Recommended
More Related Content
Viewers also liked
Viewers also liked (14)
Recently uploaded
Recently uploaded (20)
LAS Training and Instruction Librarian’s Group - Are We Doing it Right for Design Students?
- 17. i enjoyed the great and marvelous workshop enriching in information THANK YOU VERY MUCH FOR YOUR SERVICES AND EDUCATIONAL ENRICHMENT
- 18. very fruitful and useful for my future research enjoyable because the facilitator was very fun
Editor's Notes
- Good afternoon everyone. My name is Debby Wegener and I am very pleased to have been given this opportunity to tell you a bit about the information literacy program we have for our Fine Arts and Design students at the Temasek Polytechnic.
- As you are all adult learners, here is what my story will be covering in the next 6 or so minutes. We will be looking at our audience at TP, how we started our information literacy workshops for this audience, what we are now doing, and what sort of results we are getting.
- We are looking at:Students in their late teens and early 20’sUsually straight out of secondary schoolAlthough we also have some ITE graduatesStudents whose portfolios are probably more important than their gradesNot usually enthusiastic readers.
- Our Design school lecturers asked us to put the workshops online to become part of their school’s online quota requirements, and here you can see a typical example. We were trying to teach them how to use the library resources related to their subjects – you know, the library catalogue and databases.
- For those workshops that were not online, what we were doing was standing up in front of them and showing them how to use the library catalogue and the research databases. After brief demonstrations for each resource, we would then allow them time for hands-on.
- Our basic delivery, whether it was an online tutorial or a face-to-face workshops, was to tell them where a research resource was, and how they could use it, and then allow them to practice what they had just learned.
- Um, well, I do believe this image says it all. Most of our Design students hated the online tutorials and their feedback made their feelings quite clear. They also got really, really bored with the face-to-face workshops.
- To give you an indication of how we so were not reaching them, in one workshop a students asked to be excused so he could submit something somewhere. When I gave him permission, 11 students got up and walked out the door – never to return!
- As you can see, we definitely needed a complete about face or about turn in our thinking. What was working for our other students just was not cutting it with out Design kids and we had to do something about it.
- And this is what we did:We introduced a variety of delivery methods to change the pace constantlyWe set questions that got the students to work in groupsWe just generally stopped talking as much.No more sage on the stage nonsense!
- For our first year students we used a simulated search. With the training room as the database and the students as bits of information, we got all the kids to stand up. Those who didn’t fit the requirements sat down as each new line was introduced. A good attention grabber and way to explain search strategies.
- We also used quick quizzes to reinforce learning. HotPotatoes is wonderful freeware software that allows you to build a number of different types of quizzes that can be uploaded to your library’s website. The students can see their marks immediately.
- Of course, we also use YouTube. One of our particular favorites is the “Search Smarter Search Faster” video from the university of Sydney which uses dinosaurs to explain search strategies.
- What is the most boring thing to do in Singapore? For the group work, we set questions like these to get the kids to use and compare the two databases. Here one of the things they are supposed to see is that EBSCO is for journal articles, LNA for newspapers.
- What is the most popular brand of chocolate in Singapore? This question is designed to get the groups to understand that different databases are used for different questions. Each group then shares their answers and any issues they experienced when searching.
- Well, it was like we had given our students a present! The difference in our satisfaction ratings was huge! And, obviously, it is just so much more enjoyable when the students are having fun and learning is happening.
- Some examples of the most positive feedback we received. These comments revealed how the students felt about the sessions.
- These kinds of comments just makes you all warm and gooey inside
- We also administered Group tests with questions to make the students:Search the catalogue and the databases to find the answersIdentify the correct APA citation formatIdentify evaluation criteriaOut of the 642 students who took the test, we had a 98% pass rate.
- We now have students who are happy, smiling, satisfied, eager to find us when they need more!And that’s the end of my story. Thank for your attention.