This document summarizes key points from a presentation on improving information literacy instruction in libraries. It discusses common issues with traditional library workshops and provides inspiration from student perspectives. Solutions proposed include making workshops more discussion-based, focused on learning by doing, and ensuring resources and searching skills are covered. Data shows students who attended workshops performed better on assignments and were more likely to evaluate sources critically. The presentation aims to move students from simply locating information to deeper analysis and evaluation.
This document summarizes a workshop on enhancing the quality and impact of library workshops.
The workshop covered various topics such as what makes a bad workshop, examples of effective workshop activities, and myths about digital natives. Participants engaged in activities like brainstorming game ideas to make workshops more engaging. Data was presented showing that students who attend library workshops tend to get better marks on assignments. The workshop concluded that changes to make teaching more interactive have been successful in improving student learning and library workshop impact.
This document discusses improving the quality and impact of library workshops on teaching information literacy. It notes that traditionally, librarian-led workshops were seen as add-ons and not relevant, didactic lessons. However, workshops that engage students in discussion and learning by doing, and focus on real resources, keywords, searching and evaluation, can have a positive impact on student marks and use of library databases over search engines. While some myths persist about digital natives and new students' skills, data shows IT skills do not necessarily translate to strong information literacy, and workshops can still benefit students in these areas.
This document summarizes efforts to enhance the quality and impact of library workshops. It finds that workshops were previously too focused on facts and references, but have now improved through collaboration between librarians and subject teachers. A survey showed that students who attended workshops received better marks than those who did not, demonstrating the positive impact of the new approach. Going forward, the document recommends further developing workshop activities, improving attendance, and sharing the new framework with others.
The document outlines the agenda and content for a workshop on enhancing the quality and impact of library workshops. The workshop includes sessions on identifying issues with current workshops, inspiration from successful workshops, developing solutions to improve workshops, and strategies to increase workshops' impact. It provides examples of ineffective workshop elements and recommends approaches like embedding workshops within courses, using active learning techniques like games, and focusing on student-centered learning.
The document discusses using game-based activities to teach information literacy skills to students. It outlines issues with traditional instruction methods and proposes collaboration between librarians and faculty to develop fun, problem-based games and activities. A case study shows games had a measurable impact, with students who attended training sessions scoring higher marks than those who did not. The document advocates expanding the framework to reinforce skills and improve student engagement and learning outcomes.
The document discusses enhancing the quality and impact of library workshops. It identifies issues with current workshops such as being repetitive, having bad timing, and using didactic teaching methods. It proposes solutions such as using games and active learning techniques to make workshops more fun, inspiring, and relevant. Evaluation of students who attended workshops found they received higher marks on assignments and used library resources and evaluation criteria more effectively compared to students who did not attend.
Lilac 2013 Games and gamification for information literacyEISLibrarian
The document discusses using games and gamification to teach information literacy skills. It provides inspiration from studies on active learning and making libraries fun. Effective games for information literacy should be quick, simple, easy to play, and have a clear objective or need. Examples of games presented include shelf checking games and keyword games. The document concludes by sharing contact information for the presenters and links to additional resources on games for libraries.
This document discusses enhancing the quality and impact of library workshops. It identifies issues with current workshops such as being repetitive, having bad timing, and using didactic teaching methods. It suggests solutions like using games, discussion, and learning by doing to make workshops more fun, inspiring and relevant. Evaluation of workshops found that students who attended workshops got higher marks than those who did not, showing the positive impact of the training.
This document summarizes a workshop on enhancing the quality and impact of library workshops.
The workshop covered various topics such as what makes a bad workshop, examples of effective workshop activities, and myths about digital natives. Participants engaged in activities like brainstorming game ideas to make workshops more engaging. Data was presented showing that students who attend library workshops tend to get better marks on assignments. The workshop concluded that changes to make teaching more interactive have been successful in improving student learning and library workshop impact.
This document discusses improving the quality and impact of library workshops on teaching information literacy. It notes that traditionally, librarian-led workshops were seen as add-ons and not relevant, didactic lessons. However, workshops that engage students in discussion and learning by doing, and focus on real resources, keywords, searching and evaluation, can have a positive impact on student marks and use of library databases over search engines. While some myths persist about digital natives and new students' skills, data shows IT skills do not necessarily translate to strong information literacy, and workshops can still benefit students in these areas.
This document summarizes efforts to enhance the quality and impact of library workshops. It finds that workshops were previously too focused on facts and references, but have now improved through collaboration between librarians and subject teachers. A survey showed that students who attended workshops received better marks than those who did not, demonstrating the positive impact of the new approach. Going forward, the document recommends further developing workshop activities, improving attendance, and sharing the new framework with others.
The document outlines the agenda and content for a workshop on enhancing the quality and impact of library workshops. The workshop includes sessions on identifying issues with current workshops, inspiration from successful workshops, developing solutions to improve workshops, and strategies to increase workshops' impact. It provides examples of ineffective workshop elements and recommends approaches like embedding workshops within courses, using active learning techniques like games, and focusing on student-centered learning.
The document discusses using game-based activities to teach information literacy skills to students. It outlines issues with traditional instruction methods and proposes collaboration between librarians and faculty to develop fun, problem-based games and activities. A case study shows games had a measurable impact, with students who attended training sessions scoring higher marks than those who did not. The document advocates expanding the framework to reinforce skills and improve student engagement and learning outcomes.
The document discusses enhancing the quality and impact of library workshops. It identifies issues with current workshops such as being repetitive, having bad timing, and using didactic teaching methods. It proposes solutions such as using games and active learning techniques to make workshops more fun, inspiring, and relevant. Evaluation of students who attended workshops found they received higher marks on assignments and used library resources and evaluation criteria more effectively compared to students who did not attend.
Lilac 2013 Games and gamification for information literacyEISLibrarian
The document discusses using games and gamification to teach information literacy skills. It provides inspiration from studies on active learning and making libraries fun. Effective games for information literacy should be quick, simple, easy to play, and have a clear objective or need. Examples of games presented include shelf checking games and keyword games. The document concludes by sharing contact information for the presenters and links to additional resources on games for libraries.
This document discusses enhancing the quality and impact of library workshops. It identifies issues with current workshops such as being repetitive, having bad timing, and using didactic teaching methods. It suggests solutions like using games, discussion, and learning by doing to make workshops more fun, inspiring and relevant. Evaluation of workshops found that students who attended workshops got higher marks than those who did not, showing the positive impact of the training.
This document outlines an agenda for a workshop on information literacy skills. The workshop includes sessions on what makes a bad workshop, the importance of collaboration, inspiration and impact. It discusses common issues with library workshops such as being disconnected from curriculum, inconsistent provision and relying too heavily on didactic teaching methods. The document promotes moving beyond just transmitting information to students and focusing more on skills like searching, analyzing and evaluating. It provides examples of interactive activities and games that can be used to enhance information literacy sessions.
This document discusses enhancing the quality and impact of library workshops through gamification. It notes that traditional workshops can be didactic, uninspiring and lead to inconsistent learning outcomes. The document advocates using games and active learning techniques to make workshops more fun, engaging and impactful. Evaluation data showed students who attended gamified workshops received higher marks than those who did not attend. The document concludes that changes to incorporate more gaming and interaction have improved teaching and learning in workshops.
