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Ruth Curtis
(Librarian) Teaching & Learning Support Team
University of Nottingham 11/04/17
LILAC 2017
Students as ‘Informa...
Information Literacy Advocates (ILAs)
• Scheme: 10 credit Nottingham Advantage Award module
• Aims to develop:
– Informati...
Previously …
Findings from the 2013/14 pilot
• Portfolio evidence:
– Module requirements
achieved
– IL skills, self-confidence,
communi...
Three years later …
ILA recruitment numbers
Year
Nursing students
(Nottingham)
Medical Physiology &
Therapeutics students
(Derby)
2013 / 2014 ...
Promoting ILA support to peers
Peer enquiries received by ILAs
Type of enquiry
Number of peers helped
by ILAs
% of time spent by ILAs
helping peers
Refer...
ILA impact on peers
“The databases are so
complex and now I feel
more confident about
using them”
“I didn’t realise we had...
ILA impact on librarians
• Assisted in information skills sessions
“The training session flew by and I thoroughly enjoyed ...
Hot off the press!
University librarian Derby-based ILAs
Number of
students helped
Number of hours
Number of
students help...
ILA impact on coursework
“Since I became an ILA I have been using databases for one and a half
semesters, which have helpe...
Skills developed by ILAs
“Through helping my peers I
have been able to not only
solve their problems but also
improve my k...
Teamwork …
• Improving steadily since pilot …
Meet early in
module to
discuss and
share ideas for
promoting roles
Jointly ...
The future … my perspective
The future … ILA perspective
“I would give [the ILA
module] 10/10 and I have
already recommended it
to my fellow students
...
Reference
Curtis, R., 2016. Information Literacy Advocates:
developing student skills through a peer support
approach. Hea...
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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. 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. 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. 3. Previously …
  4. 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. 5. Three years later …
  6. 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. 7. Promoting ILA support to peers
  8. 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. 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. 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. 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. 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. 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. 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. 15. The future … my perspective
  16. 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. 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.

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