The document summarizes research conducted at the UCL School of Pharmacy on students' information literacy skills. Surveys of first-year and third-year students examined their previous library instruction and how prepared they felt. Results showed disparities in prior learning experiences and that additional training would be beneficial. While some skills transferred, the processes were different in university. The surveys also assessed students' use of physical and online library resources. Overall, the research demonstrated the value of libraries and information literacy training for undergraduate students transitioning from secondary to post-secondary education.

1. The Information Journey
Sarah Coulbeck: The Grammar School at Leeds (GSAL)
Emma Hadfield: Thomas Rotherham College (TRC)
Peter Field: UCL School of Pharmacy

2. Meet Jeremy J
M E
E R
E E
T M
Y

3. The Grammar School at Leeds (GSAL)
• Independent Grammar School
• 3‐18 year olds:
– Infant School (pre‐prep)
– Junior School (prep)
– Senior School, including Sixth Form
• Whole school library service:
– Six professional librarians
– Three library assistants

4. Plan Gather Evaluat
e

5. Did you have lessons on how to use
the library at your Junior School?
From GSAL Juniors: From elsewhere:
100% said YES 51% said YES

6. Is the information you find on the
Internet always true?
From GSAL Juniors: From elsewhere:
99% said NO 99% said NO

7. How would you find information in a
non‐fiction book?
From GSAL Juniors:
71% said use CONTENTS
70% said use INDEX
From elsewhere:
56% said use CONTENTS
46% said use INDEX

8. You need to include a bibliography at
the end of your work to record the
books you have used. Circle the
information you would include about
a book…

9. Bibliography for books…
From GSAL Juniors:
90% said AUTHOR’S NAME
84% said PUBLISHER
81% said DATE OF PUBLICATION
From elsewhere:
87% said AUTHOR’S NAME
62% said PUBLISHER
33% said DATE OF
PUBLICATION

10. You need to include a bibliography at
the end of your work to record the
websites you have used. Circle the
information you would include about
a website…

11. Bibliography for websites…
From GSAL Juniors:
88% said WEBSITE ADDRESS
75% said DATE ACCESSED
From elsewhere:
87% said WEBSITE ADDRESS
54% said DATE ACCESSED

12. Plan Gather Evaluat
e
Identify Scope

13. Thomas Rotherham College (TRC)
Sixth form college
Majority A‐Levels
Approx 1,500 students aged 16‐19
One library service
X1 Professional Librarian
X5 Assistants

14. Extended Project Qualification (EPQ)
Voluntary Government
Qualification Initiative (2006)
Scope Gather
Identify Evaluate
Manage Present Plan

15. Survey: Current Students
Which skills introduced during
the EPQ were completely new?
100% Literature Reviews
89% Referencing
44% Reflective Writing
22% Independent research
22% Evaluating Sources

16. Prior to coming to College, which
skills were introduced during GCSEs?
89% Using Online Resources
67% Independent Research
56% Evaluating Sources
33% Reflective Writing

17. What are the key differences
between GCSEs and the EPQ?
INDEPENDENCE
The EPQ was very
independent, whereas
at GCSE you’re A much stronger emphasis
completely taught what on independent work and
you need to know coming to your own
conclusions, rather than
simply learning and
reciting facts

18. Would being introduced to the skills
needed for the EPQ at school have
better prepared you?
89% YES

19. Were you expected to use any of
the skills gained on the EPQ in other
A‐Level subjects?
56% NO

20. Do you think the EPQ has helped
prepare you for University?
100% YES
University has a lot of
independent research
and referencing,
so I feel like I have a
head start

21. Survey: Past Students
(now at University)
Which skills introduced during the
EPQ have you used at University?
100% Independent Research
100% Using Online Resources
85% Referencing
42% Evaluating Sources,
Literature Reviews and
Reflective Writing

22. What are the key differences between studying
at A‐Level and Undergraduate level?
INDEPENDENCE
There is a lot more
independent learning
and coursework is
much more self‐guided

23. Do you think the EPQ helped
prepare you for University?
85% YES
The EPQ was the
stepping stone I have found that the skills
between further and learnt through the EPQ have
higher education been very valuable and
useful, particularly being
able to research
systematically

25. UCL School of Pharmacy
• One Undergraduate programme – 4‐year MPharm degree
• 800 undergraduate students
• Merged with UCL in January 2012
• Questionnaire survey:
– 40 responses from 1st year students
– 103 responses from 3rd year students
• MITTERMEYER, D. & QUIRION, D. (2003). Information literacy: Study of incoming first‐year undergraduates in Quebec.
Montreal: Conférence des recteurs et des principaux des universités de Québec.
• SALISBURY, F. & KARASMANIS, S. (2011). Are they ready? Exploring student information literacy skills in the transition from
secondary to tertiary education. Australian Academic & Research Libraries, 42, 43‐58.