This document discusses enhancing the quality and impact of library workshops through collaboration between liaison librarians and academics. It notes issues with current workshop provision such as being not embedded in courses, inconsistent, repetitive, and having bad timing. The document proposes solutions like using more active learning techniques, focusing workshops on key skills like evaluation and searching, and developing a framework to roll out workshops. Assessment data is presented showing students who attended workshops received higher marks and used library resources more effectively than those who did not attend.
This document summarizes an event held at Queen Mary University of London on information literacy skills. The day-long event included introductions, a campus tour, presentations on information literacy skills for art and design students, and a question/closing session. It also discusses the roles of liaison librarians at Middlesex University and ways to enhance the quality and impact of library workshops through more engaging teaching methods like games and group activities.
Workshop for visiting Albanian Librarians June 2013EISLibrarian
The document discusses using games in library workshops to enhance information literacy sessions. It proposes moving from simply presenting information to students to encouraging students to search, analyze, evaluate, synthesize and select information. Several challenges with traditional teaching methods are outlined such as being too generic, didactic and uninspiring. The document advocates using games that are fun, quick and simple as they encourage learning by doing. A framework is presented for developing game activities and rolling them out which has led to improved student attendance and marks.
This document discusses enhancing engagement and interaction in library workshops through games and active learning techniques. It provides examples of how games can make workshops less didactic and more inspiring for students. Resources for workshops are discussed, including books, databases like Summon, and tools for evaluating information. The document also lists various workshops where games and active learning approaches have been implemented successfully. It encourages applying a process of reflection to improve workshops and concludes by providing contact information for the authors.
This document outlines issues with traditional library instruction and proposes game-based activities as an alternative approach. Current methods of library instruction are deemed too generic, didactic, and uninspiring for students. Younger generations are more engaged by active, collaborative learning styles. The document proposes implementing library instruction as fun, quick games that focus on skills over techniques and encourage problem-solving, interaction, and hands-on learning. A trial with library games showed attendees performed better on assignments than non-attendees, demonstrating the potential for game-based activities to improve student engagement and learning outcomes.
The document discusses information literacy skills of students and challenges faced by academics and librarians. It notes students have poor skills in evaluating online information and their skills are declining each year. Librarians believe they can play a role in developing students' information literacy and academic skills, but academics see their role as limited. The document proposes potential solutions involving games and collaboration between librarians and academics.
This document discusses using games to enhance student engagement, interaction, and reflection in teaching. It notes the increasing number of teaching hours and contact hours in recent years. Traditionally, library instruction was ad hoc, not relevant, procedural, and uninspiring. The document advocates using games to make teaching less didactic and more discussion-based and hands-on. It provides examples of online library games and discusses evaluating resources and thinking of keywords. Game-based learning is said to increase learning achievements, perceived learning, and enjoyment. The document concludes by listing references on using games creatively in information literacy sessions and harnessing the power of game dynamics in libraries.
Cambridge Libraries Conference Jan 2018EISLibrarian
This document discusses using games to enhance engagement, interaction, and reflection in library workshops. It provides examples of how games can be incorporated into instruction sessions to make them more interactive and fun. The author advocates designing activities with game elements like challenges, competition, and rewards to motivate students. References are included discussing the educational benefits of games and gamification in academic libraries.
NHS London Libraries Games and Info Lit w'shop Sept '14EISLibrarian
This document outlines an agenda for a workshop on information literacy skills. The workshop will cover topics such as what makes a bad workshop, library workshops and their impact, and creating games to enhance learning. It includes presentations, activities and discussions around improving the quality and effectiveness of library workshops through collaboration between librarians and teaching staff. Participants will brainstorm game ideas, develop a game, and give short presentations to share their creations. The goal is to move from simply providing information in workshops to fostering searching, analysis and evaluation skills in learners.
This document summarizes efforts to enhance the quality and impact of library workshops at Middlesex University. It finds that collaborating with subject teachers, making workshops more interactive and skills-based, and using games and activities leads to better student engagement and learning outcomes. Survey results show that students who attend library workshops get higher marks on their assignments and are better at finding relevant and academic sources. The document concludes collaboration between librarians and teachers has improved teaching and positively impacted students' research skills.
This document discusses using games to enhance student engagement, interaction, and reflection in teaching. It notes the increasing number of teaching hours and contact hours but that traditional library instruction has been ad hoc, not relevant, and uninspiring. It advocates using games to make teaching less didactic and more discussion-based and hands-on. The document provides examples of online games for teaching and considerations for evaluating resources and references related to using games in education.
This document discusses using games to enhance engagement, interaction and reflection in continuing professional development. It provides an overview of creating a game or activity for a workshop, including brainstorming ideas and designing the game. Participants are asked to complete a form and do a 5 minute presentation about their created game. The document also includes references for further reading on the educational benefits of games and gamification.
The document outlines the agenda and content for a workshop on enhancing the quality and impact of library workshops. The workshop includes sessions on identifying issues with current workshops, inspiration from successful workshops, developing solutions to improve workshops, and strategies to increase workshops' impact. It provides examples of ineffective workshop elements and recommends techniques to make workshops more engaging, such as using games and active learning approaches.
The document discusses enhancing the quality and impact of library workshops. It identifies issues with current workshops such as being repetitive, having bad timing, and focusing too much on information skills and didactic teaching methods. The document proposes solutions such as focusing less on information provision and more on discussion, learning by doing, and making workshops fun. It presents evidence that students who attend workshops obtain better marks than those who do not, and that workshops can be improved by developing activities, improving attendance, using Moodle, and making teaching more enjoyable.
Taking Active Learning to the Next Level: Increasing Student Engagement by Bl...Lindsey McLean
The document discusses increasing student engagement in library instruction through blending face-to-face teaching with online learning objects and gamification. Low student engagement was observed in traditional worksheet activities. To address this, the librarians developed an online "RADAR Game" to evaluate sources that incorporated elements of gamification like points and feedback. Surveys found students were more engaged with the gamified activity than the traditional worksheet. The document concludes by discussing additional online tutorials, resources and recommendations for blended and flipped classroom design.
Presentation by Adam Edwards and Vanessa Hill, Middlesex University London from the Summon and Information Literacy event at Queen Mary University, London.
This document proposes ways that learning technologies and social media could be used to support an undergraduate information literacy program. It discusses using tools like learning management systems, embedded guides, modules and the point-of-need approach to deliver library instruction within online courses. It also analyzes how social media platforms like Facebook, Twitter and Pinterest align with student demographics and could be leveraged for outreach to digital natives. The document argues for user-centered, customizable approaches that meet students in online spaces and connect library resources to their courses.
Digital learning objects (DLOs) are educational resources delivered online that can be used modularly and are reusable. They include presentations, web guides, screencasts, videos, lectures, quizzes and virtual exhibits. As online learning evolves, there will be greater participation from traditional universities, more hybrid courses, and curated open access DLOs that use mixed media. The future may also include gamified DLOs, integration of digital humanities tools like text mining and GIS, and students creating knowledge through DLOs.
