IL Psychology Librarians 2009


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A presentation I gave to Psychology librarians at Senate House on the 19th November 2009

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  • JS
  • JS
  • JS Recent research suggests that teaching IL to researchers will remain an important role but need to ensure sufficient take up (RIN, 2007, p.49) Need to differentiate support for researchers from support for UGs or Masters students to teach ‘tricks of the trade’ (RIN, 2007 p.49) Myth of the Google generation (CIBER report) but are we too late to change ‘ingrained coping behaviour’ ? (CIBER report, p.23) Do students overestimate their information skills? (CIBER report, p.24)
  • JS Mixed classes may be easier for us in some ways as most students from SS disciplines although this varies from maths to bioscience to philosophy!
  • JS
  • RMG
  • RMG
  • RMG Add booking & attendance figures. Add waiting list figures Promoted via email & the web Used Research Students’ advisor from Teaching & Learning Centre as well as Liaison Librarians’ own networks
  • RMG The pre course form allows us to track progress and to plan lessons accordingly. Sessions are more clearly defined, rather than having 5 mins explanation 5mins hands on etc we have a short explanation which covers several tasks, with all students looking at the screen, then let them have longer hands on with the workbook, where they can use their own search examples if they prefer. Also allows more advanced students to complete more tasks. WE then offer hands on roving help. PowerPoint's are no longer handed out to students – they are available via moodle but no one has asked us for a copy in the class. They contain much less information. More of this info has gone into the workbook, using handy hints, screenshots, and explaining why students would need to use the resource. Students do refer to these much more than the old activity sheets. Felt if we were going to plan lessons in this way that it was important to have clear structured workbooks.
  • RMG Natural feedback – good rapport within group and with group and trainers
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  • RMG 50% increase in confidence! Scores of each class - Literature searching: 32 Google: 39 Finding newspapers, thesis etc: 40 Citing: 29 Endnote: 35 Keeping up to date: 42
  • JS Referring back to the CIBER report and the RIN study: Difference between researchers now and from 10-15 yeasr ago. Now there seems to be a lack of critical thinking/ability to plan. Bunging in a search in google can return a lot of results – many researchers feel this is enough even if this means they are missing out on key information. They no longer have to analyse and plan their keywords. Despites being high level candidates, they found some concepts eg RSS difficult to grasp.
  • IL Psychology Librarians 2009

