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What a difference a year makes! Elizabeth Newall

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Presented at LILAC 2016

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What a difference a year makes! Elizabeth Newall

  1. 1. LILAC 2016: Dublin What a difference a year makes! 400 institutional requests for information skills interventions within the curriculum Elizabeth Newall Senior Librarian (Teaching & Learning Support) elizabeth.newall@nottingham.ac.uk | +44 (0)115 82 32236
  2. 2. Thursday, March 31, 2016 Event Name and Venue 2 Spring
  3. 3. Critical Friends: Bringing Teaching and Learning Support Teams Together to Define the University Academic Development Strategy LILAC: 9 April 2015 Elizabeth Newall Senior Librarian, Teaching and Learning Support Libraries, Research and Learning Resources Ruth Allen Academic Development Adviser Teaching and Learning Directorate
  4. 4. 3/31/2016 Event Name and Venue 4 Suite launched in May
  5. 5. Undergraduate interventions The suite of information skills interventions for undergraduates is as follows: 1. Engaging with Knowledge: Introducing your University Libraries 2. Resource Discovery: Using Library Collections for your First Assignment 3. Critical Approaches to Sourcing Information on the Web 4. Extending Use of Library Resources in Independent Research 5. Applying Critical Appraisal to Published Literature 6. Why Reference? 7. Using Reference Management Software 8. Researching Employers 9. Taking Information Skills into Professional Practice
  6. 6. 3/31/2016 Event Name and Venue 6 No. 1 Title Engaging with Knowledge: Introducing your University Libraries Who UG1 When Weeks 1-3 (If your timetable sits outside the standard timetable, e.g. Medicine, please mention this when booking) Format Large Group with Facilitated Discussion Room Lecture Theatre / Seminar room Duration 1 hour Session Overview In this first interaction with Libraries, Research and Learning Resources, new students will explore how the library will underpin their University and personal journey. They will see the connection between the use made of library resources and academic achievement, as well as how reading for pleasure can support wellbeing. In being introduced to a wide range of research undertaken at the University of Nottingham, students will make the connection that academic staff are both the knowledge producers as well as their teachers. Students will be exposed to a range of scholarly communications accessible within the library’s physical and digital collections, intended to excite and inspire them, and may even make surprising discoveries along the way! Students will be signposted to library tours, both physical and virtual, to help them get started in using the University’s libraries. Learning Outcomes By the end of the session, students should be able to: Knowledge and Understanding  (B) consider University libraries as friendly, comfortable and accessible places in which confidence in making use of library resources can be built;  (B) recognise how academic research and scholarly literature support university studies;  (B) appreciate how the library and its resources underpin learning throughout the academic journey;  (B) value the skills, time, and effort needed to produce knowledge (ACRL);  (B) realise that knowledge can be contributed to, as well as consumed (ACRL); and Professional Practical Skills  (C) learn how to locate and access material and facilities at UoN libraries.
  7. 7. On Course for Your Masters • Open to all taught postgraduates • Supports: – transition to PG study – engagement with scholarly resources needed to succeed – preparation for what comes next (research degree or employment) • Meet students from all disciplines and campuses (China, Malaysia and UK) • Anytime, anywhere • Shared learning, peer support
  8. 8. Thursday, March 31, 2016 Event Name and Venue 8 Slide one - introduction • Example line of text Second level • Third level – Fourth level Summer
  9. 9. Initial signs of impact 400 requests by July deadline 13/87 split induction/post-induction
  10. 10. 0% 5% 10% 15% 20% 25% Pre-session Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10 Week11 Week12 Week13 Week14 Week15 Week16 Week17 Week18 Distribution of Interventions in Semester 1 2014/15 2015/16 0% 1% 2% 3% 4% 5% 6% Week19 Week21 Week23 Week25 Week27 Week29 Week31 Week33 Week35 Week37 Week39 Week41 Week43 Week45 Week47 Week49 Week51 Distribution of Interventions in Semester 2 (and rest of year) 2014/15 2015/16 A shifting pattern
  11. 11. Teaching and Learning Support Team Libraries, Research & Learning Resources B34IP2, B34IPS (Pharmacy) Taking information skills into professional practice
  12. 12. Thursday, March 31, 2016 Event Name and Venue 12 Slide one - introduction • Example line of text Second level • Third level – Fourth level Autumn
  13. 13. Week 1
  14. 14. Week 7
  15. 15. Thursday, March 31, 2016 Event Name and Venue 15 Slide one - introduction • Example line of text Second level • Third level – Fourth level Winter
  16. 16. Impact headlines Numbers in attendance: • 11,896 student attendances/enrolments in semester 1 (17% increase from 2014/15) • 13,322 by end of February • 1,167 in NOOC, ‘On Course for Your Masters’ Point of exit surveys: “With the vast majority of the responses stating that the students felt at least ‘slightly more confident’, with ‘much more confident’ being the second most frequently selected answer, there is no doubt that the sessions were an invaluable addition to the students’ curriculum.” Commissioned report, January 2016
  17. 17. 0 5 10 15 20 25 30 35 40 45 50 55 60 65 LO1 LO2 LO3 LO4 LO5 LO6 PercentageofStudentResponders Resource Discovery: Using Library Collections for Your First Assignment 1 - Less confident 2 - About the same 3 - Slightly more confident 4 - Much more confident Intervention No.2: Confidence against learning outcomes
  18. 18. Case studies: academic staff “The whole school is getting the same information from someone who actually knows the [databases] very well. We may know it, but we may not know it as well…we may know what we do with it, but not what everyone needs. I think they get much better teaching this way. Consistency.” “I think it’s given them more confidence as well in what they’re doing. And they do get the independence… they are more confident in their projects now, definitely.” “…and that kind of experiential learning where they’re actually doing it, they’ll remember what they did…it’s helpful, particularly to those that lack confidence because we’ve got a mixed ability group and students that really struggle…they need as much help and support as possible with all these underpinning skills.”
  19. 19. “It was potentially the most useful 3 hours of my academic career! It's going to save me a lot of time in future research and essay writing, and has made me feel much more confident in finding relevant research systematically” The last word…

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