This document outlines the agenda for a workshop on enhancing the quality and impact of library workshops. The workshop includes sessions on what makes a bad workshop, creating games to use in workshops, and a discussion on collaborating to improve teaching skills and attendance at workshops. The document provides examples of games that could be used in workshops and evaluations of workshops that showed attendees had higher marks on coursework than non-attendees. It concludes with references used in the workshop presentations.
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. 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.
The document outlines the schedule and activities for a subject forum workshop on information literacy. The workshop will include sessions on having participant input, designing effective workshops, using games to teach topics, and creating games. Participants will break into groups to design games on specific information literacy topics and then present their games. The document provides guidance and considerations for the game design portion of the workshop.
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.
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.
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 using games and interactive activities to teach information literacy skills to students. It notes that traditional library workshops have been didactic and uninspiring. The document proposes moving away from fact-based learning and focusing on skills like searching, analyzing, evaluating, and synthesizing information. It provides examples of games and activities libraries could use, such as reference evaluation games and scavenger hunts to teach organization of library resources. The goal is to make information literacy lessons more engaging, relevant and skill-based through learning by doing 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 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. 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.
The document outlines the schedule and activities for a subject forum workshop on information literacy. The workshop will include sessions on having participant input, designing effective workshops, using games to teach topics, and creating games. Participants will break into groups to design games on specific information literacy topics and then present their games. The document provides guidance and considerations for the game design portion of the workshop.
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.
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.
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 using games and interactive activities to teach information literacy skills to students. It notes that traditional library workshops have been didactic and uninspiring. The document proposes moving away from fact-based learning and focusing on skills like searching, analyzing, evaluating, and synthesizing information. It provides examples of games and activities libraries could use, such as reference evaluation games and scavenger hunts to teach organization of library resources. The goal is to make information literacy lessons more engaging, relevant and skill-based through learning by doing 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.
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.
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.
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.
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.
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 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.
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 using games in library workshops to enhance information literacy sessions. It proposes moving from a didactic teaching model to one focused on active learning through discussion, collaboration, and learning by doing. Several challenges with current teaching methods are outlined such as being too generic, uninspiring, and providing too much information. The benefits of an approach using games are presented, including that games are fun, quick, simple, and help meet student needs and objectives. A case study is shared showing students who participated in game-based workshops received higher marks than those who did not participate.
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 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 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 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.
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.
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.
J. Adam Edwards "What's the name of the game? How Summon saves time for fun g...SummonIL
http://summonil2013.wordpress.com/
hashtag: #summonil
J. Adam Edwards from Middlesex University talks about how he uses Summon with students during this presentation. These slides are from the 2nd UK Information Literacy & Summon Day (SummonIL2013) which was held at Manchester Metropolitan University (MMU) on 25th July 2013.
This document provides information about a teacher's classroom. It includes sections on activities, the teacher's background, the importance of reading, math resources, blogging, classroom management strategies, homework policies, and ways for parents to stay connected including Remind, email, and the teacher's class blog. The teacher's goal is to promote independent reading and build students' intrinsic motivation to read outside of school.
This document discusses introducing STEAM (science, technology, engineering, arts, and math) programs and activities in public libraries. It defines STEAM as incorporating creativity and open-ended learning. The document provides examples of preschool and school-age STEAM programs, focusing on introducing concepts, hands-on activities, and facilitating interest in STEAM subjects. It also discusses STEAM services libraries can offer like activity stations, displays, and readers' advisory, as well as resources libraries can draw from such as books, blogs, websites, community partners, and grants.
This workshop aims to develop critical searching skills. It will consider what critical searching means, how to evaluate information, and find quality sources. Students will learn how to ask questions about sources to determine authority, such as who published it, where it was published, when it was published, and why it was published. They will also learn how to broaden, narrow, and streamline searches, and how to identify trustworthy sources based on aspects of URLs like domain suffixes. Help on referencing, avoiding plagiarism, and finding subject librarians is also provided.