    1. 1. Information and digital literacies to support PhD students Jane Secker Centre for Learning Technology, LSE
    2. 2. Overview <ul><li>Information literacy & the IL group </li></ul><ul><li>Support for PhD students at LSE </li></ul><ul><ul><li>MI512 Information Literacy </li></ul></ul><ul><ul><li>Digital literacy courses </li></ul></ul>
    3. 3. Information literacy is: <ul><li>CILIP definition </li></ul><ul><li>“ Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.” </li></ul><ul><li>Jonathan Douglas (formerly MLA). </li></ul><ul><li>‘ Information Literacy is more than a library or education issue. It is crucial to issues of economic development, health, citizenship and quality of life.’ </li></ul>
    4. 4. Importance of IL for researchers <ul><li>RIN report ‘ Researchers of the future’ </li></ul><ul><ul><li>Teaching IL important but needs sufficient take up </li></ul></ul><ul><ul><li>Need to differentiate support for researchers </li></ul></ul><ul><ul><li>Need to teach ‘tricks of the trade’ </li></ul></ul><ul><li>CIBER report </li></ul><ul><ul><li>Google generation a myth </li></ul></ul><ul><ul><li>Are we too late to change ‘ingrained coping behaviour’ ? </li></ul></ul><ul><ul><li>Students overestimate their information skills </li></ul></ul>
    5. 5. Supporting research students at LSE - background <ul><li>MI512 – separate classes over 1-2 weeks previously </li></ul><ul><li>Liaison Librarians </li></ul><ul><li>General Info Skills programme </li></ul><ul><li>Moodle/WebCT courses </li></ul><ul><li>Supporting researchers from broad social science area generally </li></ul>
    6. 6. Developments since 2008 <ul><li>Revamp of MI512 as a 6 week programme </li></ul><ul><li>Revamp of CLT classes as Digital Literacy Programme – new classes </li></ul><ul><li>Registered for PG Cert in Teaching and completed first year </li></ul>
    7. 7. MI512 course outline <ul><li>Overview of the course </li></ul><ul><ul><li>Introduction to literature searching </li></ul></ul><ul><ul><li>Going beyond Google </li></ul></ul><ul><ul><li>Using newspapers, conferences, theses etc. </li></ul></ul><ul><ul><li>Citing and referencing </li></ul></ul><ul><ul><li>Managing resources using Endnote </li></ul></ul><ul><ul><li>Keeping up to date / next steps </li></ul></ul><ul><li>Use of Moodle for support </li></ul><ul><li>Topic feedback forms – now completed by liaison librarians </li></ul>
    8. 9. Attendance <ul><li>2008-9 </li></ul><ul><ul><li>MT 25 bookings: 17 key attendees </li></ul></ul><ul><ul><li>LT 25 bookings: 24 key attendees </li></ul></ul><ul><ul><li>ST: 16 bookings: 10 key attendees </li></ul></ul><ul><li>2009-10 </li></ul><ul><ul><li>MT bookings 27 </li></ul></ul><ul><ul><li>Already taking bookings for LT and ST </li></ul></ul>
    9. 10. Modifications to MI512 in 2009 <ul><ul><li>Now use a pre-course assessment form </li></ul></ul><ul><ul><li>Amended structure of classes </li></ul></ul><ul><ul><li>Changes to use of PowerPoint </li></ul></ul><ul><ul><li>More detailed workbooks </li></ul></ul><ul><ul><li>Catering to mixed abilities / different subjects so more time for hands on with support </li></ul></ul>
    10. 11. Did they learn? <ul><li>Analysis of pre & post course forms provided valuable evaluation </li></ul><ul><li>Rated Moodle and teaching resources highly </li></ul><ul><li>Natural feedback </li></ul><ul><li>All students received detailed feedback on their research topics from course tutors, listing useful databases for further follow up </li></ul><ul><li>Big time commitment for students (and us!) </li></ul><ul><li>Useful not just for 1 st years </li></ul>
    11. 12. Feedback from students The overall course was excellent, you have raised the bar very high! Tiago, 1 st year, Geography & Environment I liked that this was a 6 week course and you could build up your information literacy … I liked the pre-course needs analysis form and individual suggestions for search sources. Sarah, 2 nd year, Social Policy The Moodle resource is an excellent resource as it is very detailed (and links are live unlike paper version). Helen, 1 st year, Social Psychology All classes were explained very clearly. Support was excellent. The internet and keeping up to date classes were particularly useful. Giulia, 1 st year, Anthropology
    12. 13. Evaluation of the course <ul><li>All rated it Excellent or Good </li></ul><ul><li>All classes highly rated but classes 2, 3 and 6 had highest ratings </li></ul><ul><li>Confidence before programme </li></ul><ul><ul><li>Finding published literature – 2.9 </li></ul></ul><ul><ul><li>Searching the internet – 2.85 </li></ul></ul><ul><li>Confidence after programme </li></ul><ul><ul><li>Finding published literature – 4.5 </li></ul></ul><ul><ul><li>Searching the internet – 4.3 </li></ul></ul>
    13. 14. Digital literacy programme <ul><li>Some of the topics we cover: </li></ul><ul><ul><li>Keeping up to date: tools and tips for your research </li></ul></ul><ul><ul><li>Blogging for beginners: using blogs to promote your research </li></ul></ul><ul><ul><li>Managing internet resources: introduction to social bookmarking </li></ul></ul><ul><ul><li>Finding and using images in your teaching </li></ul></ul><ul><ul><li>Introduction to Twitter and micro-blogging </li></ul></ul><ul><ul><li>Facebook - myths and facts </li></ul></ul><ul><ul><li>Collaborative writing with wikis and Google docs </li></ul></ul><ul><li>Also supported in Moodle </li></ul>
    14. 15. What do researchers need? <ul><li>Not a Google generation </li></ul><ul><ul><li>struggled with concepts such as RSS and new tools such as iGoogle </li></ul></ul><ul><ul><li>We over-estimated their familiarity with ‘library’ resources </li></ul></ul><ul><li>Dedicated and motivated to learn ‘tricks of the trade’ </li></ul><ul><li>Valued librarians as teachers for our expertise </li></ul><ul><li>This type of course can make a difference and change researchers’ behaviour </li></ul>
    15. 16. Information literacy – the future <ul><li>Still a lot of work to do, but making progress at LSE </li></ul><ul><li>Embedding information literacy into new core course for all undergraduates (LSE100) </li></ul><ul><li>Hoping to extend digital literacy programme </li></ul><ul><li>Need to work hard, be tactical and be prepared to shout about what we know! </li></ul>
    16. 17. IL events <ul><li>6 th LILAC conference will be held in Limerick 29 th -31 st March 2010 </li></ul><ul><li>Check out the LILAC website </li></ul><ul><li>Organised by the CILIP IL Group </li></ul><ul><li>The IL Group also run the Information Literacy website </li></ul>Bookings open 1 st Dec
    17. 18. Any questions? <ul><li>Dr Jane Secker </li></ul><ul><li>Centre for Learning Technology </li></ul><ul><li>020 7955 6530 </li></ul><ul><li>[email_address] </li></ul><ul><li>Guest access for MI512 on Moodle available </li></ul>