A workshop from the MmIT 2016 conference "Digital Citizenship - What is the library's role?" held in Sheffield from 12-13 September 2016.
Changes in scholarly publishing have created a requirement for authors to leverage multiple digital tools in order to build their profile, identity, scholarship and impact within and beyond their institutions. This workshop provided an opportunity for delegates to discuss and reflect on tools which can be used to build an online scholarly presence.
This document outlines an agenda for a workshop on information literacy skills. The workshop includes sessions on what makes a bad workshop, the importance of collaboration, inspiration and impact. It discusses common issues with library workshops such as being disconnected from curriculum, inconsistent provision and relying too heavily on didactic teaching methods. The document promotes moving beyond just transmitting information to students and focusing more on skills like searching, analyzing and evaluating. It provides examples of interactive activities and games that can be used to enhance information literacy sessions.
This document discusses enhancing the quality and impact of library workshops through gamification. It notes that traditional workshops can be didactic, uninspiring and lead to inconsistent learning outcomes. The document advocates using games and active learning techniques to make workshops more fun, engaging and impactful. Evaluation data showed students who attended gamified workshops received higher marks than those who did not attend. The document concludes that changes to incorporate more gaming and interaction have improved teaching and learning in workshops.
This document discusses enhancing the quality and impact of library workshops through collaboration between liaison librarians and academics. It notes issues with current workshop provision such as being not embedded in courses, inconsistent, repetitive, and having bad timing. The document proposes solutions like using more active learning techniques, focusing workshops on key skills like evaluation and searching, and developing a framework to roll out workshops. Assessment data is presented showing students who attended workshops received higher marks and used library resources more effectively than those who did not attend.
This document summarizes an event held at Queen Mary University of London on information literacy skills. The day-long event included introductions, a campus tour, presentations on information literacy skills for art and design students, and a question/closing session. It also discusses the roles of liaison librarians at Middlesex University and ways to enhance the quality and impact of library workshops through more engaging teaching methods like games and group activities.
Workshop for visiting Albanian Librarians June 2013EISLibrarian
The document discusses using games in library workshops to enhance information literacy sessions. It proposes moving from simply presenting information to students to encouraging students to search, analyze, evaluate, synthesize and select information. Several challenges with traditional teaching methods are outlined such as being too generic, didactic and uninspiring. The document advocates using games that are fun, quick and simple as they encourage learning by doing. A framework is presented for developing game activities and rolling them out which has led to improved student attendance and marks.
This document discusses enhancing engagement and interaction in library workshops through games and active learning techniques. It provides examples of how games can make workshops less didactic and more inspiring for students. Resources for workshops are discussed, including books, databases like Summon, and tools for evaluating information. The document also lists various workshops where games and active learning approaches have been implemented successfully. It encourages applying a process of reflection to improve workshops and concludes by providing contact information for the authors.
This document outlines issues with traditional library instruction and proposes game-based activities as an alternative approach. Current methods of library instruction are deemed too generic, didactic, and uninspiring for students. Younger generations are more engaged by active, collaborative learning styles. The document proposes implementing library instruction as fun, quick games that focus on skills over techniques and encourage problem-solving, interaction, and hands-on learning. A trial with library games showed attendees performed better on assignments than non-attendees, demonstrating the potential for game-based activities to improve student engagement and learning outcomes.
The document discusses information literacy skills of students and challenges faced by academics and librarians. It notes students have poor skills in evaluating online information and their skills are declining each year. Librarians believe they can play a role in developing students' information literacy and academic skills, but academics see their role as limited. The document proposes potential solutions involving games and collaboration between librarians and academics.
This document discusses using games to enhance student engagement, interaction, and reflection in teaching. It notes the increasing number of teaching hours and contact hours in recent years. Traditionally, library instruction was ad hoc, not relevant, procedural, and uninspiring. The document advocates using games to make teaching less didactic and more discussion-based and hands-on. It provides examples of online library games and discusses evaluating resources and thinking of keywords. Game-based learning is said to increase learning achievements, perceived learning, and enjoyment. The document concludes by listing references on using games creatively in information literacy sessions and harnessing the power of game dynamics in libraries.
Cambridge Libraries Conference Jan 2018EISLibrarian
This document discusses using games to enhance engagement, interaction, and reflection in library workshops. It provides examples of how games can be incorporated into instruction sessions to make them more interactive and fun. The author advocates designing activities with game elements like challenges, competition, and rewards to motivate students. References are included discussing the educational benefits of games and gamification in academic libraries.
NHS London Libraries Games and Info Lit w'shop Sept '14EISLibrarian
This document outlines an agenda for a workshop on information literacy skills. The workshop will cover topics such as what makes a bad workshop, library workshops and their impact, and creating games to enhance learning. It includes presentations, activities and discussions around improving the quality and effectiveness of library workshops through collaboration between librarians and teaching staff. Participants will brainstorm game ideas, develop a game, and give short presentations to share their creations. The goal is to move from simply providing information in workshops to fostering searching, analysis and evaluation skills in learners.
This document summarizes efforts to enhance the quality and impact of library workshops at Middlesex University. It finds that collaborating with subject teachers, making workshops more interactive and skills-based, and using games and activities leads to better student engagement and learning outcomes. Survey results show that students who attend library workshops get higher marks on their assignments and are better at finding relevant and academic sources. The document concludes collaboration between librarians and teachers has improved teaching and positively impacted students' research skills.
This document discusses using games to enhance student engagement, interaction, and reflection in teaching. It notes the increasing number of teaching hours and contact hours but that traditional library instruction has been ad hoc, not relevant, and uninspiring. It advocates using games to make teaching less didactic and more discussion-based and hands-on. The document provides examples of online games for teaching and considerations for evaluating resources and references related to using games in education.
This document discusses using games to enhance engagement, interaction and reflection in continuing professional development. It provides an overview of creating a game or activity for a workshop, including brainstorming ideas and designing the game. Participants are asked to complete a form and do a 5 minute presentation about their created game. The document also includes references for further reading on the educational benefits of games and gamification.
The document outlines the agenda and content for a workshop on enhancing the quality and impact of library workshops. The workshop includes sessions on identifying issues with current workshops, inspiration from successful workshops, developing solutions to improve workshops, and strategies to increase workshops' impact. It provides examples of ineffective workshop elements and recommends techniques to make workshops more engaging, such as using games and active learning approaches.
The document discusses enhancing the quality and impact of library workshops. It identifies issues with current workshops such as being repetitive, having bad timing, and focusing too much on information skills and didactic teaching methods. The document proposes solutions such as focusing less on information provision and more on discussion, learning by doing, and making workshops fun. It presents evidence that students who attend workshops obtain better marks than those who do not, and that workshops can be improved by developing activities, improving attendance, using Moodle, and making teaching more enjoyable.
Taking Active Learning to the Next Level: Increasing Student Engagement by Bl...Lindsey McLean
The document discusses increasing student engagement in library instruction through blending face-to-face teaching with online learning objects and gamification. Low student engagement was observed in traditional worksheet activities. To address this, the librarians developed an online "RADAR Game" to evaluate sources that incorporated elements of gamification like points and feedback. Surveys found students were more engaged with the gamified activity than the traditional worksheet. The document concludes by discussing additional online tutorials, resources and recommendations for blended and flipped classroom design.
