Perceptions of the ‘find-it-out-yourself method’: Developing self-efficacy and students as ‘tourists’ in academic communities of practice - Heather Lincoln & Tiffany Chiu
The document discusses a research study conducted at Imperial College London to understand postgraduate business students' experiences with information literacy (IL) learning. Focus groups were held with 14 students to examine their perceptions of standalone IL teaching sessions, the "find it out yourself" method of learning, and their identity as "tourists" within the academic community of practice. Key findings included that students valued IL sessions but found standalone sessions did not always support focused learning. Students also felt time pressures that reduced prioritization of non-core skills. The study provided insights into enhancing IL teaching and student engagement.
Kirsty Thomson developed an interactive teaching method to instruct students on how to structure literature reviews using summaries and themes from 1990s movies. Students worked in groups to summarize films and identify their themes, which were then used to demonstrate how to structure a literature review. The method aimed to make the instruction practical, engaging, and fun while emphasizing key points like reflecting on readings and structuring reviews around themes. Feedback suggested students enjoyed the class and grasped the concepts.
This document summarizes the process of transforming an existing plagiarism guide into a sustainable academic practice toolkit. The authors took an iterative approach, reusing, recycling, and repurposing existing resources. They incorporated active learning principles, formative and summative assessments, and subject-specific elements to create a guide open to all disciplines. Case studies highlight positive feedback from users in African Studies and Chemical Engineering. Future plans include revisiting promotion, review, and creating workshops to undertake similar projects at other institutions.
The document discusses dyslexia and information-seeking. It describes a workshop on the topic which included discussing what is known about dyslexia, participant experiences of information-seeking barriers, and ideas for adapting teaching practices. The participant experiences highlighted difficulties with communicating information needs through keyword selection and spelling, evaluating online information through reading and interpreting, and weakened memory and self-efficacy impacting the process. Workarounds used by participants and ideas for adapting teaching content and practices were also discussed.
This document discusses a research study on leisure reading habits among college students. It begins by connecting leisure reading to benefits like academic achievement, creativity, mental well-being, and empathy. The study used interviews and observations to understand students' leisure reading behaviors and perceptions of academic library leisure collections. Results found that while students read for enjoyment, stress relief, and personal development, they were often unaware of or dissatisfied with library leisure collections. The study concludes by providing recommendations for academic libraries to better promote and develop their leisure collections to encourage recreational reading among students.
This document discusses the #ebooksos campaign, which was started by three academic librarians to raise awareness of issues with the affordability, availability, and access of e-books for university students and libraries. The campaign gathered thousands of signatures on an open letter calling for a government investigation into academic e-book publishing practices. While the education committee declined to do a review, the campaign has continued to provide evidence to the Competition and Markets Authority. The document discusses how these e-book issues impact students' information literacy and how librarians have used their own information literacy skills to advocate for change through the campaign in the spirit of information literacy as activism.
This document presents information on genre confusion and disinformation. It aims to explain how disinformation borrows techniques from authoritative genres like news to appear credible. It discusses how cognitive biases and heuristics influence how people evaluate information. The document introduces the IF I APPLY tool for information evaluation to help identify implicit biases. It provides examples of genre confusion beyond fake news and discusses how sources achieve their purpose by exploiting cognitive biases.
The document describes the development of an online course for teaching systematic review search strategies. The course was designed using the Community of Inquiry framework to build teaching, social, and cognitive presences. It was implemented in Moodle and included video introductions, peer feedback assignments, and discussion forums. Drop-in sessions were later added using Gather to foster interaction. The course has been run successfully for several iterations, with most students reporting improved skills and confidence in conducting systematic reviews.
The document summarizes the creation of an online information literacy program called PACE for lifelong learning students at the Institute of Technology Carlow. It describes developing video modules covering topics like using the physical and online library, conducting research for assignments, and citing references. The program was created in collaboration with the Teaching and Learning Centre during the COVID-19 pandemic to support students learning remotely. Feedback has been positive, and the resource is being expanded and updated to support students' evolving needs.
Kirsty Thomson developed an interactive teaching method to instruct students on how to structure literature reviews using summaries and themes from 1990s movies. Students worked in groups to summarize films and identify their themes, which were then used to demonstrate how to structure a literature review. The method aimed to make the instruction practical, engaging, and fun while emphasizing key points like reflecting on readings and structuring reviews around themes. Feedback suggested students enjoyed the class and grasped the concepts.
