Presentation 24 April 2014 for LILAC. Reporting on a four-year project to research undergraduate students' confidence in their information literacy skills, embedded input and staff/student collaboration.
Examine experiential learning in a lab based form and then compare it to a lecture based form in a classroom
I hope to prove that lab based hands on learning is more effective than lecture based learning
A common statement made of 1 hour of lecture is equal to 3 hours of lab
I hope to gather data and find what would be the most effective way to educate students in an undergraduate based college program
Delivered in
"Orientation on Teaching Methodology for New Faculty Members"
Venue: Ahsanullah Univresity of Science and Technology (AUST), Dhaka, Bangladesh
Date: December 4, 2017
Evaluation of Teaching- Learning materialsLaljiBaraiya1
Evaluation of Teaching- Learning materials, Objective of Material Evaluation,Purpose of Learning material,Requirements for Material Evaluation,What should be evaluated?, Types of Learning materials,Types of Evaluation,The Internal Evaluation,
The External Evaluation, Overall Evaluation,Formative Evaluation,Submissive Evaluation,Good Provider of Material
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Interactive Ways of Teaching Language SkillsYogeshIJTSRD
This work is aimed at developing all the skills of students in teaching foreign languages through interactive methods. Thus, the research topic is called “Interactive Methods of Teaching Language Skillsâ€. The study discusses the importance of perfectly organizing all skills in foreign language teaching. Modern methods and interactive methods will be carefully studied and applied. It is also important to increase the effectiveness of foreign language learning using modern methods, away from traditional teaching methods, and to use it as an effective teaching tool in the formation of language learning skills. The aim of the research is to provide foreign language teachers with a brief overview of the interactive methods used at different stages of language skills development, especially the various tools aimed at developing students ’cognitive skills. Xaydarova Nigina Ganiyevna "Interactive Ways of Teaching Language Skills" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Research Development and Scientific Excellence in Academic Life , March 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38743.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38743/interactive-ways-of-teaching-language-skills/xaydarova-nigina-ganiyevna
Examine experiential learning in a lab based form and then compare it to a lecture based form in a classroom
I hope to prove that lab based hands on learning is more effective than lecture based learning
A common statement made of 1 hour of lecture is equal to 3 hours of lab
I hope to gather data and find what would be the most effective way to educate students in an undergraduate based college program
Delivered in
"Orientation on Teaching Methodology for New Faculty Members"
Venue: Ahsanullah Univresity of Science and Technology (AUST), Dhaka, Bangladesh
Date: December 4, 2017
Evaluation of Teaching- Learning materialsLaljiBaraiya1
Evaluation of Teaching- Learning materials, Objective of Material Evaluation,Purpose of Learning material,Requirements for Material Evaluation,What should be evaluated?, Types of Learning materials,Types of Evaluation,The Internal Evaluation,
The External Evaluation, Overall Evaluation,Formative Evaluation,Submissive Evaluation,Good Provider of Material
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Interactive Ways of Teaching Language SkillsYogeshIJTSRD
This work is aimed at developing all the skills of students in teaching foreign languages through interactive methods. Thus, the research topic is called “Interactive Methods of Teaching Language Skillsâ€. The study discusses the importance of perfectly organizing all skills in foreign language teaching. Modern methods and interactive methods will be carefully studied and applied. It is also important to increase the effectiveness of foreign language learning using modern methods, away from traditional teaching methods, and to use it as an effective teaching tool in the formation of language learning skills. The aim of the research is to provide foreign language teachers with a brief overview of the interactive methods used at different stages of language skills development, especially the various tools aimed at developing students ’cognitive skills. Xaydarova Nigina Ganiyevna "Interactive Ways of Teaching Language Skills" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Research Development and Scientific Excellence in Academic Life , March 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38743.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38743/interactive-ways-of-teaching-language-skills/xaydarova-nigina-ganiyevna
Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland
Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University
Nurturing curiosity and inquiry within the curriculum through the use of tech...RichardM_Walker
How may we engage students in inquiry-led and problem-based learning through the use of technology? In this presentation we will consider how active learning principles can be applied to the design of blended learning courses, with digital tools employed to support active learning opportunities for our students. Through a presentation of case examples from the University of York (United Kingdom), we will consider how blended activities can encourage participants to engage in creative learning and problem-solving. An engagement model for active learning, derived from the case examples, is presented as a stimulus for a broader discussion on effective design approaches to support student-led inquiry and problem-solving activities.
