“Sudden a thought came like a full blown rose” – reconsidering information literacy at King’s College London - Liz Murray & Graeme Lockheart.
Interactive sessions encouraging
independent learning and
information literacy principles
1. Quick quiz – to get students thinking about what
they might want to know about the Library Service;
opening up debate (via Survey Monkey).
2. Self-directed reading with interactive self-test
quizzes (via Wimba / Moodle).
3. Real life situations for practice with embedded
study skills reading list (via Talis Aspire).
4. In class polling to reinforce key messages (via Poll
5. Quick quiz returns – to debate new learning and
anything that surprised them (via Survey Monkey).
6. Tell us what you think – to capture feedback to
help develop future teaching practice (via Survey
“Sudden a thought came like a full-blown rose”
– reconsidering information literacy at King’s College London
Liz Murray & Graeme Lockheart (Library Learning & Teaching Managers)
During summer 2014, King’s College London moved away
from traditional subject librarians focusing on specific
disciplines. In their place two separate teams were created:
one focusing on teaching and information literacy and the
other on liaison.
This poster explores how this change was used as an
opportunity to review:
(i) the Library’s information literacy provision for the
university, with an aim to incorporate the latest
developments in how students learn and engage with
(ii) the ways that academics engage with and request Library
information skills sessions, to ensure a more consistent
training offering and an improved student experience.
Why change our teaching offering?
There were many considerations which led to and supported
our review of our teaching and training provision:
1. Student feedback requesting more interactivity and post-
2. Increasing student numbers, with more international
students who may have differing needs.
3. A growing number of part-time students and distance
learners requiring more accessible help.
4. Best practice for learning: different learning styles,
hands-on tasks, scaffolding learning, encouraging
independent learning skills, personalised learning at
student’s own pace with extension activities.
5. Embracing TEL to provide interactive and independent
learning in line with the university education strategy.
6. Review of existing provision showed inconsistency.
7. New refocused functional team.
Students really liked the new blended learning approach:
• “Really helpful and explanatory, quizzes were good to force
you to read the information and actually have a go rather than
just reading theoretical information.”
• “it was interactive and easy to follow.”
• “The task was informative and effective; really helpful and
Students were keen for the lecture-based sessions to change:
•“Have it as an online course or webpage to go through steps
and points, so that people can move through at the speed they
•“Make the class more student led by allowing them to search
through first and investigate the website, then do competitions
to make them involved.”
•“[can we have] videos online on searching databases and
The future – an interactive structured portfolio
For 2015/16, we have developed five increasing levels of learning for
academics to request for their students, as they develop their
Library information skills. All sessions will be interactive and
accommodate a variety of learning styles.
Type of session Method of Interaction
Library Overview Short video and Q&A.
Library Tour Guided tailored tour; self-service
machine and printer demo.
Elearning module, Survey Monkey,
Literature Searching Hands-on small group with
RefWorks or Desktop
Hands-on small group with
complementary Subject Guide.
To see some of our ideas in practice, why not explore our
library subject guides: