This document summarizes efforts to embed information literacy training into postgraduate courses at Cranfield University. It describes introducing library sessions on searching strategies, resources, and referencing/plagiarism into the Explosives Ordnance Engineering and Systems Engineering for Defence courses. Surveys of students found that the training improved dissertation marks, awareness of academic literature, and referencing skills. Both students and faculty noted the library sessions helped students conduct more effective research. Going forward, the university aims to further assess results and expand this training to additional courses.
Darci Harland, author of the STEM Student Research Handbook, and Allison Hennings, high school teacher who teaches a year-long research course, gave this presentation at NSTA 2012. Tips for organization and assessment are included. Darci talked about how to provide meaningful feedback, how to support students working in groups, and tips for using technology. Allison discussed benefits and challenges to facilitating student research, tips on teaching the literacy aspects of science research, ideas on how to how to organize students, and then how to teach the process and final communication.
Darci Harland, author of the STEM Student Research Handbook, and Allison Hennings, high school teacher who teaches a year-long research course, gave this presentation at NSTA 2012. Tips for organization and assessment are included. Darci talked about how to provide meaningful feedback, how to support students working in groups, and tips for using technology. Allison discussed benefits and challenges to facilitating student research, tips on teaching the literacy aspects of science research, ideas on how to how to organize students, and then how to teach the process and final communication.
SONY DSC
Discovering Discovery: what we learnt about our students (and ourselves!)
Jeff Woods, Usage Analyst
Elizabeth Gillespie, Subscriptions Manager
University of Liverpool Library
In 2014-15, the University of Liverpool’s Library Service embarked upon a three-part usability study to better understand how library users were engaging with our resource discovery platform (EBSCO’s Discovery Service), to identify any usability issues and assess the extent to which it was currently meeting their needs. This in turn enabled us to make informed, evidence-based changes to the interface, improving its overall usability and providing a more user-friendly, intuitive, effective and efficient resource. In this paper we will examine the methodologies employed, what we found and the changes subsequently made to the interface.
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
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Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
Librarians Learning Online to Teach OnlineArden Kirkland
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Nuanced and Timely: Capturing Collections Feedback at Point of Use (Online NW...Rick Stoddart
Nuanced and Timely: Capturing Collections Feedback at Point of Use
Richard A. Stoddart, Assessment Librarian, Oregon State University Libraries & Press
Jane Nichols, Collection Development Librarian, Oregon State University Libraries & Press (@janienickel)
Terry Reese, Head, Digital Initiatives, The Ohio State University
While libraries use sophisticated metrics to determine e-resources usefulness, impact and cost effectiveness, much of this reflects past usage. To elicit qualitative data, an open-source application that inserts a pop-up survey between a citation and its full-text was tested. Inspired by MINES for Libraries®, this pop-up survey aims to capture users’ real-time reasons for selecting a given resource. Join us to learn about the application, users responses to the survey and to discuss future uses.
SONY DSC
Discovering Discovery: what we learnt about our students (and ourselves!)
Jeff Woods, Usage Analyst
Elizabeth Gillespie, Subscriptions Manager
University of Liverpool Library
In 2014-15, the University of Liverpool’s Library Service embarked upon a three-part usability study to better understand how library users were engaging with our resource discovery platform (EBSCO’s Discovery Service), to identify any usability issues and assess the extent to which it was currently meeting their needs. This in turn enabled us to make informed, evidence-based changes to the interface, improving its overall usability and providing a more user-friendly, intuitive, effective and efficient resource. In this paper we will examine the methodologies employed, what we found and the changes subsequently made to the interface.
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
Librarians Learning Online to Teach OnlineArden Kirkland
A presentation at the annual conference of the NY Library Association by several participants in the Design for Learning program: Project Coordinator Arden Kirkland, Project Director Mary-Carol Lindbloom, and program alumni Anthony Bishop, Jai Blackburn, and Kathy Smith.
Nuanced and Timely: Capturing Collections Feedback at Point of Use (Online NW...Rick Stoddart
Nuanced and Timely: Capturing Collections Feedback at Point of Use
Richard A. Stoddart, Assessment Librarian, Oregon State University Libraries & Press
Jane Nichols, Collection Development Librarian, Oregon State University Libraries & Press (@janienickel)
Terry Reese, Head, Digital Initiatives, The Ohio State University
While libraries use sophisticated metrics to determine e-resources usefulness, impact and cost effectiveness, much of this reflects past usage. To elicit qualitative data, an open-source application that inserts a pop-up survey between a citation and its full-text was tested. Inspired by MINES for Libraries®, this pop-up survey aims to capture users’ real-time reasons for selecting a given resource. Join us to learn about the application, users responses to the survey and to discuss future uses.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Home assignment II on Spectroscopy 2024 Answers.pdf
Knowles & Smith - Reflections of embedding information literacy into a postgraduate multi-cultural institution
1. Reflections of embedding information
literacy into a postgraduate multi-
cultural institution
Ruth Knowles
Mandy Smith
2. Introduction
• Cranfield University
• College of Defence and Security
• Background to embedding information
literacy
• Information Literacy Tutorial
• Research Methodology Module
• Explosives Ordnance Engineering
• Systems Engineering for Defence
• Future Directions
3. Explosives Ordnance Engineering
• One year full-time course & 5 years part-
time
• Students
• Aimed at military officers, defence industry staff, government
servants and civilian students
• Aimed at those practising explosives and ordnance
engineering
• Information Literacy
• Two library run sessions during the academic year
4. Research Methodology
• Introduced in October 2007
• Perceived lack of academic literature in
coursework and final dissertation
• Plagiarism issues
• Teaching shared between academic and
Information Specialist
5. Module content
• To provide the students with the tools to
carry out a critical literature survey on a
topic related to explosive ordnance
engineering.