26. How often did you visit the Library or Learning
Resource Centre at your previous school or
college? TICK only ONE answer
A. More than once a day
B. Once a day
C. 2‐4 times a week
D. Once a week
E. Once every couple of weeks
F. Once a half‐term
G. Once a term
H. I don’t think I ever visited

27. What did you do there? Tick as many as
apply?
A. Borrow books
B. Read magazines or journals
C. Check something in a reference book
D. Private study
E. Do group work
F. Use the computers to do work
G. Use the computers for non‐work
activities (e.g. check email, Facebook)
H. Ask a librarian for help
I. Get training on how to find
information

28. At your last school or college, did you receive
training from Library or LRC staff on how to
find and use information: TICK only ONE
answer
A. Yes
B. No
C. I don’t know or can’t
remember

29. At your last school or college, did you receive
training from a subject teacher on how to find
and use information: TICK only ONE answer
A. Yes
B. No
C. I don’t know or can’t
remember

30. If you answered YES to question 5 and/or
question 6, has the training that you received
at your previous school or college helped you
find and use information here so far?
A. Very much so, the training I got has stood
me in good stead and my knowledge and
skills are growing
B. To some extent; the processes and
messages are largely the same, but some
things are different or hard to fathom.
C. Not really. It feels like a very different
way of doing things although it is OK and
I’m on top of things.
D. Not at all, it is totally contradictory and it
is very confusing.

31. How have you used the physical Library at UCL
School of Pharmacy so far? TICK as MANY as
apply
A. Borrow books
B. Check something in the BP or other
reference book
C. Private study
D. Do group work
E. Use the computers to do work
F. Use the computers for non‐work activities
(e.g. check email, Facebook)
G. Borrow a laptop
H. Print out materials
I. Photocopy notes
J. Ask a librarian for help
K. Get training on how to find and use
information
L. I haven’t used the library yet

32. How have you used the virtual Library at UCL
School of Pharmacy so far? TICK as MANY as
apply
A. Access the British Pharmacopoeia
online
B. Access the BNF online
C. Access other e‐books online
D. Renew the books you’ve got on loan
E. Reserve a book you want
F. Access a database
G. Access an e‐journal
H. Emailed library@pharmacy.ac.uk for
help
I. Download BookMyne app for ilink
J. Change my PIN
K. I haven’t used the online Library yet

33. Discussion and Conclusion
• Demonstration of disparity of previous
learning experience
• Demonstration of the value of libraries and
library staff
• Integration with academic curriculum and
changing perceptions of information skills

35. References
Irving, C & Crawford, J (2007) A National Information Literacy Framework Scotland Glasgow: Glasgow
Caledonian University [online] Available at
http://www.ltscotland.org.uk/Images/information_literacy_framework_draft_tcm4‐433724.pdf
[Retrieved 24 January 2012)
Mittermeyer, D & Quirion, D (2003). Information literacy: Study of incoming first‐year undergraduates
in Quebec. Montreal: Conférence des recteurs et des principaux des universités de Québec.
Salisbury, F & Karasmanis, S (2011). Are they ready? Exploring student information literacy skills in the
transition from secondary to tertiary education. Australian Academic & Research Libraries, 42, 43‐58.
SCONUL (2011) The Seven Pillars of Information Literacy: A Core Model for Higher Education. [online]
Available at http://www.sconul.ac.uk/groups/information_literacy/publications/coremodel.pdf
[Retrieved 22 March 2012].
Welsh Information Literacy Project (2011) Information Literacy Framework for Wales [online] Cardiff:
Cardiff University. Available at
http://librarywales.org/uploads/media/Information_Literacy_Framework_Wales.pdf [Retrieved 24
January 2012].