Presentation by Adam Edwards and Vanessa Hill, Middlesex University London from the Summon and Information Literacy event at Queen Mary University, London.
This document proposes ways that learning technologies and social media could be used to support an undergraduate information literacy program. It discusses using tools like learning management systems, embedded guides, modules and the point-of-need approach to deliver library instruction within online courses. It also analyzes how social media platforms like Facebook, Twitter and Pinterest align with student demographics and could be leveraged for outreach to digital natives. The document argues for user-centered, customizable approaches that meet students in online spaces and connect library resources to their courses.
Digital learning objects (DLOs) are educational resources delivered online that can be used modularly and are reusable. They include presentations, web guides, screencasts, videos, lectures, quizzes and virtual exhibits. As online learning evolves, there will be greater participation from traditional universities, more hybrid courses, and curated open access DLOs that use mixed media. The future may also include gamified DLOs, integration of digital humanities tools like text mining and GIS, and students creating knowledge through DLOs.
A workshop from the MmIT 2016 conference "Digital Citizenship - What is the library's role?" held in Sheffield from 12-13 September 2016.
Changes in scholarly publishing have created a requirement for authors to leverage multiple digital tools in order to build their profile, identity, scholarship and impact within and beyond their institutions. This workshop provided an opportunity for delegates to discuss and reflect on tools which can be used to build an online scholarly presence.
Digital Scholarship: building an online scholarly presenceAlison McNab
This document discusses building an online scholarly presence and digital scholarship. It provides an overview of changes in scholarly publishing and opportunities for open access, open science, and digital research. It discusses tools for finding open access research and measuring research impact. The document also provides guidance on creating an online identity through profiles, collaborations, and disseminating work. Tips are offered on boosting citations and visibility through social media and other online platforms. Throughout, various resources and case studies are referenced to illustrate best practices in digital scholarship.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
This document discusses developing agile approaches in school libraries in a digital age. It notes that the concept of the "Gutenberg Parenthesis" can help reconceptualize directions for school libraries. Key topics discussed include trends in knowledge construction, 21st century skills alignment, digital literacies like media literacy and metaliteracy. The document also references reports on emerging technologies and their implications for education, including trends, challenges and developments impacting schools, libraries and teaching. Overall it argues that sustainable learning requires fusing environments, tools, formats and meta-literacy capabilities in educational approaches.
This document discusses using a library induction game called LibQuest to help first-year undergraduate students at Teesside University learn about library resources in a more engaging way. LibQuest uses augmented reality and tasks students to complete around the library. An evaluation found students enjoyed the social and exploratory aspects of LibQuest and it increased their awareness of available resources. Statistics show participation and borrowing increased in the years after LibQuest for students in the Schools of Computing and Health. Future development could include tailoring LibQuest to different subject areas and improving the app experience.
Many students are approaching research incorrectly and it's greatly hurting information literacy. In this presentation we tackle how to solve this issue so students can become prepared for college and the workplace.
Tackle plagiarism, promote ethical research skills and meet your school or district's standards for college and career readiness goals.
Sign up for a free consultation: http://www.info.easybib.com/exclusive-consultation
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
This document summarizes a project on developing digital literacies among "visitors" and "residents" of online spaces. It provides an overview of the project goals, methodology involving interviews and diaries with participants, emerging findings on sources used, tools of engagement, and agency. It also outlines next steps in surveying and tracking additional participants to further understand information-seeking behaviors between different educational stages.
Digital Visitors and Residents: Project Feedbackjisc-elearning
Students and staff have been developing their own digital literacies for years and successfully integrating them into their social and professional activities. The Visitors and Residents project has been capturing these literacies by interviewing participants within four educational stages from secondary school to experienced scholars. Using the Visitors and Residents idea as a framework the project has been mapping what motivates individuals and groups to engage with the web for learning. We have been exploring the information-seeking and learning strategies that are evolving in both personal and professional contexts. In this presentation we will discuss these emerging ‘user owned’ literacies and how they might integrate with institutional approaches to developing digital literacies. We also will discuss the Visitors and Residents mapping process and how this could be utilised by projects as a tool for reflecting on existing and potential literacies and the development of services and systems.
David White, Co-manager , Technology Assisted Lifelong Learning, University of Oxford
Lynn Silipigni Connaway, Ph.D., Senior Research Scientist, OCLC Research
Title: Social impact evaluations of digital youth work: tensions between visi...Alicja Pawluczuk
Purpose: This paper presents empirical research, which explores the ways digital youth workers perceive, and evaluate, the social impact of their work. There is currently a research gap with regard to the measurement of the social impact of digital youth work. Thus, the aims of this study are: (1) to contribute to the scholarly discussion on the social impact of youth digital participation, (2) to elicit, and analyse, youth workers’ perceptions of the social impact evaluation of digital youth work, (3) and to propose recommendations for further research in this area.
Method: Twenty semi-structured interviews with digital youth workers in the United Kingdom were carried out in mid-2017. The interviews were based on themes drawn from a prior literature review exploring the areas of youth development, digital youth participation, social impact, and social impact evaluation.
Analysis: Research data analysis was guided by a ‘grounded theory’ methodological approach, and conducted using NVivo 10 software. Results show a clear alignment with the existing literature, in the areas of youth participation, and social impact assessment and evaluation. The analysis presented here focuses on three areas of tension between the study participants’ vision, and the reality of the social impact evaluation of digital youth work: (1) Favouring positive stories of impact. (2) Chasing the impact proofs instead of examining the change, (3) Following an interactive youth project with an unengaging evaluation process.
Conclusion: Current (externally governed) evaluation practices, limit digital youth workers’ abilities to critically examine and provide feedback on impact. Acknowledging that there is a need for further research in this area, this study propose three recommendations, primarily aimed at digital youth work funding bodies: (1) Facilitating serendipitous interactions in digital youth work, (2) The further research required in order to provide digital youth workers with a set of tools - or guidance - in order to measure and understand the social impact of their work, (3) Adopting playful methods of evaluation in digital youth work
The document discusses emerging trends in librarianship and higher education. It notes that the abundance of online resources is challenging traditional roles of educators and libraries. Libraries must consider their unique value in providing sense-making and credibility assessment of information. Emerging technologies like MOOCs, learning analytics, and 3D printing will continue to impact higher education. Libraries need to focus on user needs, manage both physical and digital collections, and leverage technologies like the cloud to remain relevant gateways for managing information.
This document summarizes Professor Rhona Sharpe's research interests in developing effective digital learners within institutional contexts. Her research examines how learner experiences with technology vary significantly based on factors like their subject discipline and how courses are designed. She employs methods like focus groups, surveys, and case studies to understand differences in learner experiences and gather data on developing digital literacy. Her goal is to help educators design learning experiences that cultivate the skills and attributes of successful digital learners, while also contextualizing digital literacy within academic disciplines.
Similar to (LISSEE) Highgate School June 2016 (20)
This document provides an overview of the library resources, services, and support available to BIMM students at Middlesex University. It describes how to access and use the library search to find books, articles, and other materials. It also outlines specialized databases, journal databases, citation searching on Web of Science, standards on British Standards Online, interlibrary loans, and reference management using RefWorks. Tips on developing effective search strategies and managing search results are provided, along with information on assistance resources.
