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Simply Does It

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Presentation from the Summon and Information Literacy event at Queen Mary University, London.

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Simply Does It

  1. 1. Simply does it Katherine Rose, Information Systems Librarian, Regent’s University London UK Summon and Information Skills Day, November 10th 2015
  2. 2. Regent’s University London is…
  3. 3. 3 • An independent university • A charity • A not-for-profit higher education formed of seven schools • A multisite Library service
  4. 4. 4 “Developing tomorrow’s global leaders”
  5. 5. 5 • Higher education on the site since 1908 through Bedford College • Regent’s College grew out of different educational institutions 1984 – 2009 • Became a University and acquired AIU London in April 2013 Interesting times…
  6. 6. 6
  7. 7. RULDiscovery is…
  8. 8. 8 • EBSCO Discovery Service • Purchased: summer of 2012 • Implementation: August – October 2013 • Heavily locally branded • Integrated into Blackboard, Library Catalogue, external and internal websites
  9. 9. 9 Highlights • RULDiscovery Day – November 6th 2014 • Record session and search stats October 2015 • Compulsory research skills module for all undergraduate business students with an assessment based around RULDiscovery
  10. 10. 10
  11. 11. 11 0 200000 400000 600000 800000 1000000 1200000 1400000 1600000 1800000 RULDiscovery searches searches
  12. 12. “Now we have a discovery tool, do we need to teach Information Literacy?”
  13. 13. 13 YES, now so more than ever Image credit: Ian Joughin, University of Washington http://www.washington.edu/news/2012/11/29/international-study-provides-more-solid-measure-of- shrinking-in-polar-ice-sheets/
  14. 14. 14 The growing divide… Students’ information seeking behaviour and expectations are changing constantly BUT The basic skills and concepts they need for their studies are not
  15. 15. 15 - natural language - no definition between sources - Encourages definitions, not discovery - Keywords - importance of source types - What makes a journal ‘academic’
  16. 16. Library teaching at Regent’s University London
  17. 17. 17 Teaching pre-Discovery • Powerpoints • Screenshots • Inductions as primary contact • Information force-feeding • No central point of information
  18. 18. 18 September/October 2011
  19. 19. 19 January 2013
  20. 20. 20 Teaching post-Discovery • Flexible • Targeted • Interactive • Easy and recognisable central point of information
  21. 21. 21 Games Basic understanding of different sources - card exercise -
  22. 22. 22 Games Thinking around your topic Generating keywords around a picture - part of postgraduate inductions-
  23. 23. 23 Stealth information literacy Embedding basic information literacy ideas into RULDiscovery: - Finding and recognising different sources - The concept of peer-review - Keywords and subjects
  24. 24. 24 Thinking about sources
  25. 25. 25 Thinking about keywords
  26. 26. 26 0.0 20.0 40.0 60.0 80.0 100.0 2012 - 2013 2013 - 2014 2014 - 2015 September - October 2015 Inductions and info lit sessions hours of info lit sessions hours of inductions
  27. 27. Conclusions
  28. 28. 28 Discovery services are both part of the problem and part of the solution • They make it easier to teach information literacy • But they do nothing to diminish the need for information literacy
  29. 29. 29 - students’ information seeking behaviour - expectations - Generation Google - Keywords - Databases - Journals - Peer-review - Discovery services Information literacy teaching = the bridge
  30. 30. 30 Thanks for listening Any questions? Katherine Rose Katherine.rose@regents.ac.uk

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