping peers As these testimonies show …
- What about teamwork? Since the pilot – when some ILAs reported feeling isolated – teamwork has been steadily improving each year. All ILAs have: Early on, following induction workshops Introduced themselves to each other via email if unable to attend same workshop Arranged to meet F2F as group to discuss and co-ordinate promoting their roles Jointly running library drop-in sessions Successfully arranged in Derby and Nott Keeping in touch throughout module via email / FB; all have: Asked for help / advice from each other as necessary before meeting / replying to a peer Passed on enquiries if not been available to help Been supported by previous ILAs as necessary
- The future from my perspective: Module well established Admin less time consuming; annual documentation requires minor revisions only Value of peer to peer learning demonstrated ILAs = developed skills and confidence through supporting peers Peers = comfortable asking ILAs for help + have benefited from support received Derby ILAs: Complement service offered by me one day a week on the Derby campus Module will continue to run in Derby next year Nottingham ILAs: Drop-out disappointing this year … = difficult to determine impact on library staff Library H&E service effective = unlikely module will be offered again in Nott My highlights: ILA module = enjoyable, worthwhile and satisfying experience Great to see enthusiastic students develop IL skills and confidence – esp. UG1!
- The future from the ILA perspective … Feedback on end of module evaluation forms indicates they also find the module rewarding and want it to continue As these testimonies show … Any Questions?