This document provides an overview of different types of resources for research, including books, web pages, newspapers, academic journals, trade journals, and other materials. It discusses when each resource type is most appropriate or not appropriate to use. The document also covers developing search strategies, finding information using Summon and Google, managing references with RefWorks, evaluating information sources, and avoiding plagiarism. Key areas covered include searching keywords, refining searches, saving references, comparing Google to Summon, referencing and citations, and evaluating authority, relevance, intent, objectivity and currency of sources.
BA/BSc Product Design 1st year session 2 Oct 2016 EISLibrarian
The document provides tips for conducting research, including being curious, using imagination, choosing keywords carefully, and streamlining searches. It lists sources for images, trends, and design information. Tips are given for using search tools effectively, such as using quotation marks, operators like OR and *, and limiting searches to specific sites or years. Contact information is provided for a librarian who can offer additional research help.
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.
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.
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.
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.
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 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.
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 using games in library workshops to enhance information literacy sessions. It proposes moving from a didactic teaching model to one focused on active learning through discussion, collaboration, and learning by doing. Several challenges with current teaching methods are outlined such as being too generic, uninspiring, and providing too much information. The benefits of an approach using games are presented, including that games are fun, quick, simple, and help meet student needs and objectives. A case study is shared showing students who participated in game-based workshops received higher marks than those who did not participate.
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 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 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 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.
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.
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.
J. Adam Edwards "What's the name of the game? How Summon saves time for fun g...SummonIL
http://summonil2013.wordpress.com/
hashtag: #summonil
J. Adam Edwards from Middlesex University talks about how he uses Summon with students during this presentation. These slides are from the 2nd UK Information Literacy & Summon Day (SummonIL2013) which was held at Manchester Metropolitan University (MMU) on 25th July 2013.
This document provides information about a teacher's classroom. It includes sections on activities, the teacher's background, the importance of reading, math resources, blogging, classroom management strategies, homework policies, and ways for parents to stay connected including Remind, email, and the teacher's class blog. The teacher's goal is to promote independent reading and build students' intrinsic motivation to read outside of school.
This document discusses introducing STEAM (science, technology, engineering, arts, and math) programs and activities in public libraries. It defines STEAM as incorporating creativity and open-ended learning. The document provides examples of preschool and school-age STEAM programs, focusing on introducing concepts, hands-on activities, and facilitating interest in STEAM subjects. It also discusses STEAM services libraries can offer like activity stations, displays, and readers' advisory, as well as resources libraries can draw from such as books, blogs, websites, community partners, and grants.
This workshop aims to develop critical searching skills. It will consider what critical searching means, how to evaluate information, and find quality sources. Students will learn how to ask questions about sources to determine authority, such as who published it, where it was published, when it was published, and why it was published. They will also learn how to broaden, narrow, and streamline searches, and how to identify trustworthy sources based on aspects of URLs like domain suffixes. Help on referencing, avoiding plagiarism, and finding subject librarians is also provided.
This document provides an overview of different types of resources for research, including books, web pages, newspapers, academic journals, trade journals, and other materials. It discusses when each resource type is most appropriate or not appropriate to use. The document also covers developing search strategies, finding information using Summon and Google, managing references with RefWorks, evaluating information sources, and avoiding plagiarism. Key areas covered include searching keywords, refining searches, saving references, comparing Google to Summon, referencing and citations, and evaluating authority, relevance, intent, objectivity and currency of sources.
BA/BSc Product Design 1st year session 2 Oct 2016 EISLibrarian
The document provides tips for conducting research, including being curious, using imagination, choosing keywords carefully, and streamlining searches. It lists sources for images, trends, and design information. Tips are given for using search tools effectively, such as using quotation marks, operators like OR and *, and limiting searches to specific sites or years. Contact information is provided for a librarian who can offer additional research help.
This document provides an overview of resources and strategies for finding research evidence. It discusses developing effective search strategies, evaluating information quality and relevance, managing references, and using library databases and tools like Summon, RefWorks, and Web of Science. Key resources covered include journal databases, citation searching in Web of Science, and getting materials through interlibrary loans if they are not available in the library. The document emphasizes evaluating information sources based on their authority, relevance, intent, objectivity, and currency.
