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Swansea University Library's Information Literacy Box of Tricks – One size does not fit all - Davies, Taylor & Lloyd-Brown


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Presented at LILAC 2018

Published in: Education
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Swansea University Library's Information Literacy Box of Tricks – One size does not fit all - Davies, Taylor & Lloyd-Brown

  1. 1. Swansea University Library's Information Literacy Box of Tricks One size does not fit all
  2. 2. 2 Main Campuses • Bay Campus • Singleton Park Campus 5 Libraries in total 84% of all our students are undergraduates 14,570 – Total undergraduate students* However by 2025 we are expecting numbers to increase to over 13,000** on Bay campus alone! * ** • Management & Engineering • Arts & Humanities / Human & Health Sciences / Medicine / Sciences / Law / Education
  3. 3. 12 Full-time 4 Part-time Arranged in subject teams Swansea University Librarians
  4. 4. Human and Health Science Arts & Humanities Management Law No subject specified Medicine Science ELTS Engineering ICWS During the academic year 2016-2017 Subject Librarians at Swansea University achieved the following: • Saw over 13,000 students. • Delivered 658 classes. • Had over 1200 one to one appointments. • Had over 1800 of contact hours with students. Sessions in total 2016/17
  5. 5. Session outline: What: Back to basics tricks: Strategies we use that don’t involve technology (just a teaching PC and projector) Quizzes and Treasure hunts: Strategies that involve a bit of technology (eg: phones, audience response systems (clickers) and online tools) Online tutorials: Strategies that are all technology (eg: self-paced online tutorials) How: The 1st half will be a chance to hear about our experiences, the 2nd half will be an opportunity for you to think about how you could apply some of the tricks in your teaching.
  6. 6. Why? • Increasing class sizes: active learning techniques, creative and sustainable methods of instruction to ensure student engagement (Moran & Mulvihill, 2017; Robb, 2012). • Student expectations of technology (Mestre et al., 2011). • Advantages of using audience response systems (Koppen, Langie, & Froyen, 2013; Plump, & LaRosa, 2017). • Technology can motivate, engage and promote learning (Greer, Hess, & Kraemer 2016; Hoppenfeld, 2012; Wang, 2015).
  7. 7. Technology Bar: 0% Icebreaker question: How do you feel about having to reference. We used post-its as a visual aid. Using footprints to measure the students impact online. Doubled as an icebreaker and a visual aid. Referencing class with Nursing students (55 students) – Managing your Online presence lecture with psychology students (300 students) –
  8. 8. Technology Bar: 0% 6th Form taster sessions – How to use a University Library. Lego as a competitive incentive.
  9. 9. Technology Bar: 0% 2 hour Lead lecture on APA referencing with Nursing students (130 students)!!! *This is a reconstruction for LILAC 
  10. 10. Technology Bar: 50% Clickers • Great for engaging students in class • Anonymous • Overuse in classes • Clicker fatigue from staff and students.
  11. 11. Technology Bar: 50% Treasure hunt Always have sweets and/or prizes!!!
  12. 12. A cautionary tale Technology Bar: 50% • Great for engaging students in class • Anonymous! • Class needs to be kept under control
  13. 13. Slido: A cautionary tale Technology Bar: 50%
  14. 14. Our journey so far….
  15. 15. Technology Bar: 100%
  16. 16. Technology Bar: 100%
  17. 17. Storyboarding is key
  18. 18. Next steps: Gather more feedback from students and academic staff. Anecdotal feedback so far: • Hard to find in Blackboard (so made open access) • Move to HTML 5 because of flash problems • More tutorials (APA referencing, subject specific) Captivate Pros Cons Looks great Individual license Statistics Problems with statistics (who’s using it) Flexible in comparison to other products we trialled (Xerte, LibWizard) Having to relearn tool Screencast functionality IT issues Technology Bar: 100%
  19. 19. Group Activity Instructions • Your scenario: You are teaching first year undergraduates. • Using the cards in your envelope, decide on the methods you would like to use to teach the students. WHAT HOW WHERE • You are teaching referencing skills OR • You are teaching searching for journal articles OR • You are teaching an ‘introduction to your library’ class • Without technology OR • With some technology OR • All technology • Lecture theatre (fixed seats) OR • PC Lab (Fixed computers, 30 movable chairs) OR • Flexible small classroom (movable chairs and tables)
  20. 20. Technology Bar: 100% Think big! Cinematic trailer
  21. 21. Subject Librarian for Human & Health Sciences, Medicine and Science @Benfelen Subject Librarian for Management, Engineering & Science @GilesLloydBrown Subject Librarian for Human & Health Sciences, Medicine and Science
  22. 22. References Greer, K., Hess, A. N., & Kraemer, E. W. (2016). The librarian leading the machine: A reassessment of library instruction methods. College & Research Libraries, 77(3), 286-301. Hoppenfeld, J. (2012). Keeping students engaged with web-based polling in the library instruction session. Library Hi Tech, 30(2), 235-252. Koppen, E., Langie, G., & Froyen, L. (2013). Replacement of a clicker system by a mobile device audience response system. Proceedings of the SEFI annual conference, Belgium, 41. Retrieved from Mestre, L. S., Baures, L., Niedbala, M., Bishop, C., Cantrell, S., Perez, A., & Silfen, K. (2011). Learning objects as tools for teaching information literacy online: A survey of librarian usage. College & Research Libraries, 72(3), 236-252. Moran, C., & Mulvihill, R. (2017). Finding the balance in online library instruction: Sustainable and personal. Journal of Library & Information Services in Distance Learning, 11(1/2), 13-25. Plump, M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for elearning novices. Management Teaching Review, 2(2), 151-158. Robb, M. (2012). Managing a large class environment: Simple strategies for new nurse educators. Teaching and Learning in Nursing, 7(2), 47-50. Wang, A. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217-227.