Think before you click: steps on the road to independent learning - LILAC 2012


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Delivering, assessing and evaluating the effectiveness of information literacy workshops

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  • AnthonyWhat is Springboard?Explain how Springboard came about and that tutors wanted to book a ‘Springboard’ as they were not overly concerned in breaking study skills down.We ended up with a package of:Academic writingInformation search and retrieval, using e-journalsHarvard referencingWhat tutors asked for is ‘Essay writing, using resources and referencing’. We developed Springboard in response to tutor demand, but also tucked our own e-resources agenda (information literacy by the back door)This became really popular. Staff and students saw results and confidence straight away. Springboard had become a college wide brand. Initially developed for HE students, but then soon adapted for level 3 students. Just add a different filling!A totally flexible deliveryOne to one (always offered but now branded)Small groupsTutor requestedStudent requested
  • Think before you click: steps on the road to independent learning - LILAC 2012

    1. 1. Think before you click? © aussiegall - Licenced under Creative Commonssteps on the road toindependent learningAnthony BealLILAC conference - Glasgow11th April 2012
    2. 2. Context Academic skills programme Assessment plan Data collection Analysis Reflection
    3. 3. Context
    4. 4. Academic Support Programme Academic Writing Referencing Research Skills Reflective Learning© West Cheshire College Springboard
    5. 5. Database trialwith learnersandteaching staff
    6. 6. Assessment Plan Reasons and purposesRUFDATA Uses Focus Data and evidence Audience Timing Agency
    7. 7. RUFDATASaunders, M. (2000). Beginning an evaluation withRUFDATA: theorising a practical approach to evaluationplanning. Evaluation, 6.1, 7-21
    8. 8. To improve To comply To provide Evidence for with effective our IL SMT and LR requirements support toprogramme strategic of the CoFHE teachers and planning Toolkit learners Reasons and purposes
    9. 9. CoFHE Self-Assessment Toolkit for FE Learning Resource Services Information Literacy specific indicatorsQuality Indicator and Who Responsible Performance Indicator EvidenceKey Promptsa) Is there active Curriculum The development of IL is established withindevelopment and managers, LRM these skills is included the teaching and learningpromotion of the role in schemes of work at strategy and /or key skillsof information literacy all levels (CoLRiC M15) policyskills (IL) in teachingand learning?b) Does the LRS A range of information Course reviewsprovide support for skills support isthe development of Curriculum / available Records of IL delivery andinformation literacy Quality or reader developmentamongst staff and Managers - LRM Learner and staff initiativesstudents? opinion of the impact of this provision Surveys of staff and is sought learners
    10. 10. UsesPIs for SAREvidence for SMT and LR strategic planningLearn from evidence of good practice in theevaluation and address weaknessesLR IL strategic plan
    11. 11. FocusEvidence for IL to be included in curriculumdeliveryEvaluate student knowledge – before and aftersessionsEvaluate success of sessions within the frameworkof the CoFHE toolkit
    12. 12. Data and evidenceQuickly collated but qualitative – collection of post-it notesOnline quizzesObservationalFocus groupsInterviews with tutorsPost session – collation of feedback
    13. 13. AudienceSMTLearning Resources ManagersTeaching staffInformation Literacy Community
    14. 14. TimingData collected February - April 2011
    15. 15. AgencyLearning Resources staffTeaching staff
    16. 16. Data Collection
    17. 17. I feel slightly rushed more organised and Enjoyed session. on the referencing...a down plans on write objectivesdiscover full day session would Good to of my workShould have had on other class and reflect on every step Iday 1 be great members are feeling go. Draught and log the same as myself everything from mistakes about accessing to learning new skills information I really enjoyed the session, especially workshop part and Nothing is what it seems feedback from the at first tutor
    18. 18. Analysis• 91% positive feedback• 60% of students showed an improved understanding of study skills• Of the 111 sessions delivered, 70 were follow-ups and returns by tutor request
    19. 19. Reflection © mitopencourseware - Licenced under Creative Commons• Kick started the process with PiNs• Plan to introduce: tutor interviews, focus groups, observation• Difficult to use qualitative data to produce numeric analysis• PiNs good for anonymity but not for analysing improvement and success
    20. 20. "A teacher is one who makes himself progressively unnecessary.“ Thomas Carruthers
    21. 21. Anthony @redsontour