The document provides guidance on finding information for projects through effective searching and evaluating online resources. It outlines search tips like using keywords, phrases, and Boolean operators to narrow or broaden results. Specific resources are recommended for computing students to explore, like subject guides and tutorials on searching techniques. Criteria for a coursework assignment on concurrency and Dropbox is also listed, including the weighting of elements like the abstract, problem description, and English language usage.
This document provides information and resources for students to conduct research at Middlesex University. It outlines the importance of research and gives tips for developing search strategies, finding and evaluating resources, and avoiding plagiarism. Students are directed to library guides and databases for standards, industry information, and training videos. Contact information is provided for the librarian for further research assistance.
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.
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. It suggests workshops should focus less on providing answers and more on skills like searching, analyzing, and evaluating. The document advocates making workshops more fun by using games, quick activities, and focusing on learner needs. Evaluation data found students who attended workshops received higher marks and used library resources and evaluation criteria more than students who did not attend. The workshops were successful in collaborating with teachers and having a positive impact on student learning.
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 and interactive teaching methods have improved workshops and positively impacted students.
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.
This document provides an overview of different types of information resources for research, including books, web pages, newspapers, journals, and popular journals. It discusses the pros and cons of each resource type. The document also covers developing search strategies, evaluating information sources, and using the university's discovery service Summon to search for resources. Tips are provided on what to do if a needed book is not available in the local library.
This document provides information and guidance about conducting research for academic projects. It discusses various types of resources like books, websites, newspapers, journals and popular trade journals. It explains how to evaluate information sources based on their authority, relevance, objectivity and currency. The document also describes search tools like Summon, keywords, refining searches, and getting help from librarians. It highlights differences between Google and library database searches. Finally, it provides tips if desired resources are unavailable, and ways to stay updated on library services.
This document provides information about resources for research at Middlesex University, including the library catalog and online databases. It discusses different types of resources like books, websites, newspapers, journals, and popular/trade journals. It encourages using keywords and refining searches, and evaluating sources based on authority, relevance, intent, objectivity, and currency. The document also addresses referencing, plagiarism, and getting help from librarians.
This document provides an overview of different types of resources for research and how to search for information at Middlesex University. It discusses books, web pages, newspapers, academic journals, trade journals, objects, and other resources. It encourages thinking about keywords and related search terms. The document reviews how to search the university's Summon discovery tool and refine searches. It also compares searching Google versus Summon. Tips are provided on referencing, evaluating information sources, and getting help from librarians.
This document provides an overview of resources for research and tips for evaluating information sources. It discusses different types of resources like books, web pages, newspapers, academic journals, trade journals, objects, and databases. It also covers developing effective search strategies, refining searches, comparing Google to the library database Summon, getting help from librarians, evaluating sources, referencing, and staying in touch with the librarian. The goal is to help students effectively find and utilize quality information for their academic projects and essays.
CCE2060 catch up (direct entry) Oct 2014EISLibrarian
This document provides an overview of different types of information resources for research, including books, web pages, newspapers, journals, and online library databases. It discusses the strengths and weaknesses of each resource type. The document also covers developing effective search strategies, refining searches, and getting help from library staff.
This document provides an overview of different types of resources for research and how to evaluate information. It discusses books, web pages, newspapers, academic journals, trade journals/magazines, and objects. It also covers searching the library catalog and database Summon, evaluating sources based on authority, relevance, intent, objectivity and currency. Tips are provided on getting help from librarians.
This document summarizes different types of information resources and provides guidance on evaluating and searching for resources. It discusses books, web pages, newspapers, journals, and online reading lists. It encourages developing effective search strategies using keywords and databases like Summon. The document contrasts searching Google with using Summon and university library resources. It emphasizes evaluating information sources based on their authority, relevance, intent, objectivity, and currency. Finally, it provides contact information for librarian support and help.
