The journey from
Information Literacy
to an Academic
Skills Strategy
Where did we want to go?

IL to be
embedded in
the curriculum

IL strategy was
launched

Timely and
relevant to
students

...
Where did we end up?

Increase in teaching hours
• Business School- over 100 hours embedded
teaching

Inclusion in assessm...
Referencing

Understanding
assignment and
marking criteria

Final work
edit, revise,
proofread
Draft
structure, critical
t...
“Approximately half of all graduate
jobs are available to graduates of
any discipline, suggesting
employers are seeking „g...
“We want Leeds students to go out
into the world and make a
difference, and it‟s our responsibility
to make sure they have...
How did we develop the strategy?

Skills@Library Team, Faculty Teams
away days and meetings

Considered four different sce...
By 2015

All Faculty Team Librarians
will be able to deliver the full
range of academic skills,
with the exception of Math...
Implementation Plan
Part 1 Ensuring AS embedded in
curriculum
• Discussions with schools
• Scope existing AS / IL provisio...
Are we nearly there yet?
The journey from Information Literacy to an Academic Skills  Strategy
The journey from Information Literacy to an Academic Skills  Strategy
The journey from Information Literacy to an Academic Skills  Strategy
The journey from Information Literacy to an Academic Skills  Strategy
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The journey from Information Literacy to an Academic Skills Strategy

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The journey from Information Literacy to an Academic Skills Strategy presented at Embedding information literacy: from strategy to practice at the University of Bradford, 13 April.

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  • It was the development of the SCONUL 7 pillars in 2000 which established the scope of IL to include a broader remit then just focusing on finding information through Library services which had been the earlier focus It took the understanding of the area and concept to another level, certainly at Leeds. Although there were IL activities going on it was felt that we needed to make it higher profile and approach it more strategically to meet the needs of a broader range of students as possible.
  • In 2003 the IL strategy was launched the main points were… (slide). This was accepted at the University level Learning and Teaching Board. Shortly after the strategy was launched the Library created a small IL team which provided a central support to FTLs, ensuring the strategy moved forward, keeping up with developments in the field (nationally and internationally) as well as creating generic resources that FTLs could use and adapt in their teaching.
  • So why did we not stop here? – next slide
  • things began to change. The University had a skills centre which was a unit providing academic skills development to students, and in 2006 it became part of the Library. We now had a new pool of expertise so we wanted and needed to consider how the IL team and in particular the FTLs could work more closely with the skills unit, particularly thinking about the relationship between IL and academic skills.
  • This became even more pertinent as we were seeing the internet was allowing students to find information more easily so developing students skills in evaluating, critical thinking and managing information became arguablymore important than finding. Although some FTLs had moved away from teaching students how to use a certain resource to developing students researching skills more broadly, there was a large focus on the literature searching side. The Info lit project in the US reported that students were confident in finding information but reported difficulties in getting started with research assignments and determining the nature and scope of what is required of them
  • Separation of IL and academic skills is confusing for students. By focusing on literature searching and things such as referencing we’re leaving students to make their own links for example: A possible cycle of a student producing an assignment
  • Things had also started to change in HE more generally. What we’ve seen over the last couple of years is downturn in the economy meaning there is increased competition for jobs so students want to know what they’re getting from Universities to help their job prospects. As this quote shows “Approximately half of all graduate jobs are available to graduates of any discipline suggesting employers are seeking ‘graduate-ness’ as often as specific skills or knowledge”
  • Leeds specifically there is huge focus on what it means to be a “Leeds Graduate” – curriculum review going on with a real focus on employability and giving students a much broader, holistic experience not just focussing on their subject areas. so we as librarians need to stay relevant
  • The IL team started to work more closely with the skills team, developing a plagiarism workshop and online tutorial which incorporated both IL –(referencing) and academic skills content (writing skills paraphrasing) 2008 IL team and the skills team became Skills@Library and :we realised that the IL strategy needed updating if we were to keep up with the needs of students and the wider university strategy and to utilise the expertise that we now had in the Library.
  • Produced 4 different scenarios:Continue separate provision (and teams) for IL / ASMerge IL / AS: Central Team provides generic support & Faculty Teams subject-specificResources and support for academic staff to deliver skills teachingOnline only provisionWe wanted something that was developmental and embedded
  • The journey from Information Literacy to an Academic Skills Strategy

    1. 1. The journey from Information Literacy to an Academic Skills Strategy
    2. 2. Where did we want to go? IL to be embedded in the curriculum IL strategy was launched Timely and relevant to students Rolled out by Faculty Team Librarians
    3. 3. Where did we end up? Increase in teaching hours • Business School- over 100 hours embedded teaching Inclusion in assessment • MATH3000- 3rd year assessed piece of work Inclusion in curriculum reviews • Medicine: Librarian played a key role in the curriculum review. IL is now a thread running through all years
    4. 4. Referencing Understanding assignment and marking criteria Final work edit, revise, proofread Draft structure, critical thinking, balanced argument Planningmind mapping, time management Finding information search strategies Selecting texts, reading, note taking, evaluating
    5. 5. “Approximately half of all graduate jobs are available to graduates of any discipline, suggesting employers are seeking „graduateness‟ as often as specific skills or knowledge” Universities UK 2010 Changes in student choices and graduate employment [online]. [Accessed 31 march 2011] Available from: http://www.universitiesuk.ac.uk/Publications/Documents/ChangesInStu dentChoicesAndGraduateEmployment20100907.pdf
    6. 6. “We want Leeds students to go out into the world and make a difference, and it‟s our responsibility to make sure they have the confidence and creativity and the skills to do that” Professor Vivien Jones, Pro-Vice-Chancellor for Student Education
    7. 7. How did we develop the strategy? Skills@Library Team, Faculty Teams away days and meetings Considered four different scenarios A way forward was agreed and a draft strategy was produced and discussed again with staff Approved by L&T Strategy Management Team, L&T Board and all 9 Faculty L&T committees
    8. 8. By 2015 All Faculty Team Librarians will be able to deliver the full range of academic skills, with the exception of Maths support. • Embedded in the curriculumdevelopmental not remedial model • No extra teaching hours: blended learning, hand over to academics • Collaborate with academics The Skills@Library Team will • Online resources provide strategic direction and a high level of support to • Generic teaching resources both Faculty Team Librarians and academic staff for this, • Liaise and work more closely with FTLs particularly in the area of learning technologies Leeds University Library 2010 Academic Skills Strategy http://library.leeds.ac.uk/downloads/AcademicSkillsStrategy.doc
    9. 9. Implementation Plan Part 1 Ensuring AS embedded in curriculum • Discussions with schools • Scope existing AS / IL provision, incl. that provided by academic staff • Gather evidence of impact • Influence Curriculum Review Part 2 Supporting & developing staff • Involve Faculty Librarians in AS teaching • Hold summer school to expand skills / knowledge • Scope roles within all teams
    10. 10. Are we nearly there yet?

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