Blended online and onsite personalized professional learning for sustainable ...Al Byers, Ph.D.
These slides provide an overview of the NSTA Learning Center drawing from research on blended professional learning, social discourse analysis, and varying levels of online support. Our portal is grounded in part on Anderson's Equivalency of Interaction Theory. This PPT showcases our growth trends, and strategies used to help empower personalized learning and sustain effective scalable learning among tens of thousands of teachers.
Pre-search to Research: Credo as 'Academic Google'credomarketing
Howard University librarians Niketha McKenzie, Kimberly Prosper, and Adia Coleman share their strategy for helping students transition from the open web searching they are accustomed to, toward more rigorous, college-level research. They detail how they use Credo to support the concept of pre-search and build familiarity with research databases. By likening Credo to an “Academic Google,” they have been able to gain buy-in from students while demonstrating the value of authoritative resources. Students have reported feeling less frustrated by the research process, and faculty appreciate that the library is providing a guide that helps students perform better.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
The Power of Collaboration (24 April 2014, LILAC)
1. The Power of Collaboration
Promoting IL skills in a Primary ITE course
Sarah Purcell
Academic Liaison Librarian
Rachel Barrell
Course Leader, Primary ITE
24th April
2014
2. A few facts and figures
Established in 1946: emergency teacher training college
Became University of Worcester in 2005
Only HE institution in Herefordshire and Worcestershire
Expansion: City Campus, The Hive library, the Arena
Nearly 10000 students
368 Primary UG ITE students
39 Primary ITE teaching staff
1 Institute of Education librarian
http://www.worcester.ac.uk/discover/university-history.html
3. It began with…. a meeting
• Summer 2010
• External examiner feedback
“However many students are unclear about the Harvard system in particular
using inappropriate sources often cited from the internet and failing to follow
conventions for direct and indirect quotes in text.” Mills, 2009
• Student comments to staff
• Transition into HE
• Academic writing – referencing, sources,
searching
4. Opportunities
Sarah – PG Certificate Teaching & Learning in HE
Action research:
Problem
Intervention
Evaluation/
Reflection
Improve
5. The research title and objectives
What is the impact of an information skills
teaching programme on first-year students’
confidence in and development of these skills?
• To evaluate what support was needed by new
students, in what preferred medium and to what
level (transition);
• To examine whether this level of input from the
librarian is sustainable, given their current role,
and propose ideas for managing this.
6. Pre-intervention surveys
Year 3:
First year induction, then final year support with
projects
Little awareness of sources beyond books
Unsure about referencing
Lack of timely support
Year 1:
A-Levels, Access to HE and everything in between
Inadvertent plagiarism, essay writing skills
Expectations and lack of confidence
7. Teaching programme: 2010-11
Semester 1: Session Content
Week 4
(Welcome
Week)
Induction
(tours also
scheduled
throughout
the week)
Whole cohort introduction to the library service including websites for further
support and information. Introduction to action research project and ethics.
Content: Demonstration of accessing a journal article, selected by the course
leader and librarian. Tutors facilitated a seminar later that week in which students
were expected to have accessed and read the article, and be prepared to
discuss its content.
Directed study: academic study scenarios to consider for Week 5’s session.
Week 5
(first teaching
week)
Referencing One hour session with each of the five groups of app 28 students.
Content: discussion of set task from previous week. Teaching and activities
focused on Harvard referencing.
Directed study: Citing and referencing activity to be completed and submitted to
librarian
Week 6 Plagiarism One hour session with each of the five groups of app 28 students.