Architectural Technology 1st year Oct 2016EISLibrarian
This document provides an overview of resources for research and evaluating information. It discusses different types of information sources like books, web pages, newspapers, journals, and trade publications. It explains how to develop effective search strategies using keywords and databases. The document also covers how to evaluate information sources based on authority, relevance, intent, objectivity, and currency. University students are encouraged to use library databases like Summon, which provides peer-reviewed academic articles, instead of Google for research. Referencing sources and avoiding plagiarism is also addressed.
MSc DEMM Oct 2013 Finding Research EvidenceEISLibrarian
This document provides an overview of finding and evaluating research resources. It discusses different types of resources like books, web pages, newspapers, academic journals, and trade magazines. It also covers developing search strategies, using keywords, searching databases like Summon, and evaluating information. The document emphasizes avoiding plagiarism through proper citation and referencing and provides library resources and contacts for research help.
This document provides an overview of different types of resources for students, including books, web pages, newspapers, academic journals, trade journals/magazines, and objects. For each resource, it describes what they are, whether they can be electronic, and what they are good and not as good for in terms of providing information. The document encourages students to learn more about resources by visiting the library subject guides and connects them with librarian contacts for additional help.
This document provides an overview of resources for research and how to evaluate information sources. It discusses different types of information sources like books, web pages, newspapers, journals and trade publications. It also covers developing search strategies, using the library search tool to find resources, refining searches, and evaluating search results based on authority, relevance, objectivity and currency. Tips are provided for accessing resources not available in the library and staying updated via the library's blog, Twitter, and Facebook pages.
This document provides an overview of resources for research and summarizes strategies for evaluating information. It begins by outlining the topics to be covered, including the range of resources available, developing search strategies, and evaluating what is found. Various resource types - books, web pages, newspapers, journals, and trade publications - are then defined and their strengths and weaknesses for research are discussed. Search tools like Summon are recommended for finding resources and techniques for refining searches are presented. The document concludes by offering guidance on evaluating information sources based on their authority, relevance, objectivity, and currency, as well as information on accessing resources not available at the local library.
This document provides an overview of different types of information resources for research and how to search for them. It discusses books, web pages, newspapers, journals, and popular journals. It also covers developing search strategies, using keywords, refining searches, and specialized resources like Summon and MathSciNet. The document encourages searching Summon to find information for projects and notes that not everything is available online. It compares searching Google versus specialized library databases.
This document provides information about resources for research and evaluating information. It discusses developing an effective search strategy, available resources and how to use them. It examines choosing the right resource type, developing keywords, searching databases and evaluating information sources based on authority, relevance, objectivity and currency. Help resources are provided, including subject guides, inter-library loans, librarian contact details and online support.
This document discusses resources for research and evaluating information sources. It provides guidance on searching library databases like Summon, which allows access to academic books and journals, versus Google. Key criteria are outlined for evaluating information sources, such as authority, relevance, objectivity and currency. Tips are provided for accessing materials not available in the library, including requesting books and using other libraries.
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
The document discusses the importance of recording searches, referencing sources, and streamlining research. It emphasizes keeping track of relevant facts and points from sources to avoid plagiarism and give proper credit. Referencing demonstrates detailed research and allows readers and evaluators to locate original sources. The document provides tips and resources for effective searching of databases, guides, and other library sources to efficiently find newspaper articles and additional materials.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
NHS London Libraries Sept 2014
1. Adam Edwards and Vanessa Hill
Sept 2014
Information Literacy Skills
London Health Libraries
2. Welcome
09.30-10.00 Refreshments
10:00-10:45 What makes a bad workshop?
