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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Think before you click: steps on the road to independent learning - LILAC 2012
- 1. Think before you click? © aussiegall http://www.flickr.com/photos/aussiegall/286709039/ - Licenced under Creative Commons steps on the road to independent learning Anthony Beal LILAC conference - Glasgow 11th April 2012
- 2. Context Academic skills programme Assessment plan Data collection Analysis Reflection
- 3. Context
- 4. Academic Support Programme Academic Writing Referencing Research Skills Reflective Learning © West Cheshire College Springboard
- 7. Assessment Plan Reasons and purposes RUFDATA Uses Focus Data and evidence Audience Timing Agency
- 8. RUFDATA Saunders, M. (2000). Beginning an evaluation with RUFDATA: theorising a practical approach to evaluation planning. Evaluation, 6.1, 7-21 http://www.lancs.ac.uk/fss/centres/cset/eval-blank/docs.htm
- 9. To improve To comply To provide Evidence for with effective our IL SMT and LR requirements support to programme strategic of the CoFHE teachers and planning Toolkit learners Reasons and purposes
- 10. CoFHE Self-Assessment Toolkit for FE Learning Resource Services Information Literacy specific indicators Quality Indicator and Who Responsible Performance Indicator Evidence Key Prompts a) Is there active Curriculum The development of IL is established within development and managers, LRM these skills is included the teaching and learning promotion of the role in schemes of work at strategy and /or key skills of information literacy all levels (CoLRiC M15) policy skills (IL) in teaching and learning? b) Does the LRS A range of information Course reviews provide support for skills support is the development of Curriculum / available Records of IL delivery and information literacy Quality or reader development amongst staff and Managers - LRM Learner and staff initiatives students? opinion of the impact of this provision Surveys of staff and is sought learners
- 11. Uses PIs for SAR Evidence for SMT and LR strategic planning Learn from evidence of good practice in the evaluation and address weaknesses LR IL strategic plan
- 12. Focus Evidence for IL to be included in curriculum delivery Evaluate student knowledge – before and after sessions Evaluate success of sessions within the framework of the CoFHE toolkit
- 13. Data and evidence Quickly collated but qualitative – collection of post-it notes Online quizzes Observational Focus groups Interviews with tutors Post session – collation of feedback
- 14. Audience SMT Learning Resources Managers Teaching staff Information Literacy Community
- 15. Timing Data collected February - April 2011
- 16. Agency Learning Resources staff Teaching staff
- 17. Data Collection
- 18. I feel slightly rushed more organised and ...be Enjoyed session. on the referencing...a down plans on write objectivesdiscover full day session would Good to of my work Should have had on other class and reflect on every step I day 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
- 19. 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
- 20. Reflection © mitopencourseware http://www.flickr.com/photos/mitopencourseware/3971387649/ - 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
- 21. "A teacher is one who makes himself progressively unnecessary.“ Thomas Carruthers http://quoteworld.org/quotes/2456
Editor's Notes
- 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