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The value of librarian-led information literacy lessons for Higher Education students in the Further Education college environment - Jo Lapham

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The value of librarian-led information
literacy lessons for Higher Education
students in the Further Education college
env...

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Penwith
College
Catchment
area
University
of
Plymouth
Falmouth
University
Widespread rural
catchment area.
Travelling from...

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Who studies Higher Education in a
Further Education college?
The majority of HE in FE students
• Come from a deprived area...

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The value of librarian-led information literacy lessons for Higher Education students in the Further Education college environment - Jo Lapham

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Presented at LILAC 2022

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The value of librarian-led information literacy lessons for Higher Education students in the Further Education college environment - Jo Lapham

  1. 1. The value of librarian-led information literacy lessons for Higher Education students in the Further Education college environment Jo Lapham
  2. 2. Penwith College Catchment area University of Plymouth Falmouth University Widespread rural catchment area. Travelling from the Lands End peninsular to either of the nearest Universities on public transport takes a couple of hours or more.
  3. 3. Who studies Higher Education in a Further Education college? The majority of HE in FE students • Come from a deprived areas with a low uptake in university places (Busher & James, 2020; Parry et al., 2012). • Are often first-generation degree-level students (Parry et al., 2012). • Are mothers or have other caring duties which tie them to the area (Avis & Orr, 2016; Dhillon & Bentley, 2016; Shaw et al., 2017; H. Smith, 2019). • Have come up through college vocational courses such as BTECs or through Access to HE courses (Shaw et al., 2017). 20 4 Did your parents attend university/ have a degree level education? No Yes 0 1 2 3 4 5 6 7 8 9 Cost and lack of support Covid I am a carer I am a parent I work locally I would rather not say Why was difficult to leave the area for University? How do students at Penwith compare?
  4. 4. Research methods Aim Method To discover what IL support is offered to HE students by librarians at Plymouth Partnership colleges Mixed methods survey of Partnership librarians To understand staff perspectives on the value of IL development on academic success Mixed methods survey of Partnership librarians To understand the characteristics of HE in FE students Quantitative data collection student survey To understand students’ perceptions of the value of librarian-led IL lessons on their academic success Qualitative data collection via survey questions and follow up interviews
  5. 5. Question categories in the staff survey Question category Purpose Question types Library inductions To understand how other FEIs undertake inductions  Are inductions offered?  Where are they taught?  Are refreshers offered?  What topics are covered? Information Literacy To understand whether other colleges offer ongoing IL lessons and of which type  Whether offered  Regularity  Type of lesson offered  Librarian perception of importance Lecturer involvement To understand faculty response to librarian involvement  Who creates the lessons?  Do faculty support librarian-led lessons?
  6. 6. Menti Go to www.menti.com Enter the code on my screen
  7. 7. Results from the staff survey 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 No Sometimes Yes Do you offer refreshers throughout the year? 0 1 2 3 4 5 6 No Yes Does your college run ongoing librarian led information literacy lessons?
  8. 8. The staff mentioned similar themes to those we concentrate on at Penwith
  9. 9. Initial question types in the student survey Question category Purpose Question types Demographics Basic understanding of the student population  Gender  Age Present education To understand where these students were in their present study  Age at which they began this degree  Year of present degree Educational background To understand previous levels of study  Previous highest level of study Social background To understand students’ social background  Parental education Choice of educational institution To understand why these students choose to study at a local college rather than a university setting  Possibility of leaving area  Reasons for remaining local  Reasons for choosing Penwith
  10. 10. Demographics 0 1 2 3 4 5 6 7 8 9 18-21 22-25 26-35 36-45 46+ How old are you? 8 16 Are there any reasons that made it difficult or prevented you leaving the area for university? No Yes 20 4 Did your parents attend university/ have a degree level education? No Yes
  11. 11. Reasons for choosing to study at the college Why did you choose to study your degree at Penwith?
  12. 12. Questioned based around the seven pillars of literacy (SCONUL, 2011) IDENTIFY When presented with an essay title, how confident are you that you can identify what materials you need to find to answer the question? Do you actively seek information in between assignments? SCOPE How often do you use the library tabs on your Moodle course page? Do you use Truro and Penwith's online library pages? How often do you use Primo? I use databases when searching for materials PLAN How often do you use the library tabs on your Moodle course page? If your search has no hits do you …. ? GATHER How confident are you with finding research materials? When I am doing an assignment, I look for articles on Primo… Do you use abstracts to assess an article before reading it? EVALUATE How confident are you with knowing which materials to use for your assignments? Are you confident that you can tell the difference between 'fake news' and factual evidence? MANAGE It is ok to pass someone else's work as my own How confident are you with avoiding plagiarism? Do you feel referencing is an important skill? Do you use referencing software (such as End Note or Mendeley, for example)? How confident are you with referencing? PRESENT How confident are you with essay writing? Are you able to analyse other people's ideas to support your own work?