Finding dissertations in the library 2022.pptxEISLibrarian
This document provides instructions for finding dissertations in the Middlesex University Library. It explains how to access the library search through myUniHub and sign in to view full text resources. Users can search for dissertations by keyword, subject, or program. Search results can be refined to show only dissertations. Selecting a dissertation title will display bibliographic information needed to request a physical copy, which can only be used within the library. The repository also allows searching for PhD dissertations online. Contact information is provided for librarian assistance.
This document provides guidance on conducting research for a dissertation or literature review. It outlines strategies for developing an effective search plan, including defining keywords and search terms. It also reviews resources for obtaining information, such as the library search tools, subject databases, and interlibrary loans. Tips are provided for evaluating search results and referencing sources properly. The marking criteria for dissertations emphasize demonstrating a full understanding of the topic context through a critical analysis and evaluation of prior research.
This document provides instructions for requesting a book from the Middlesex University library. It explains how to search for and find a book using the library catalog, place a request if the book is checked out, receive a notification by email when it is available for pickup, and cancel a request if needed. The process involves signing into the library catalog with university credentials, clicking "request" and "send request", and then finding the book on the shelf or receiving it by post if a distance learner.
This document provides tips for effectively searching the internet and evaluating online information. It discusses using search engines like Google but notes limitations like unreliable information and manipulated search results. Alternative search techniques are presented for broadening searches and finding specific information. Methods for critically evaluating websites and information are outlined. Academic databases and library resources are positioned as alternatives for finding quality sources, and accessing full texts through a university library is described.
This document provides instructions for managing your library account through the university library system. It explains how to view and renew items on loan, see requests and fines, and access a history of previous loans. Users can sign into their library account to check due dates, renew books automatically or manually, and cancel requests. If help is needed, librarians are available via chat or email to assist with accessing full text materials or troubleshooting other issues.
This document provides instructions for exporting references from MathSciNet and importing them into RefWorks. It explains how to search MathSciNet and select references to export, copy the references into Notepad, save the file on your computer, open RefWorks and import the saved file, and optionally edit the references after importing. The summary concludes by providing links for getting further help from librarians.
This document provides an overview of how to use RefWorks to manage citations and create bibliographies while writing academic documents. Key points:
- RefWorks allows users to create citations from their references and generate bibliographies in thousands of citation styles.
- The RefWorks Citation Manager add-in for Word allows users to cite references as they write by inserting citations that are automatically formatted and updating the bibliography.
- To use the Citation Manager, users first add the RefWorks add-in in Word, log into their RefWorks account, select a citation style, and turn on bibliography generation. They can then insert citations into their document from the references displayed.
This document discusses how to edit references in RefWorks. It explains that you need to change the display to "Citation View" to see what information is missing from references. Fields highlighted in blue are "possibly required" and yellow are "required" by the chosen referencing style. You can then click on a reference to open it for editing and add missing details. It also provides other editing options like manually editing fields or getting suggestions to help fill them in.
To upload a PDF into RefWorks, select "Add" and "Upload Document" to find and select the PDF from your computer. RefWorks will create a reference using text from the PDF that can be edited. PDFs can also be dragged directly into RefWorks. If a reference already exists for a PDF, the file can be associated by opening the reference and dragging the PDF onto the side panel. Further help is available by contacting a librarian.
5 RefWorks Organising and Managing your referencesEISLibrarian
This document provides instructions for organizing and managing references in RefWorks. It describes how to create projects to separate references by research topic or create folders to organize references. References can be moved between folders but will remain in the "All References" folder. New references are initially placed in the "Last Imported" folder. Folders can be shared with other RefWorks users for read-only or editing access. The document also explains how to find and remove duplicate references.
4 RefWorks Exporting references from the InternetEISLibrarian
To save webpages to RefWorks, users can install the "Save to RefWorks" bookmarklet. This allows them to save references from websites by clicking the bookmarklet button and selecting the text to save. The references will then be added to the Last Imported folder in RefWorks. Additional help is available by contacting subject librarians or chatting online with a librarian.
3 RefWorks Exporting references from Google ScholarEISLibrarian
This document provides instructions for exporting references from Google Scholar to RefWorks. It explains that Google Scholar needs to be synced with RefWorks by selecting "Settings" and choosing "RefWorks" from the export menu. There are then two ways to export references to RefWorks directly from Google Scholar search results. It also notes that not all results on Google Scholar contain full text, and provides information on how to access full text through the university library.
2 RefWorks Exporting references from Library Search and journal databasesEISLibrarian
This document provides instructions for exporting references from various library resources, including the library search, EBSCO databases, IEEE Xplore, and Science Direct, to the citation management tool RefWorks. It explains how to save references to the Favorites folder in Library Search before exporting, and that exported references will be saved to the Last Imported folder in RefWorks but can then be moved to other folders. The document offers help contacts for any additional questions about using RefWorks.
RefWorks is bibliographic management software that allows users to collect, organize, and share references. It enables users to create in-text citations and bibliographies in written work. To set up an account, users access RefWorks through their university library databases page, create an account using their university email, and activate it by checking for an activation email. Once the brief RefWorks tour is complete, users can start importing references and learn more features through additional guides. Help is available by contacting a subject librarian or using the online chat.
Saracens High School discusses the importance of communication and evaluating information. It notes that communication involves considering different spellings, related topics at different levels of detail, and synonyms. Evaluating information requires assessing the authority, relevance, intent, objectivity, and currency of the source.
EPQ Workshop 4 Searching and recording.pptxEISLibrarian
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This document discusses library resources for research. It covers searching the library catalog and databases, evaluating information sources, and referencing styles. Key topics include searching for journal articles, creating references in both Harvard and Cite Them Right styles, and assessing the authority and relevance of sources. Interactive exercises guide participants in choosing search keywords and topics, finding peer-reviewed articles, and evaluating information on a subject guide.
This document outlines the agenda and content covered in an EPQ Support Workshop at Copthall School. The workshop covers becoming a critical searcher through evaluating information sources based on relevance, expertise, viewpoint, intended audience, evidence, and date of publication. It teaches searching and recording skills like keeping an annotated bibliography to track research and properly citing sources to avoid plagiarism. The workshop also addresses academic writing skills and accessing library resources for further research support.
This document provides information about British Standards and how to locate and access them through British Standards Online (BSOL). British Standards are agreed ways of establishing best practices and are developed by industry experts. BSOL allows users to search over 50,000 British, European and international standards. The Middlesex University library subscribes to BSOL and provides full-text access to about 150 selected standards. The document outlines how to use BSOL to search for standards, view those available in full-text, and request access to others. It also lists contacting a librarian for help adding standards to the collection.
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
9. The name of the game
• Fun
• Quick
• Simple
• Easy
• Need or objective
Adapted from Susan Boyle, Lilac 2011
https://www.flickr.com/photos/johnragai/
10. Our vision
Move students from
“ …lifting and transporting textual substance
from one location, the library, to another,
their teacher’s briefcases.”
To
“…searching, analyzing, evaluating,
synthesizing, selecting, rejecting…”
Kleine 1987
13. Books
What are they:
A written or printed work of fiction or fact.