This document summarizes the process of transforming an existing plagiarism guide into a sustainable academic practice toolkit. The authors took an iterative approach, reusing, recycling, and repurposing existing resources. They incorporated active learning principles, formative and summative assessments, and subject-specific elements to create a guide open to all disciplines. Case studies highlight positive feedback from users in African Studies and Chemical Engineering. Future plans include revisiting promotion, review, and creating workshops to undertake similar projects at other institutions.
The document discusses dyslexia and information-seeking. It describes a workshop on the topic which included discussing what is known about dyslexia, participant experiences of information-seeking barriers, and ideas for adapting teaching practices. The participant experiences highlighted difficulties with communicating information needs through keyword selection and spelling, evaluating online information through reading and interpreting, and weakened memory and self-efficacy impacting the process. Workarounds used by participants and ideas for adapting teaching content and practices were also discussed.
This document discusses a research study on leisure reading habits among college students. It begins by connecting leisure reading to benefits like academic achievement, creativity, mental well-being, and empathy. The study used interviews and observations to understand students' leisure reading behaviors and perceptions of academic library leisure collections. Results found that while students read for enjoyment, stress relief, and personal development, they were often unaware of or dissatisfied with library leisure collections. The study concludes by providing recommendations for academic libraries to better promote and develop their leisure collections to encourage recreational reading among students.
This document discusses the #ebooksos campaign, which was started by three academic librarians to raise awareness of issues with the affordability, availability, and access of e-books for university students and libraries. The campaign gathered thousands of signatures on an open letter calling for a government investigation into academic e-book publishing practices. While the education committee declined to do a review, the campaign has continued to provide evidence to the Competition and Markets Authority. The document discusses how these e-book issues impact students' information literacy and how librarians have used their own information literacy skills to advocate for change through the campaign in the spirit of information literacy as activism.
This document presents information on genre confusion and disinformation. It aims to explain how disinformation borrows techniques from authoritative genres like news to appear credible. It discusses how cognitive biases and heuristics influence how people evaluate information. The document introduces the IF I APPLY tool for information evaluation to help identify implicit biases. It provides examples of genre confusion beyond fake news and discusses how sources achieve their purpose by exploiting cognitive biases.
The document describes the development of an online course for teaching systematic review search strategies. The course was designed using the Community of Inquiry framework to build teaching, social, and cognitive presences. It was implemented in Moodle and included video introductions, peer feedback assignments, and discussion forums. Drop-in sessions were later added using Gather to foster interaction. The course has been run successfully for several iterations, with most students reporting improved skills and confidence in conducting systematic reviews.
The document summarizes the creation of an online information literacy program called PACE for lifelong learning students at the Institute of Technology Carlow. It describes developing video modules covering topics like using the physical and online library, conducting research for assignments, and citing references. The program was created in collaboration with the Teaching and Learning Centre during the COVID-19 pandemic to support students learning remotely. Feedback has been positive, and the resource is being expanded and updated to support students' evolving needs.
This document provides guidance on inclusive teaching practices to better support neurodivergent learners from the perspective of a neurodivergent librarian. It discusses key terminology around neurodiversity and disability models. It emphasizes the social model of disability and importance of identity-first language. The document also outlines common learning challenges neurodivergent students may face and provides suggestions for making training, documents, websites and communication more accessible. Flexibility, accepting differences, understanding stress impacts, and personalized support are some key messages.
The document discusses the creation of animated videos and interactive elements by library staff at City, University of London to teach students about OSCOLA referencing and copyright. Powtoon software was used to create engaging animations about OSCOLA basics, citing and referencing, and avoiding plagiarism. H5P was used to add interactive quiz elements to test student understanding. The videos were well-received, with increased complex questions from students. The library staff shared their experience using the tools and discussed ideas for future expansions, such as incorporating other technologies like Camtasia and creating a copyright video.
This document summarizes the initial findings from a research project exploring students' information literacy and the transition to university education. It finds that while students have a good understanding of concepts like referencing and plagiarism, they struggle more with skills like searching, organizing, and critically analyzing information. The document also notes differences in skills and preparedness between sixth form and undergraduate students, and questions how to better support the transition between educational levels through improved communication.