  13. 13. There appeared to be quite a strong correlation between those who sought and gained help from the library staff and those that were confident in finding materials for their assignments. 0 2 4 6 8 10 12 More than once a week Weekly Monthly Less often Never How often do you use Plymouth Primo? 0 2 4 6 8 10 12 14 16 18 Look elsewhere Try different wording If your online search has no hits, do you ... ? But online usage was less than adequate
  14. 14. 0 2 4 6 8 10 12 Not very important Neutral Important Very important Count Do you feel referencing is an important skill? 0 5 10 15 20 25 No Yes Do you use referencing software? 0 2 4 6 8 10 12 Never Rarely Regularly Sometimes How often do you use the library tabs on your Moodle course page? 0 2 4 6 8 10 12 No Not sure Yes Are you aware of the difference between summarising and synthesising new information?
  15. 15. The beginning of the thematic table
  16. 16. Help from librarians Librarians 1 Went ‘the extra mile’ when asked for help. In a one-to-one – showed him access to eBooks Found previous year’s reading list before he started the course for summer reading. Found immensely helpful. 2 Gave her a tip of using an Incognito browser to access Plymouth as Microsoft 365 on all accounts causing problems. Liked that when asking for one book we would suggest other helpful titles. 3 Asked help finding books. Often given suggested titles too. Found her books she didn’t know existed. Liked Scan-and-deliver during Lockdown. 4 Help finding books Reminders for book returns Has only asked for help finding book not IL Finds asking for help difficult.
  17. 17. Information seeking Info seeking 1 Used Google Scholar. Became frustrated as couldn’t access required articles for free. Did not cross reference with Primo or college databases to check for access 2 Used Primo to find journals but often found no hits. 3 Used library catalogue to find to find books, using filters. Mainly talks about books in the library Mentions science journals in the library but can only assume she means New Scientist or Hodder A-level Reviews. Used introduction rather than abstract to check information in an article 4 Used databases Knows about filtering Understands about changing search terms for hits Starts with books for theory then uses journals Uses Google Scholar and Primo Understands cross referencing to see if Scholar articles available through Primo
  18. 18. “I needed to go to Plymouth and that wasn't an option for me, 'cause I've got children and a husband, family and a job so it's to go to Plymouth, even twice a week, wasn't an option” Only one had a true understanding of the reasons behind referencing their work, mentioning “credible source” and the need to show others where to find the information. The others thought it was mainly just to prevent plagiarism. All interviewees found the librarians helped them and admitted they would have appreciated more help with Information Literacy. Only one of the respondents understood the research process in-depth, mentioning use of databases, filtering search results and cross-referencing between Google Scholar and Plymouth Primo. The interviewees made me realise that, despite being shown our own online pages at induction, they had a lack of awareness of these and thought I meant the online catalogue. Search methods were poor in general: “[I] type it into a search engine then it come up with no results and a lot of the time I gave up, to be honest” Some points made by interviewees
  19. 19. Resulting actions I have: • Changed the induction format • Created a lesson on referencing software • Included lessons on databases • Introduced a library skills workshop into staff training day • I am taking a teaching course to improve my own teaching skills I want to • Include more regular lessons to keep students’ skills up-to-date
  20. 20. Recommendations FE colleges should: •Employ teacher-librarians •Include regular librarian led lessons in the HE curriculum Eventually FE colleges should: •Roll out similar lessons throughout the college starting with the 16-year-olds to ensure a smooth transition to university or work.
  21. 21. References • Avis, J., & Orr, K. (2016). HE in FE: vocationalism, class and social justice. Research in Post-Compulsory Education, 21(1–2), 49– 65. https://doi.org/10.1080/13596748.2015.1125666 • Busher, H., & James, N. (2020). Mature students’ socio-economic backgrounds and their choices of Access to Higher Education courses. Journal of Further and Higher Education, 44(5), 640–652. https://doi.org/10.1080/0309877X.2019.1576857 • Dhillon, J. K., & Bentley, J. (2016). Governor and course leaders’ reflections on HE in FE: strategic ambition and curriculum practice in two large colleges in England. Research in Post-Compulsory Education, 21(1–2), 137–150. https://doi.org/10.1080/13596748.2015.1125668 • Parry, G., Callender, C., Temple, P., & Scott, P. (2012). Understanding higher education in further education colleges. In BIS Research Paper. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/32425/12-905-understanding- higher-education-in-further-education-colleges.pdf • Mahmood, K. (2016). Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning- Kruger Effect. Communications in Information Literacy, 10(2). https://doi.org/10.15760/comminfolit.2016.10.2.24 • SCONUL. (2011). The SCONUL Seven Pillars of Information Literacy. http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html • Shaw, M. P., Peart, D. J., & Fairhead, O. J. W. (2017). Perceived stress in university students studying in a further education college. Research in Post-Compulsory Education, 22(3), 442–452. https://doi.org/10.1080/13596748.2017.1362534 • Smith, P. H. (2019). Enhancement and constraint: student-mothers’ experiences of higher vocational education, emotion and time. Cambridge Journal of Education, 49(2), 163–179. https://doi.org/10.1080/0305764X.2018.1483483
  22. 22. Jo Lapham Deputy Team Leader, Learning Resources Truro & Penwith College Email: jolapham@truro-penwith.ac.uk Telephone: 01736 809020 Twitter: @NW5Jo @PenwithLibrary

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