May be electronic.
Good for:
Clear overview.
Not so good for:
Up to date information.
17. Finding resources
myUniHub > My Study > My Library > Summon
Select Summon and
search for information for
your project
18. Google vs Summon
http://www.flickr.com/photos/ennuiislife/3450743002/
Google
• Familiar and easy to use
• Finds too much information
• Fast results
• Access from any computer
• Access to some books and journals
• Designed to sell you things
• Search results sponsored
• Searches for info from any source
• Pay for academic information
Summon
• Easy to use
• Finds lots of academic info
• Fast results
• Access from any computer
• Access to lots of books and journals
• Designed to find you information
• Search results by relevance
• Searches quality resources
• Free access to full text
22. 004.19 PRE
Books are arranged…..
Computing
Design
Design
Animals
Animals
Computing
History
History
History
004.19 ABE 004.19 CR0 004.19 PRE
23.
24. Impact
Marks Attendees Non-attendees
Commonest mark 65% 50%
Highest mark 90% 75%
Lowest mark 40% 40%
Bibliography
commonest mark
7/10 5/10
•Survey of CCM2426 students
•66 attendees, 22 non-attendees
25. Search tools used Attendees Non-attendees
Google 68% 63%
Wikipedia 38% 27%
Summon 68% 40%
Library catalogue 30% 59%
Evaluation criteria Attendees Non-attendees
Current 89% 59%
Relevant 76% 59%
Academic authority 67% 41%
Easy to read 24% 45%
32. Dr Vanessa Hill v.hill@mdx.ac.uk
Dr Adam Edwards a.edwards@mdx.ac.uk
http://bit.ly/GamesMDXLibrary
http://eprints.mdx.ac.uk/id/eprint/18944
ght Fotolia under Microsoft licence http://office.microsoft.com/en-gb/images/results.aspx?qu=blank+sign&ex=1#ai:MP900442493|
33. References:
• Asher, C. (2003). Separate but equal: Librarians, academics and information literacy. Australian Academic and
Research Libraries, 34 (1), pp.52-55.
• Badke, W. (2010). Why information literacy is invisible. Communications in Information Literacy, 4 (2), pp.129-141.
• Bennett, S., Maton, K., and Kervin, L. (2008). The ‘digital natives’ debate: a critical review of the evidence. British
Journal of Educational Technology, 39 (5), pp.775-786.
• Chen, K. and Lin, P. (2011). Information literacy in university library user education. Aslib Proceedings: new information
perspectives, 63 (4), pp.399-418.
• CIBER. (2008). Information behaviour of the researchers of the future. UCL, London. Available at
http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf [Accessed 8th September
2014]
• Coonan, E. (2011). A new curriculum for information literacy curriculum: transitional, transferable, transformational –
Theoretical background, Teaching learning: perceptions of information literacy. Cambridge University Library. Available
at http://ccfil.pbworks.com/f/emma_report_final.pdf [Accessed 23rd November 2014]
• Dutton, W.H. and Helsper, E.J. (2007). The Internet in Britain: 2007. Oxford, Oxford Internet Institute, University of
Oxford. Available at http://oxis.oii.ox.ac.uk/reports/ [Accessed: 29th December 2014]
• Fieldhouse, M. and Nicholas, D. (2008). Digital literacy as information savvy: the road to information literacy. In:
Lankshear, C. and Knobel, M. (eds). Digital literacy: concepts, policies and practices. New York, Peter Lang Publishing
Group, pp. 47-72.
• Head, A. (2012). Learning curve: How college graduates solve information problems once they join the workplace
(Project Information Literacy Research Report). Available from
http://projectinfolit.org/images/pdfs/pil_fall2012_workplacestudy_fullreport_revised.pdf [Accessed 11th June 2015]
• Head, A. (2013). Learning the ropes: How Freshmen conduct course research once they enter college (Project
Information Literacy Research Report). Available from
http://projectinfolit.org/images/pdfs/pil_2013_freshmenstudy_fullreport.pdf [Accessed 9th June 2015]
34. • Head, A. and Eisenberg, M. (2010). Truth be told: How college students evaluate and use information in the digital age
(Project Information Literacy Progress report). Available from
http://projectinfolit.org/images/pdfs/pil_fall2010_survey_fullreport1.pdf [Accessed 11th June 2015]
• Helsper, E. J., and Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal, 36
(3), pp. 503-520.
• Holton, D. (2010). The Digital Natives/Digital Immigrants distinction is dead or at least dying. EdTechDev. Available at
https://edtechdev.wordpress.com/2010/03/19/the-digital-natives-digital-immigrants-distinction-is-dead-or-at-least-dying/
[Accessed 9th June 2015]
• Jackson, M.G. (1999). Image and status: academic librarians and the new professionalism. Advances in Librarianship,
23 (1), pp.93-115.
• Jones, C., Ramanau, R., Cross, S. and Healing, G. (2010). Net generation or Digital Natives: is there a distinct new
generation entering university? Computers and Education, 54, pp.722-732.
• Kennedy, G., Judd, T., Dalgarnot, B. and Waycott, J. (2010). Beyond natives and immigrants: exploring types of net
generation students. Journal of Computer Assisted Learning, 26, pp.332-343.
• Margaryan, A., Littlejohn, A., and Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital
technologies. Computers and Education, 56, pp.429-440.
• Markess, S. (2009). A new conception of information literacy for the digital learning environment in higher education.
Nordic Journal of Information Literacy in Higher Education, 1 (1). pp.25-40.
• McGuinness, C. (2006). What faculty think: Exploring the barriers to information literacy development in undergraduate
education. Journal of Academic Librarianship, 32 (6), pp.573-582.
• Norgaard, R. (2003). Writing information literacy: contributions to a concept. Reference and User Services Quarterly, 43
(2). pp.124-130.
• Orr, D., Appleton, M. and Wallin, M. (2001). Information literacy and flexible delivery: creating a conceptual framework
and model. The Journal of Academic Librarianship, 27 (6), pp.457-463.
35. • Palfrey, J., and Gasser, U. (2008). Born digital: understanding the first generation of digital natives. Basic Books, New
York.
• Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9 (5), pp.1-6.
• Prensky, M. (2001b). Digital natives, digital immigrants: do they really think differently? On the Horizon, 9 (6), pp.1-6.
• Prensky, M. (2009). H.Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom. The Wisdom
Page. Available from http://www.wisdompage.com/Prensky01.html [Accessed 9th June 2015]
• Silipigni Connaway, L. and Dickey, T. (2010). The digital information seeker: report of findings from selected OCLC, RIN
and JISC user behaviour projects. JISC. Available at
http://www.webarchive.org.uk/wayback/archive/20140615023510/http://www.jisc.ac.uk/media/documents/publications/re
ports/2010/digitalinformationseekerreport.pdf [Accessed 27th February 2015]
• Webber, S., Ford, N., Crowder, M. and Madden, A. (2013). Collaborating for deep critical information behaviour.
Presented at: LILAC 2013, University of Manchester, UK. 25-27th March 2013. Available at
http://www.slideshare.net/infolit_group/webber-ford-2013-18177230 [Accessed 11th September 2014]
• Weetman, J. (2005). Osmosis- does it work for the development of information literacy? The Journal of Academic
Librarianship, 31 (5), pp.456-460.