This document outlines the development of a HEA accredited teaching course for librarians. It began as a 3 day in-person course in 2013 and has since evolved into a 6 month online course. The course covers topics like learning theories, inclusive teaching, and using a backwards design model. Assessments include a teaching portfolio and delivering a 15 minute "nano-teach" session. Learners reported an average increase in confidence and experience, and that the course increased their pedagogical knowledge and ability to deliver inclusive teaching. Next steps include pursuing formal accreditation and creating an ongoing learning community.
The document summarizes efforts at the University of Sheffield Library to reshape information and digital literacy programs. Through action research projects, the library identified opportunities to better integrate information and digital literacy skills into academic programs. Two strategic projects were launched: 1) standardizing reading lists across undergraduate programs and 2) refreshing research skills and critical thinking resources to better support student employability. Next steps include taking a "one university" approach to digital skills and renovating library spaces to support these initiatives.
- The document discusses a study examining factors that impact the relevance of information literacy to college students.
- A mixed-methods study was conducted involving an online survey of 134 students and 4 focus groups of 10 students total.
- The survey found that students perceive information literacy as socially and cognitively relevant when used for academic assignments, and this relevance is not dependent on student characteristics.
- The focus groups identified 11 key factors that make information literacy relevant to students' academic work, including knowledge base, digital literacy, authoritative sources, and information literacy instruction.
The document summarizes a panel discussion on academic reading and information literacy during COVID-19. The panel included librarians from the UK and US who presented findings from surveys on students' use of ebooks during the pandemic. Students discussed preferring ebooks for convenience when traveling but liking print books for having multiple pages open. The implications discussed were how the shift to online readings impacts teaching expectations and information literacy support on resource discovery, managing information, and critical assessment skills.
This document discusses reading lists and their purpose. It introduces the topic by questioning what the point of reading lists are and who thinks they have a point. It then outlines an agenda to cover an introduction and background, why suggested reading is messy, the expectation gap between reading lists and what they can realistically achieve, and how reading lists can be used as a pedagogic tool.
This document summarizes a presentation about changing signature pedagogies for information literacy. It discusses moving away from traditional library instruction that focuses on competencies and "correct" searching, toward approaches that are more student-centered, critical thinking-based, and aim to empower learners. The presenter shares some efforts they have made at their own institution to shift toward pedagogies grounded in compassion and inclusion. They ask for ideas on how to further change traditional library pedagogies at institutional and individual levels.
The value of librarian-led information literacy lessons for Higher Education students in the Further Education college environment
This document discusses a study conducted at Penwith College to understand the value of librarian-led information literacy (IL) lessons for higher education students studying at a further education college. A mixed-methods approach was used, including surveys of librarians at partner colleges and students at Penwith. The results showed students benefited from IL instruction, but had gaps in skills like database usage, referencing, and evaluating sources. Interviews revealed students' lack of awareness of online resources and poor search habits. To address this, the librarian implemented changes like revising inductions, adding regular IL lessons, and improving their own
Paper Presented in National Seminar on
Networking of Library and Information Centres of North East India in Digital Environment (NLICDE-2011)
(21-23 March 2011)ORGANISED UNDER THE AEGIS OF National Library, Kolkata
Ministry of Culture, Govt. of IndiaByOrganized by
Central Library, National Institute of Technology Silchar
The document outlines a presentation and workshop about developing educational design patterns to support students' academic digital competencies. The presentation will define digital competencies, introduce learning design patterns, and describe the workshop. The workshop will have groups produce a draft pattern using a template based on inspiration cards in key digital competency areas. Presenters will then discuss shepherding patterns and take questions. The goal is to capture best practices, ensure quality, and share knowledge to balance generalizability and specificity.
The document discusses the structure and components of a library circulation system. It covers objectives of circulation work like tracking books that are borrowed and returned. It describes different circulation systems like register, card, and automated systems. Key aspects covered include user registration, charging and discharging books, interlibrary loans, circulation functions, policies, and management.