10:45-11:00 Break
11:00-13:00 The Winner takes it all
13:00-14:00 Lunch
14:00-15:45 Create a game
15:45-16:00 Questions
16:00 Close
3. What makes a bad workshop?
http://www.flickr.com/photos/webtreatsetc/4869256777/
12. Björn Again
• Less is more
• Cloning
• Discussion
• Learning by doing
• Learners, not the taught
• Games
http://advedupsyfall09.wikispaces.com/Sara+Woodard
13. The name of the game
• Fun
• Quick
• Simple
• Easy
• Need or objective
Adapted from Susan Boyle, Lilac 2011
14. I have a dream
Move 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
17. Example of coursework marking criteria
10% Introduction
15% Overview
30% Critical analysis
15% Discussion
10% Conclusion
10% Referencing
10% Quality etc
Maximum marks for a well
referenced and accurate
description of [subject]
using suitable references
Maximum of 10 marks for a list of
references which is both relevant,
and correctly given in Harvard
style
Maximum of 10 marks for quality,
style of writing and presentation
19. 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.
20. Journal
What are they:
A regular publication containing articles on a particular
academic subject.
Presents new research.
Good for:
Latest research, critically reviewed by experts.
Not so good for:
Broad overview of a subject.
21. Web page
What are they:
An information resource which can be easily created by
anyone on any topic.
Electronic.
Good for:
Very up to date information.
Not so good for:
Accurate and reliable information.
22. Newspaper
What are they:
A regular publication containing current events,
informative articles, diverse features and advertising.
May be electronic.
Good for:
Daily information.
Not so good for:
Balanced and well researched information.
23. Popular (trade) journal
What are they:
A regular publication containing new products plus
information for a business sector.
Good for:
Latest product news.
Not so good for:
Detailed and objective reports.
24. Find out more
MyUniHub > MyStudy > MyLibrary > Library Subject Guides
http://libguides.mdx.ac.uk/EIS
27. Finding resources
myUniHub > My Study > My Library > Summon
Select Summon and search
for information for your project
28. 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
30. Evaluating information
Imagine you are writing an essay on ‘Network Security’.
Have a look at the 4 items that you have been given and
consider the following:
• Which items are the most relevant to your essay?
• Which items would be no use?
• Which item has the most academic authority?
• Which items might have bias?
• Which item is the most current?
33. 004.19 PRE
Books are arranged…..
Computing
Design
Design
Animals
Animals
Computing
History
History
History
004.19 ABE 004.19 CR0 004.19 PRE
34. Take a chance on me
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
35. “If you put me to the test, if
you let me try………”
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%
36. On and on and on
•Develop activities
•Improve attendance
•Revalidation
•Moodle
•DProf
37. The winner takes it all
• Successful collaboration
• Changes have worked
• Teaching is more fun
• Impact…
...Library training gets you better marks!
38. When all is said and done
• Boyle, S. (2011) Using games to enhance information literacy
sessions, Presented at LILAC 2011.
http://www.slideshare.net/infolit_group/boyle-using-games-to-
enchance-information-literacy
• Kleine, M. (1987), What is it we do when we write articles like this
one-Or how can we get students to join us?, Writing Instructor 6,
151.
• Markless, S., (2010), Teaching information literacy in HE: What?
Where? How?, presented at King’s College London, 9/12/10.
[Notes taken at the event.]
http://bit.ly/GamesMDX
41. Create a game
• Reflect on our games
• Think about games you know
• Brainstorm ideas
• Create game (1 hour)
• Complete form
• Prepare presentation (15 mins)
• 5 min presentation
Adapted from Susan Boyle, Lilac 2011 http://www.flickr.com/photos/ajourneyroundmyskull/4788590225/
AE
9.30-10.00 Refreshmants
10:00-10:45 What makes a bad workshop? Opportunity to think about what makes a workshop go wrong, but also how to put it right.
10:45-11:00 Break
11:00-13:00 The Winner takes it all: enhancing the quality and impact of library workshops. What we have done at Middlesex Uni.
