Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Uncharted Territory - Cooper & McKay


Published on

Presented at LILAC 2019

Published in: Education
  • Did you try ⇒ ⇐?. They know how to do an amazing essay, research papers or dissertations.
    Are you sure you want to  Yes  No
    Your message goes here
  • I thought I was good at writing essays all through freshman and sophomore year of high school but then in my junior year I got this awful teacher (I doubt you’re reading this, but screw you Mr. Murphy) He made us write research papers or literature analysis essays that were like 15 pages long. It was ridiculous. Anyway, I found and since then I’ve been ordering term papers from this one writer. His stuff is amazing and he always finishes it super quickly. Good luck with your order!
    Are you sure you want to  Yes  No
    Your message goes here
  • Be the first to like this

Uncharted Territory - Cooper & McKay

  1. 1. Uncharted territory: supporting a pilot cohort of trainee nursing associates Tasha Cooper Subject Support Librarian Alison McKay Library Academic Support Coordinator 25 April 2019 Photo by Dany Goldraij on Unsplash
  2. 2. Go to the above URL Thinking about why you came to today's session, choose the area that interests you most.
  3. 3. Who was involved? What did we try? How did we get to where we are now? What have we learned? Uncharted territory
  4. 4. Who were the students? • Academic background • Professional context • Range of motivation • Miscellaneous variation: age, gender, language
  5. 5. Who were we? Librarians increasingly teaching 2014 - 2017 April 2017 Recruitment of Library Academic Support Coordinators TNA cohort 1 April 2018 TNA cohort 2 November 2018 Hybrid library team formed TNA cohort 3 April 2019 Preparing for TNA cohort 4
  6. 6. Our starting point They were useful but maybe make them more fun? More interactive! Feel overwhelmed with the amount of information... Feedback from the first cohort: x5 x6 I was already aware of this from previous studies It was the one thing I was most worried about Referencing:
  7. 7. Cohort 1 Librarian-led tour and Q&A Finding, evaluating and referencing information Academic writing 1: Planning and note-taking Academic writing 2: Getting started with critical writing Cohort 2 Self-directed treasure hunt on Learnpads® Academic writing: analysis of student exemplars Finding, evaluating and referencing information Exam and revision techniques Cohort 3 Self-directed quiz Finding information Accessing e-books Academic writing: analysis of student exemplars Evaluating information and referencing using Lego Study techniques: note-taking, paraphrasing and revision Exam-focused embedded session TNA teaching sessions
  8. 8. Where have we ended up? • 96% felt more confident about evaluating a resource • 88% felt more confident about avoiding plagiarism • 92% felt more confident about writing a reference using UWE Harvard 100% said learning materials were engaging and useful 92% of students felt more confident about referencing overall "What would improve the session?" - Cake  - Awesome session again - Engaging and interactive - All of it was useful
  9. 9. 1. The 'novelty factor' • the students, the career pathway, the hybrid library team • Bringing the fun into familiar territory • Stepping into new territory Photo by Daniel Cheung on Unsplash
  10. 10. 2. Informal needs analysis Image by Arek Socha from Pixabay
  11. 11. 3. Collaborative reflection • Devoting time to: 'Shut up and reflect' • Dealing with change • Redefining boundaries • Balancing risk inherent in novelty Photo by Pepe Reyes on Unsplash
  12. 12. Lessons learned 1. Shut up and reflect sessions: assumption challenging and risk-taking 2. Seek out collaborators 3. Don’t be complacent about faculty liaison – keep pushing 4. Accept uncertainty in sessions - if you are asking students what they need... 5. Creating interactive sessions: push through pain barrier/cringe factor 6. If available, take any opportunity to develop pedagogical knowledge which informs practice
  13. 13. Tasha Cooper Subject Support Librarian UWE Bristol Email: Telephone: 0117 328814 Twitter: @UWELibrary Alison McKay Library Academic Support Co-ordinator UWE Bristol Email: Telephone: 0117 3284103 Twitter: @UWELibrary