Libraries had to close and shift services online due to the COVID-19 pandemic. This led libraries to promote digital services and resources. Librarians provided services remotely through social media, online reference services, and promoting open access materials. As libraries reopen, there will be a continued emphasis on digital services and resources to support remote learning and research.
The document summarizes efforts to connect information literacy and maker literacy at Miami University Regionals' library makerspace. Key points include:
- The library worked with faculty to develop class assignments incorporating the makerspace, with some successes and one failure due to lack of faculty follow through.
- Additional outreach included an information literacy menu, one button studio, classes/projects, and community connections like STEM programs.
- Challenges included failed projects/outreach and lack of assessment, but growth is shown in a survey finding most libraries now have or plan makerspaces.
Slides from the IFLA ARL Hot Topics 2023 session held in Rotterdam, The Netherlands on 22 August 2023.
Presentation by: Cecilia Adewumi and Adetoun Oyelude (Nigeria)
Access the recording on YouTube: https://tinyurl.com/3xdkmbtb
This document discusses the changing role of academic libraries in a "new normal" post-COVID world. It addresses how technologies like cloud computing, mobile devices, and open educational resources are impacting library collections, services, roles and staff skills. The pandemic has accelerated existing trends, such as the shift from print to digital collections and the need for libraries to support online learning and research. Moving forward, libraries will need to customize services, build digital libraries, advance repository initiatives, and collaborate more to meet evolving user needs in a time of disruption and rapid change.
Western referencing styles, such as APA and MLA, are a common practice in academic writing. However, some argue they can be a form of oppression by privileging Western knowledge and marginalizing other perspectives. This panel brings together librarians and academics to discuss whether Western referencing styles should be reformed or replaced to be more inclusive of global scholarship and better support information sharing across cultural and linguistic divides.
The document provides information about interlibrary loan services at Chattahoochee Valley Community College. It explains how to submit requests, potential wait times which can range from under a week for items from consortium libraries to several weeks from others, and that there is no cost for the service. The loan period depends on the lending library and renewals are allowed in most cases.
This document discusses the impact of information and communication technologies (ICT) on libraries and librarians. It notes that ICT has changed libraries by making information digital, enabling online access and resource sharing, and shifting users from physical to digital access. This has impacted librarian roles and required new skills in ICT. The document outlines how libraries must integrate ICT and train librarians in its use to remain relevant information centers in a digital society.
Students perceive librarians as approachable, knowledgeable experts who play an enabling role in their learning. While librarians help students achieve learning outcomes and complement their studies, students do not see librarians as part of their core academic community of practice. Some students are conscious of librarians' limits as generalists and do not want to make them uncomfortable by asking about topics outside their expertise.
From the road less travelled to the information super highway: information literacy in the 21st Century.
Friday, January 31st, 2014 at The British Library Conference Centre
This document provides guidance on inclusive teaching practices to better support neurodivergent learners from the perspective of a neurodivergent librarian. It discusses key terminology around neurodiversity and disability models. It emphasizes the social model of disability and importance of identity-first language. The document also outlines common learning challenges neurodivergent students may face and provides suggestions for making training, documents, websites and communication more accessible. Flexibility, accepting differences, understanding stress impacts, and personalized support are some key messages.
The document discusses the creation of animated videos and interactive elements by library staff at City, University of London to teach students about OSCOLA referencing and copyright. Powtoon software was used to create engaging animations about OSCOLA basics, citing and referencing, and avoiding plagiarism. H5P was used to add interactive quiz elements to test student understanding. The videos were well-received, with increased complex questions from students. The library staff shared their experience using the tools and discussed ideas for future expansions, such as incorporating other technologies like Camtasia and creating a copyright video.
This document summarizes the initial findings from a research project exploring students' information literacy and the transition to university education. It finds that while students have a good understanding of concepts like referencing and plagiarism, they struggle more with skills like searching, organizing, and critically analyzing information. The document also notes differences in skills and preparedness between sixth form and undergraduate students, and questions how to better support the transition between educational levels through improved communication.
This document outlines the development of a HEA accredited teaching course for librarians. It began as a 3 day in-person course in 2013 and has since evolved into a 6 month online course. The course covers topics like learning theories, inclusive teaching, and using a backwards design model. Assessments include a teaching portfolio and delivering a 15 minute "nano-teach" session. Learners reported an average increase in confidence and experience, and that the course increased their pedagogical knowledge and ability to deliver inclusive teaching. Next steps include pursuing formal accreditation and creating an ongoing learning community.