13:00-14:00 Lunch
14:00-15:45 Create a game: chance to create your own game. (Refreshments at 3)
15:4516:00 Questions
16:00 Close
VH
Divide into groups
Get to know your group
10:00-10:10 10 mins to discuss and note down ‘5 things guaranteed to make a library workshop a disaster’
10:10-10:25 Pass on to next team and spend 15 mins coming up with solutions
10:25-10:45 Feedback
VH
15 min break
VH
VH
Intros
Looking at the broader issues surrounding provision of information literacy training in HE
How collaboration with other professionals has enabled us to improve our practice eg. Learning technology experts, LDU, academics and students
How we have been inspired to change the way we teach and address the problems
What we have done and how we are developing our provision
What impact have we had
AE
AE and VH identified a number of issues regarding provision of user education:
Not embedded
workshops traditionally provided at request of academic staff on ad hoc basis
which leads to inconsistent provision
complex module structure
No central coordination of skills within the School
Inconsistent provision:
rarely see all first year students
Repetitive: Impossible to develop progressive programme of information literacy training, so end up repeating what we’ve already covered for 2nd and 3rd years
Bad timing:
Insufficient time
Wrong time, so not relevant to students
Information skills:
Students know how to use technology, but lack ability to find, evaluate and use the information found
Teaching methods (more next slide)
AE
Is teaching a Librarian’s Waterloo?
Relevance: Library workshops can be too generic and not relevant to students and what they are doing
Too much: we want to tell them everything we know
Tools based: obsessed with showing them how to use databases
Didactic: follow instructions correctly, step-by-step
Uninspiring: bore students/death by Powerpoint
Subject: Librarians fear teaching subjects they are unfamiliar with, so over complicate. What we need to remember is that we are teaching information skills and not the subject
Teaching skills: librarians not taught to teach……however things are changing
AE
Student research is finding…
Book or journal with the answers
Right amount of facts
Right number of references
Reporting back to teacher
Easy option: use Google and Wikipedia as easy
Also fear of plagiarising and criticising information, also students who have never written more than 500 words
Behaviourist librarians reinforce this
AE
Librarians have arrived……the importance role is starting to be recognised
Teaching qualifications:
PGCertHE @ MDX:
traditionally not open to librarians
Single long 60 credit module, so no stopping off points
Now revalidated as 15+15+30 credit modules (DE version for overseas campuses)
2x15 core skills for Librarians and Support Staff
Teaching Fellowships
Originally learning Support Fellowships (Teaching F’ships for academics)
Changed to TF for all c 8 years ago
Recognises contribution to teaching in the Uni
Active community within MDX, conferences etc
FHEA: Alternative route/equiv to PGCertHE
TESOL
Benefits:
Equivalent qualifications to academic staff = equal footing
Learning together: academics and support staff studying PGCert together = gain understanding of each others role, contribution etc
Language: use same language
Respect: mutual
Understanding of the theory behind 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
Games:
Inspiration from LILAC 2011- Susan Boyle (UCD) Using games in HE.
VH
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
VH
AE
To put all this in context……Wider programme of activity that we were engaged in at the time
3 years ago we worked with School LTSL and AWL (LDU) to embed our workshops in to curriculum
Matched information and other academic skills against CBI employability guidelines, and then integrate them into the wider employability skills framework devised by the school eg.
finding and evaluating information = problem solving
Plagiarism and search strategy = communications and literacy
Finding info for projects = self-management
More clout > easier to approach staff if our contribution is part a school plan and easier to get appropriate time
Avoided overlap and duplication by identifying specific programmes rather than modules within structure
Created a menu of workshops ie. what we would cover in each year
Coordinate content with LDU to avoid duplication
VH
What we did:
Back to basics-we considered what we need to teach
Identified key elements (next slide): Resources, keywords, searching and evaluation
Created a game/activity for each element
Mix and match elements
Coordinate content with LDU to avoid duplication
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.
PDE students: have taken interactivity much further eg. taking items from special collections into their studio (think about how they can use them), letting them discover art and design collections themselves at HE (mini project) etc.
Now rolling out, so developing alternatives for 2nd and 3rd years and PGs
VH
Example marking criteria for this project.
In this session we are going to show you how to improve your marks.