Content: feedback re week 5’s task. Defined plagiarism and focused on
strategies to avoid it, with some work on paraphrasing and academic writing.
Directed study: Further reading on academic writing.
Week 7 Searching for
information
One hour session with each of the five groups of app 28 students.
Content: Introduction and demonstrations of various resources and searching
techniques, included hands-on activities, all focused around an upcoming
professional studies assignment. PC Room.
8. Post-intervention surveys
Start of Semester 2 – follow-up input and a chance
for reflection
Year 1 students - 69 completed
Teaching staff - 13 completed
Level of agreement with range of statements to
assess confidence (students) and role (staff)
Qualitative feedback
Assignment moderation meeting – referencing ‘in
action’
9. Emerging themes
1. impact and timing
2. role of academic staff and librarian
3. collaboration and integration
4. online learning and support
5. gaps in the teaching
10. Impact and timing (1)
Overall – positive impact on student confidence
“The teaching has definitely made a big difference because I
didn’t have a clue about referencing before I came here and
in lectures the lecturers concentrate on the subject content
rather than how to actually write essays. The teaching
definitely made a difference to my learning…”
Teaching staff noted a positive difference in
student work BUT…
Moderation meeting: students were including
sources and referencing them, but not necessarily
integrating a range of different academic sources.
11. Impact and timing (2)
“I learnt more about referencing from the second teaching input in
February. I think this was because I had received feedback from
my assignments which allowed me to ask Sarah more specific
questions…I think this is a very difficult area to understand until
the first assignments have been written.”
“I thought the initial lessons with Sarah were informative, however
I would have benefitted more had they not been in the initial
weeks as there was so much information to take in…I think
sessions closer to starting our initial assignment would have been
more useful as it would have been fresher.”
Keywords: optionality, point of need, overload, ‘learning by doing’
12. Role of academic staff and librarian
My tutor (s) also provided information about referencing in their teaching:
18 agree/strongly agree, 40 disagree or strongly disagree.
My tutor(s) also provided information about plagiarism in their teaching:
11 agree/strongly agree, 37 disagree/strongly disagree
My tutor(s) also provided information about searching and accessing
information in their teaching: 32 agree/strongly agree, 20
disagree/strongly disagree
Librarian: proactive, focused, supportive
“The focused sessions have meant
all students have had the same
input and the input has not been
watered down by other course
teaching demands…”
“a lot of the tutors assume we know how
to reference”
Students are responsible for “[learning]
to use what is available”, and “refreshing
their skills so that they take responsibility
for their own academic achievements”
“Students need to have this input
and the academic librarian seems to
be a good person to do this.”
13. Collaboration and integration
“[Reminder] sessions for staff? Sometimes students report that
the feedback is not as consistent as they would like.”
“Please could you run a session for the…research methods staff
…so that we can support the students in their literature reviews.”
“Perhaps … more input from tutors as some have different
expectations to others.” [Student]
Keywords: consistency, promotion, transition, communication
Sustainability and knowledge-sharing?
“[With] the right encouragement and help from [librarians]”, teaching
staff might be better placed to “link those skills to purposeful
information-seeking” (Pacey 1995: p.98).
14. Online learning and support
Emails, emails, and more emails
Insight: common questions and assignment
topics
Pebblepad, ‘Education Network’, Blackboard VLE
materials
Exposure to online tools and lack of engagement
Keywords: quick, easy, familiarity
15. Gaps in the teaching
Problematic referencing
Research databases and journals
Navigating the ‘confusing’ library and IT systems
“I don’t know how to use [journals] in
assignments…Is it just a process of elimination and
searching for the right articles by hand?”
Keywords: effective, critical, evaluation, selection,
developmental
“[User] education consisted far too much of a training in how to jump
over hurdles which ought not to have been there in the first place”
(Pacey 1995: p.96).
16. Demystifying academic writing?
Academic writing: the “written synthesis” which
represents and connects sources and concepts in a
coherent and critical manner (Boscolo et al. 2007:
p.423).