The document summarizes efforts at the University of Sheffield Library to reshape information and digital literacy programs. Through action research projects, the library identified opportunities to better integrate information and digital literacy skills into academic programs. Two strategic projects were launched: 1) standardizing reading lists across undergraduate programs and 2) refreshing research skills and critical thinking resources to better support student employability. Next steps include taking a "one university" approach to digital skills and renovating library spaces to support these initiatives.
- The document discusses a study examining factors that impact the relevance of information literacy to college students.
- A mixed-methods study was conducted involving an online survey of 134 students and 4 focus groups of 10 students total.
- The survey found that students perceive information literacy as socially and cognitively relevant when used for academic assignments, and this relevance is not dependent on student characteristics.
- The focus groups identified 11 key factors that make information literacy relevant to students' academic work, including knowledge base, digital literacy, authoritative sources, and information literacy instruction.
The document summarizes a panel discussion on academic reading and information literacy during COVID-19. The panel included librarians from the UK and US who presented findings from surveys on students' use of ebooks during the pandemic. Students discussed preferring ebooks for convenience when traveling but liking print books for having multiple pages open. The implications discussed were how the shift to online readings impacts teaching expectations and information literacy support on resource discovery, managing information, and critical assessment skills.
This document discusses reading lists and their purpose. It introduces the topic by questioning what the point of reading lists are and who thinks they have a point. It then outlines an agenda to cover an introduction and background, why suggested reading is messy, the expectation gap between reading lists and what they can realistically achieve, and how reading lists can be used as a pedagogic tool.
This document summarizes a presentation about changing signature pedagogies for information literacy. It discusses moving away from traditional library instruction that focuses on competencies and "correct" searching, toward approaches that are more student-centered, critical thinking-based, and aim to empower learners. The presenter shares some efforts they have made at their own institution to shift toward pedagogies grounded in compassion and inclusion. They ask for ideas on how to further change traditional library pedagogies at institutional and individual levels.
The value of librarian-led information literacy lessons for Higher Education students in the Further Education college environment
This document discusses a study conducted at Penwith College to understand the value of librarian-led information literacy (IL) lessons for higher education students studying at a further education college. A mixed-methods approach was used, including surveys of librarians at partner colleges and students at Penwith. The results showed students benefited from IL instruction, but had gaps in skills like database usage, referencing, and evaluating sources. Interviews revealed students' lack of awareness of online resources and poor search habits. To address this, the librarian implemented changes like revising inductions, adding regular IL lessons, and improving their own
Paper Presented in National Seminar on
Networking of Library and Information Centres of North East India in Digital Environment (NLICDE-2011)
(21-23 March 2011)ORGANISED UNDER THE AEGIS OF National Library, Kolkata
Ministry of Culture, Govt. of IndiaByOrganized by
Central Library, National Institute of Technology Silchar
The document outlines a presentation and workshop about developing educational design patterns to support students' academic digital competencies. The presentation will define digital competencies, introduce learning design patterns, and describe the workshop. The workshop will have groups produce a draft pattern using a template based on inspiration cards in key digital competency areas. Presenters will then discuss shepherding patterns and take questions. The goal is to capture best practices, ensure quality, and share knowledge to balance generalizability and specificity.
The document discusses the structure and components of a library circulation system. It covers objectives of circulation work like tracking books that are borrowed and returned. It describes different circulation systems like register, card, and automated systems. Key aspects covered include user registration, charging and discharging books, interlibrary loans, circulation functions, policies, and management.
Libraries had to close and shift services online due to the COVID-19 pandemic. This led libraries to promote digital services and resources. Librarians provided services remotely through social media, online reference services, and promoting open access materials. As libraries reopen, there will be a continued emphasis on digital services and resources to support remote learning and research.
The document summarizes efforts to connect information literacy and maker literacy at Miami University Regionals' library makerspace. Key points include:
- The library worked with faculty to develop class assignments incorporating the makerspace, with some successes and one failure due to lack of faculty follow through.
- Additional outreach included an information literacy menu, one button studio, classes/projects, and community connections like STEM programs.