Worth considering this:
Max points awarded to work which is based on good research and well referenced
Max marks awarded if refs used are relevant and correctly written ie. Harvard style
LDU can help with style of writing and presentation
VH
Hand out exercise Thinking about resources.
Groups
10 mins
VH
Good for:
broad/general overview of subject
Edited for quality and accuracy
Not so good for:
May not be specific enough
Can be out of date
VH
Good for:
Up-to-date
Specialist/focussed
Present latest research
Edited for accuracy/quality (peer reviewed)
Lots of references
Not so good for:
Can be hard to locate/access
Expensive
May be too specific
May be at wrong level
VH
Good for:
Easy to use/search
All subjects covered
Can be very up-to-date
Mobile
Not so good for:
No editorial control
Unreliable sources
Can be created by anyone
Material can lack provenance
Can be out-of-date
Not everyone has access
VH
Good for:
Up-to-date
Edited
Readily available (latest copies especially)
Not so good for:
Can be bias
Can be unbalanced
Can be sensationalist
Hard to get hold of/access (back issues)
VH
Good for:
Latest information
Current events
Concise info
Product news
Often available online with RSS/Twitter etc
Not so good for:
Detail
Objective information ie. can be bias, adverts, preferential products etc
Often hard to find old issues
Back issues/archive
VH
More information about the range of resources available on the Library Subject Guide.
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
00:50
VH
Need to carry out a literature search:
Finding the information available on a subject
Finding information to inform, underpin and shape your research
Finding what has already been written on a subject
Analyzing, evaluating and making judgements about the info found
Identifying the main trends
Finding appropriate information: the information needs to be suitable for your need ie. right level, current if important, sufficient breadth or detail etc
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
Divide class into group
Hand out worksheet and 4x items.
Discuss. No right or wrong answers. All items found by doing a search on Network Security.
Which items are most relevant:
Academic journal and Wiki most relevant.
Newspaper article is sensationalist and trade journal is a review of software.
Which items would be no use:
Newspaper article useless, and trade journal probably not unless needed to know about software packages.
Which item has the most academic authority:
Academic journal. It has biography of authors, references, in-text citations and uses academic language. Article has been peer reviewed.
Wikipedia has refs, but don’t know who has added information.
Are any of the items bias:
Newspaper
Trade journal is reviewing software and may be swayed by advertisers.
Which item is the most current:
Wikipedia
Academic journal is very out-of-date 2004
Would not use any of them and would continue search. Discuss the importance of evaluating the information that you find.
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
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
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.
AE
Develop activities so appropriate for level and not repetitious
Have developed further versions of the games for 2nd and 3rd years and PGs.
Further developing 2nd year workshop so substantially different to 1st and 3rd.
Improve attendance: any ideas…..problem is not just ours
University is introducing much more rigorous attendance monitoring
CS and other progs substantially changing way do 1st yr teaching (projects and workshops) which is more attractive to students and harder to skive off.
Revalidation and new courses in our school an opportunity to embed our teaching further
Simpler course structure, so easier to see all students without duplication
Have been able to influence the Learning Outcomes to include info lit skills
CSD4040 LDU and Libs have been given 12 hours to teach info and academic skills and listed as course tutors. Working closely with AWL (LDU) to develop sessions for CSD4040
Working with Steve Chilton (Learning Technologist) to develop online courses, support etc
Moodle: old VLE being phased out and Moodle introduced. Opportunity to reassess our contribution and influence content. Working closely with Educational Development Unit (Steve Chilton)
DProf
AE
Successful collaboration is getting things moving plus team teaching
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
But we can now say...
...Library training gets you better marks
AE
AE
Any questions
Lunch 1-2
During lunch think about a particular group of users that you are concerned about in relation to library workshops.
AE
1hour 15 mins (3.15pm) to create game:
Reflect on our games
Think about games you already know eg. Monopoly, Scrabble etc
Brainstorm ideas
Create game (1 hour)
Complete form to cement your ideas
Prepare presentation (15 mins)
5 min presentation