• Session on types of written material, ranging from general
interest journals to specialised journals, books of all types,
reports and theses.
• Session on searching strategies and using the digital
library. Exercises in the use of databases. Referencing
conventions and plagiarism.
6. Has there been an improvement?
• Dissertation marks
• Module marks
• Awareness of academic literature
• Feedback
• Hard work but valuable (Student)
• There is a fluency with the academic literature which can be
seen in the project reports and presentations and is
somewhat absent in some MSc courses. (Module Leader)
7. The beginning…
La FruU's photostream
http://www.flickr.com/photos/lafruu/ accessed 9 April 2011
Supersimbo (2008) http://search.creativecommons.org/ accessed 9 April 2011
8. Systems Engineering for Defence
Capability MSc Course
Mature students with a practitioners background
Many military or ex-military
Majority of students are distance learners
Issues with referencing
Issues with sources of information used to support
arguments
9. ISE Workshop
• Discussion and reflection on unstructured research
• Search strategies
• Key resources
• Exercise
• Discussion
• Plagiarism and referencing
10. The proof is in the pudding...
• RESULTS....
Yogurtland (2007) http://search.creativecommons.org/ accessed 9 April 2011
13. Survey results – unstructured
research
• At the beginning of the week, prior to the Library Workshop, you were asked by
the ISE module lecturers to research systems concepts. How effective were you
in this task and which resources did you search?
Searched known sources, e.g
Spent a little time on the
Incose guide. Research was
internet with some
effective but not enough evidence
success.
to back up answer
Poor
Having previous Effective but with limited
experience in these topics ability to trawl breadth of
I had some information resources
with which to start
14. Survey results – structured
research
• At the end of the week you attended the Barrington Library ISE Workshop where
you were introduced to search strategies, key resources, effective use of the
Internet and referencing & plagiarism. Please explain which parts of the
presentation you found most and least useful
I found learning about the If I am honest I should have
range of resources most paid more attention - when I
useful. Learning attempted it on my own it
specifically about text was far hard than I realised!
searching in book titles
was least useful.
Search
methods and
specific The most valuable part so
websites to far has been the use of
use RefWorks & referencing.
All of it was useful as I Otherwise the use of the
havent studied for some resources section on
time searches was very useful
15. Survey results – application
• During the workshop you were split into groups and asked to research the
systems concept 'holism' using one key resource. Following this there was a
discussion with each group about the pros and cons of their resource. Was this
task helpful in understanding the search strategies you had just been introduced
to and in understanding what you could expect from each resource?
It was of more value to determine the Useful - but hindsight I
worth of the resources rather than relied to much on the others
develop search strategies. The use an individual search may
of search strategies only came to the have proved more fruitful
fore when pursuing research for my
assignment
Yes, I
learnt to Useful but require far more
avoid time on this task, were not
Wikipedia! given enough time to
Yes it was helpful. It
research terms using
help show which
specific strategy
strategies were the
most effective
16. Survey results – reflection of
the workshop
• Looking back over your experience of the ISE Module assignment and the
guidance provided in the Barrington Library Workshop, do you have any further
comments or issues you would like to highlight?
Having access to the
None of the searches work as well presentation afterwards was
from home resulting in searches taking most useful.
a disproportionate amount of time. I'd
often find a resource I was interested
in via Scopus, only to be unable to
download it.
i just need to get more familiar
Library staff with some of the other search
excellent and tools. the lunchtime sessions
very helpful. would be great if they lined up
with the modules. i appreciate
that they take up alot of the
If time allows add in a short library staff's time. thanks for
task on independent those i did manage to attend.
research.
17. Survey
• Have you used the reference management
software package RefWorks?
• Only two out of the 11 respondents do not use Refworks (with
one comment “Started but had problems compounded by inability to use search engines correctly so
now reference manually”)
• The training provided on referencing and
plagiarism was sufficient to guide me through
my assignment
• 10 out of the 11 respondents agreed (with one comment “to be honest by the
end of the Admissions and ISE weeks I was fed up with hearing about plagiarism - over kill to be
honest.”)
18. Survey results
• Do you consider yourself more efficient and
effective in locating relevant and better quality
results following the Library Workshop?
• 10 out of the 11 respondents agreed or strongly agreed
• For future assignments, I will apply search
strategies and refer to Library subscribed
resources
• All respondents agreed or strongly agreed
21. Anecdotal evidence
A number of students told me
A most useful subsequently that the library session was
session both interesting and useful in providing an
understanding both of what types of
reference was suitable, and where it/they
may be found
SEDC Student
ISE Module Leader
As a result of the library
session, I have found that
students tend to ask more
precise, directed questions library session was useful in
than before setting the ‘research context’
ISE Module Leader
SEDC Student
22. “a particular aim of ISE is to contrast the ‘unstructured’
research approach with a more ‘structured’ version (the
latter facilitated by the library session). Since this aim
was instituted two runs of ISE ago, the contrast in the
student’s approach to research/referencing has been
marked – especially in the area of student assignment,
where the quality is greatly improved” – SEDC Module
Leader
“It is also important for the students to see the
teaching role of the librarians (and this rapport
is there with students and the library
throughout the year)” – EOE Module Leader
23. The future
• Permanent feature of SEDC & EOE
course
• Formalised analysis of results for all
courses
• Introducing it to other courses
• Barrington Library home page
• Academic Liaison
• Embedding ourselves within departments
• Mapping embedded IL & Lib training
against Information Literacy Standards,
such as Vitae, into introductory modules