Essay writing requires content; it cannot be taught
generically (Lupton 2008).
Clear link between librarian role and academic role
Is a ‘study skills approach’ truly effective? (Barrie
2007; Haggis 2006; Lea & Street 1998)
17. New research cycles and progress
2011-12 and 2012-13:
Persevered with four-week programme – changed order of content
to reflect searching process, and removed/absorbed the scary
plagiarism session
Increased input for years 2 and 3
External examiner feedback and student tracking-
No of 1st Class Degrees (10/11 9%, 11/12 13%, 12/13 16%)
August 2013: Woo!
The aims of the award are:
To support and encourage excellence in the application of
research in practice
To disseminate the results of practitioner research and
practice
To help practitioners to improve the quality of their work
by example.
18. Time for an overhaul…
Input was still ‘added on’
Input was loaded into the first few weeks
Students and staff increasingly concerned with
academic writing
Had not really addressed the staff support aspect
The tools improved: online support consolidated
into LibGuides (Sep 2013) and we acquired….
19. 2013-14: Powerful collaboration?
Bitesize introductions to LibGuides, Summon etc –
within mandatory modules, across all years
Formative tasks within modules, and assignment-
related input – team teaching
Office hours and appointments
Case study for Implementing ANCIL (Wrathall 2012)
Students more proactive, requesting specific input
Working together to respond to common questions
and problems – Working in Partnership (WiP);
Primary Referencing Guide; marking grid
20. Librarian goes back to the books
Attended one of the Student Services academic
writing workshops
Pecorari, D. (2013) Teaching to avoid plagiarism:
how to promote good source use. Maidenhead,
Open University Press.
Turnaround: Foreground academic writing, and
integrate Harvard referencing mechanics
Sarah likes to share:
s.purcell@worc.ac.uk
21. So what did we learn?
Add-on, front loaded, study skills-based sessions
don’t work for us (transferability)
Point of need, relevance of input and consistency
are crucial for ongoing development of students’
academic skills (‘information literacy’?)
Team teaching and collaborative research can lead
to happy accidents and strong working relationships
We can work with the resources we’ve got…if we
are willing to collaborate and share
Students are incredibly eager to tell you where you
can improve and do more…if you encourage this
collaboration from the start
22. References
Barrie, S.C. (2007) A conceptual framework for the teaching and learning of generic graduate
attributes. Studies in Higher Education. 32 (4), 439-458.
Boscolo, P., Arfé, B., & Quarisa, M. (2007) Improving the quality of students' academic writing:
an intervention study. Studies in Higher Education. 32 (4), 419 – 438.
Haggis, T. (2006) Pedagogies for diversity: retaining critical challenge amidst fears of ‘dumbing
down’. Studies in Higher Education. [Online] 31 (5), 521-535.
Lea, M.R. & Street, B.V. (1998) Student writing in higher education: an academic literacies
approach. Studies in Higher Education. [Online] 23 (2), 157-172.
Lupton, M. (2008) Evidence, argument and social responsibility: first-year students’
experiences of information literacy when researching an essay. Higher Education Research &
Development. 27 (4), 399-414.
Norton, L. (2009) Action research in teaching & learning: a practical guide to conducting
pedagogical research in universities. Abingdon, Routledge.
Pacey, P. (1995) Teaching user education, learning information skills; or, Towards the self-
explanatory library. The New Review of Academic Librarianship. 1, 95-103.
Pecorari, D. (2013) Teaching to avoid plagiarism: how to promote good source use.
Maidenhead, Open University Press.
Vezzosi, M. (2006) Information literacy and action research: an overview and some reflections.
New Library World. 107 (1226/1227), 286-301.
Wrathall, K. (2012) Strategies for implementing A New Curriculum for Information
Literacy. http://implementingancil.pbworks.com/w/file/55121848/Strategies for Implementing
ANCIL in Non-Cambridge HEIs v3.pdf