• Weetman DaCosta, J. (2010). Is there an information literacy skills gap to be bridged? An examination of faculty
perceptions and activities relating to information literacy in the United States and England. College and Research
Libraries, 71 (3), pp.203-222. Available at
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• White, D. and Le Cornu, A. (2011). Visitors and residents: a new typology for online engagement. First Monday: peer
reviewed journal on the Internet, 16 (9). Available from http://firstmonday.org/article/view/3171/3049 [Accessed 9th June
2015]
• Wright, F., White, D., Hirst, T. and cann, A. (2014). Visitors and residents: mapping student attitudes to academic use of
social networks. Learning, Media and Technology, 39 (1), pp.126-141.
Editor's Notes
VH (16 people)
Intros.
VH
Looking at the broader issues surrounding provision of information literacy training in HE
How we have been inspired to change the way we teach and address the problems
What we have done and how we have developed our provision
What impact have we had
Plus look at some of the myths surrounding students
AE
Landscape has changed dramatically in the last 20-30 years.
This is what libraries looked like when we trained as a librarian in the 1980s.
Librarians were the guardians of information
We created indexes and catalogues, through which we controlled access to information. …….. Manual laborious information retrieval processes which were an major barrier to information for our users.
We organised information on shelves in a librarianly way, which was not always logical to the users e.g.
Mysterious names: Quick-reference, reference, oversize, short loan, etc
The University of Reading arranged books by size in three sequences ‘helpfully’ labelled Quarto, Folio and Octavo!!
We supervised searches and only the librarian could get to the information, especially true of early online searches which cost £1 a minute. I remember that only the head librarian had the authority to undertake such searches at the start of my career.
Teaching was a small part of what we did and not the main priority.
AE
Teaching:
Was limited to add-on workshops:
Workshops usually provided at request of academic staff on ad hoc basis
And little thought given to where they should sit in the overall programme
Repercussions for student behaviour as library workshops perceived as unimportant.
Impossible to develop a progressive programme of information literacy training
There is often an assumption by academics and students that IT skills = IL skills (find, evaluate and use info found)
Not the case…something I’ll explore later.
There was no attempt make them relevant to the students’ academic work
Students often cannot see the relevance of what they learn in library workshops….that is assuming that they have actually learnt anything.
And librarians focussed on procedures and process e.g. how to take a book out or how to find a journal article using printed abstracts and indexes in an effort to create pseudo librarians
Teaching was very didactic and workshops were uninspiring.
This is often still the case and we still see colleagues creating worksheets, making information retrieval a strict, linear process rather than embracing the flexibility and multiple entry points provided by the Internet.
Why?..................Librarians are not taught to teach and maybe lack the skills and confidence to take risks and innovate?
Although the problems we identified were local to us, they will no doubt resonate with librarians world wide.
VH
But now everything has changed:
Subsequent developments in technology, the advent of the Internet, the proliferation of information and ease of access has changed everything we knew.
Summon (like Google) has provided easy access to huge amounts of information.
Information is ubiquitous.
Students can go it alone.
They can access it 24/7 and don’t need to be in the library under the watchful gaze of the librarian!
Neither academics or librarians have control of the information that they use.
As far as library workshops are concerned we don’t need to show students how to use it, because its instinctive (in most cases).
But do they have the skills to find what they really need?
Do they understand the value of academic resources?
Do they use the best keywords/search terms?
Do they know how to make a value judgement about any information found?
Probably not.
All of this has had a major impact on the role of the librarian, our day-to-day work, our environment and the tools we use
There are also significant implications for library workshops.
VH
There are also issues surrounding students….
Student research is often strategic, the students have an end goal which is to make the grade.
Just want to find the right book or journal with the answers, right number of references, using the easy option which is usually Google.
Our students have had 14 years of being told what to do, giving the correct answer in the right way to pass exams…..
We can see from personal experience that Schools are not preparing students for Uni…..we understand why….targets to meet, and also a lack of funding for school libraries etc..
Librarians reinforce this with our Behaviourist approach to teaching.
VH
Inspired by ‘Teaching information literacy in HE workshop’. Attended at CILIP. Dec 2010.
We teach 3-5 times too much
When planning sessions we need to consider what will make the biggest difference given time limit/use online guides
We try to clone our expertise
We can’t distil our own experience into a one hour session.
We don’t need to show students how to search databases, but we do need to show them how to appreciate the value of academic resources, search effectively, evaluate the information found and how to use it ethically
Discussion is powerful:
Find out how the students already find info, what they already know, what they want
Learn/discover together (peer learning): don’t plan searches/demos in advance
We can learn a lot about student’s understanding from the questions they ask
Learning by doing is empowering:
Encourage active participation through a variety of activities eg. trying things out, getting feedback, solving problems, peer discussion, reflecting on mistakes etc
No demos: Interaction and exploration
Uninvolved students are less likely to learn
Students should be learners, not the taught (working together to learn):
Our role to support and facilitate
Disciplinary context is a key influence on student learning ie. one method does not fit all….devised different sessions for PDE students
VH
So we went back to basics and considered what things we really needed to teach removing ourselves emotionally from what librarians normally teach in workshops. Initially we identified 6-7 key areas but subsequently refined this to 4:
Range and value of resources
Importance of keywords to find information
Opportunity to explore resources themselves
The importance of evaluating information found
The framework for every workshop:
Thinking about resources game in an academic context ( 3 x versions TAR, Sources and Scenario)
Keywords: using image to get students thinking about keywords (specific, alternative, related) and then using real example
The real thing: relate learning to a project
Searching (hands on) mainly use Summon = frees up time to concentrate on info skills
Evaluation using sample search results (website, newspaper article, trade journal, academic journal) and Criteria game for 3rd years.
AE
The vehicle to enable these changes came after Adam attended the Librarians Information Literacy Annual Conference in 2011. LILAC as it is known is organised by the Information Literacy Group referred to earlier. Adam attended a workshop by Susan Boyle from UCD talk on the use of games in library workshops.
And so we developed games and activities as described in our core public work for each of the 4 elements in our workshops.
Sharing our ideas with others has also lead to further ideas and we now have a programme of workshops from Foundation through to PG level based around the 4 elements with games and activities used throughout.
This has been shared on Jorum and regularly updated as we make changes.
Games should be:
Fun-enjoyable
Quick -10 mins
Simple - easy to prepare and cheap
Easy to grasp and play- no complicated rules
Meet a specific need or objective
AE
This was our early vision……. ….moving away from a cut and paste mentality to students who are discerning users of information.
Judging by the research we have carried out with academics, this is what they want from their students as well
Have we succeeded? Only time will tell.
VH
This is what we do….a typical 1st year workshop for computing students.
‘Better than Google’ is a direct challenge to the students’ love of ‘Googling it’
VH
We now want you to have a go at one of our original innovative games, so that you can see how it works.
VH
In a classroom situation we would follow this game with feedback and discussion, asking each group in turn to describe each resource in turn and state what they are ‘good for’ and ‘not so good for’.
Besides the resource descriptions, there are no right or wrong answers and discussion is encouraged.
Feedback enables us to cover various key points if not mentioned.
VH
We then explore the other resources.
This is a chance to discuss:
What a journal actually is
Peer review
Authority and relevance of resources
Risk of relying on Google or using Wikipeadia
AE
AE
Example of a real student project and how we get students to think about their keywords.
What are the keywords? Cornish, villages, 4G, trial
What are the alternative keywords?
Cornish: Cornwall, West Country, West of England
Villages: Village, rural communities, countryside
4G: Fourth generation technology, cellular wireless standards, networking technology,
Trial: test, evaluation
What terms can you use to make your search more specific?
Internet access
Fixed and mobile subscribers
Frequency and bandwidth
Infrastructure
BT and Everything Everywhere
Routers, antennas, and dongles
Radio spectrum
IP based mobile broadband
Services eg. ultra-broadband internet access, IP telephony, gaming services, streamed multimedia
LTE (Long term evolution)
IMT (International mobile telecommunications) advanced compliance
What are the related subjects?
Rural internet access
UK digital agenda, Digital Britain
Digital inclusion
Telecommunications
3G and 2G
Laptop computer wireless modems, smart phones, mobile devices
VH
Summon = Resource discovery tool > Searches all our resources.
Easy to use, so no demos.
VH
Searching is followed by a discussion about the advantages of using Summon to find info rather than Google.
Google
Familiar and easy to use
Finds too much information
Fast results
Access from any computer
Access to some books and journals
Designed to sell you things eg. shoes
Search results sponsored…no accident that Wikipedia, Amazon etc at top of search results
Searches for info from any source
Pay for academic information
Summon
Easy to use
Finds lots of academic info
Fast results
Access from any computer
Access to lots of books and journals
Designed to find you information: up-to-date, focussed/specific
Search results by relevance
Searches quality resources eg. Peer reviewed journal articles, conference proceedings , research etc
Free access to full text ie. Information not freely available elsewhere
AE
Introduce the importance of evaluating information for quality
What do you think about this quote by Abraham Lincoln?
AE
Authority : Who is the author? What is their knowledge base/qualifications? How have they carried out their research?
Relevance : Is this what I need? Will it answer my question? Is it at the right level?
Intent : What is the purpose of information e.g. financial gain, propaganda, academic etc?
Objectivity : Balanced view? Opposing views represented? Links to supporting information?
Currency: How old is this information? When was it last updated and by whom?
VH
This is another game that we have used with Foundation students, so not part of our usual 1st year workshop, but we know this game is popular with schools.
Ask students what they think?
Before we explain, run DEWEY GAME.
VH
Books arranged in subjects
Each subject has a number, so books on same subject are at same number on the shelves
We use a 3 letter suffix (usually first 3 letters of authors name) to help you find books within a number
Books arranged alphabetically by suffix within each number
AE
So what happens?
As students take part in one of our activities
They are engaged and there is increased interest, motivation and interaction.
Lots of discussion……collective, social, collaborative and peer learning, working together to solve problems. What we hear the students discuss is indicative of what they know and what they don’t know.
Students appear to be learning……Burgun believes that games teach us how to learn, activating prior knowledge and building on existing skills. This is the constructivist approach to learning which is the foundation of our changed pedagogical practice.
Students seem willing to ask questions, voice opinions etc: games can alleviate some of the fear that students experience when using a library i.e. they can experiment in a safe environment
We can respond as necessary….challenging misconceptions and filling gaps in their knowledge
Use of games alleviates the burden of running back-to-back workshops …..providing us with breathing space. Every workshop different for us.
AE
Those who attended average 65%, rather than 50 % for non attendees ie. 15% higher
Attendees 7/10 for bibliography, rather than 5/10 ie. 20% difference
AE
Resources used shows better choice of resource by attendees….in the case of this project, very little current info, so Library catalogue not a good choice
Evaluation criteria shows better understanding by attendees ie. Academic authority and currency seen as impo rather than easy to read.
VH
To give further context to this and to justify some of the changes that we have made, lets consider some of the myths surrounding our students.
Digital Natives are different to previous generations
Young people know how to use computers so must be information literate
Adam and I have explored these in detail in a joint Doctorate that we completed earlier this year.
If you are interested you can read more at this URL.
VH
Digital Natives are different or are they?
Digital Natives are "native speakers" of the digital language of computer and are defined as a person born or brought up during the age of digital technology (i.e. 1980-) and so are familiar with computers and the Internet from an early age.
They are multitaskers, have access to technology, proficient in their use, Internet is primary info source etc
As compared with Digital Immigrants= less reliant on Internet, more likely to use physical library , prefer to read from paper etc
Some people suggest a 2nd generation of Digital Natives born after 1990 who have grown up with social media
Prensky back in 2001 made distinction between technical and cognitive skills believing DN brains has been fundamentally changed
Other writers (Fieldhouse and Nicholas) assume that their language is different and that there are implications for education process i.e that we must change the way that students are taught in class.
However others (Bennett et al) question this….The earlier generation of Digital Immigrants also known as ‘Generation X’ (born between 1961-1981) used to multi-task (TV/homework), and in fact Digital Natives don’t expect to be taught differently
MORI suggest students don’t actually utilise technology as much as we think
Lots of research suggests extent of Internet use, not just to do with age, other factors=socio-ec, ethnicity, gender, home environment etc
Therefore not homogenous group
Therefore the concept of Digital Natives and Digital Immigrants increasingly questioned……age alone cannot explain use of technology.
White and Le Cornu advocate the idea of ‘Visitors and residents’ who use Internet respectively as a ‘Tool’ to find info when appropriate and a ‘place/space’ where they can develop a digital identity and network within a community.
Prensky in 2009 has also reconsidered and now talks of ‘Digital wisdom’ to distinguish between those who accept the judicous and timely use of technology to access info for decision-making and those who don’t.
VH
Digital Natives have matured in a world dominated by the Internet, so there is an assumption that they information literate because they know how to use technology.
Chen and Lin believe that students comfortable in a digital world, can find information easily and are therefore also liable to think they have the necessary skills to use information.
But Norgaard believes that we should not treat IL as a neutral set of skills i.e. that it is just about finding information. It should be about making our students discerning users of information, developing transferable skills and enabling lifelong learning.
In reality CIBER 2008 report showed that 89% of students use search engines at start of their research and 93% are satisfied with this experience.
CIBER also showed that virtual library users spent as much time ‘finding their bearings’ as they did viewing actual search results suggesting less proficiency as previously thought.
Some of the literature suggests (Asher in 2003 and Palfrey and Gasser 2008) that the problem of discerning good information from bad is an age-old problem.
In reality they don’t know how to use all the info judiciously, lack the critical skills.
Therefore IT skills do not necessarily mean that students are information literate.
AE
Online databases and Resource Discovery tools like Summon make searching easier…
Therefore we don’t really need to teach library skills i.e. process….how to use databases, e-resources.
But we need to teach information literacy
We now have time to do this.
Finally…..
Changes to methods have worked: survey shows that we have made an impact, plus many colleagues have used and adapted our workshops for their students
Teaching is more fun for students and for us
And we can now say that Library workshops gets you better marks