- Challenges included failed projects/outreach and lack of assessment, but growth is shown in a survey finding most libraries now have or plan makerspaces.
Slides from the IFLA ARL Hot Topics 2023 session held in Rotterdam, The Netherlands on 22 August 2023.
Presentation by: Cecilia Adewumi and Adetoun Oyelude (Nigeria)
Access the recording on YouTube: https://tinyurl.com/3xdkmbtb
This document discusses the changing role of academic libraries in a "new normal" post-COVID world. It addresses how technologies like cloud computing, mobile devices, and open educational resources are impacting library collections, services, roles and staff skills. The pandemic has accelerated existing trends, such as the shift from print to digital collections and the need for libraries to support online learning and research. Moving forward, libraries will need to customize services, build digital libraries, advance repository initiatives, and collaborate more to meet evolving user needs in a time of disruption and rapid change.
Western referencing styles, such as APA and MLA, are a common practice in academic writing. However, some argue they can be a form of oppression by privileging Western knowledge and marginalizing other perspectives. This panel brings together librarians and academics to discuss whether Western referencing styles should be reformed or replaced to be more inclusive of global scholarship and better support information sharing across cultural and linguistic divides.
The document provides information about interlibrary loan services at Chattahoochee Valley Community College. It explains how to submit requests, potential wait times which can range from under a week for items from consortium libraries to several weeks from others, and that there is no cost for the service. The loan period depends on the lending library and renewals are allowed in most cases.
This document discusses the impact of information and communication technologies (ICT) on libraries and librarians. It notes that ICT has changed libraries by making information digital, enabling online access and resource sharing, and shifting users from physical to digital access. This has impacted librarian roles and required new skills in ICT. The document outlines how libraries must integrate ICT and train librarians in its use to remain relevant information centers in a digital society.
Similar to Perceptions of the ‘find-it-out-yourself method’: Developing self-efficacy and students as ‘tourists’ in academic communities of practice - Heather Lincoln & Tiffany Chiu
Students perceive librarians as approachable, knowledgeable experts who play an enabling role in their learning. While librarians help students achieve learning outcomes and complement their studies, students do not see librarians as part of their core academic community of practice. Some students are conscious of librarians' limits as generalists and do not want to make them uncomfortable by asking about topics outside their expertise.
From the road less travelled to the information super highway: information literacy in the 21st Century.
Friday, January 31st, 2014 at The British Library Conference Centre
1) The document discusses a study comparing the approaches to learning of students in longitudinal integrated clerkships (LICs) versus rotation-based clerkships (RBCs).
2) Students in LICs reported benefits like continuity of patient care, supervision and learning environment that facilitated a deep learning approach.
3) Students found the RBC environment disrupted their learning trajectory and reported watching and listening more, relying on prior experiences, and self-advocating to adapt and continue deep learning.
4) Educators should be aware of how environments impact learning and support learners in deep learning activities to facilitate professional identity formation.
This document summarizes a study on the impact of a hybrid learning community on student engagement, persistence, and retention. The learning community involved a canoe trip, classroom sessions, and upperclassmen leaders. Surveys found that the program helped students transition to college through connections with peers and faculty, understanding expectations and resources, and realizing they were not alone in their fears. The program is believed to increase retention by improving preparation, skills, and providing individual attention. Models by Tinto, Astin, and others are referenced in understanding factors that influence student departure or persistence.
Why the First-Gen Mindset is Crucial to Student RetentionPresence
Saby Labor, Lindsay Murdock, and Kayley Robsham review how professionals can reframe their perspectives to that of a 'first-gen mindset' better serve students.
Developing an Academic identity for Widening Participation Students in Higher...Professor Kaz Stuart
This slideshow describes a small scale action research project initiated due to academics concern that non-traditional students were not getting an equitable higher education.
This document summarizes a project to improve student independent learning practices and avoid plagiarism at the University of Reading. It involved collaboration between the library, study advice, and other services to develop online resources on referencing. Feedback was gathered from library staff, students, and academics which revealed inconsistencies in referencing guidance and a need for more accessible resources. The project aims to go beyond formatting to explain the role of citations, address gaps in students' skills, and provide a single source of referencing guidance for the future.
This document discusses the importance of social transition for students. It notes that students who do not transition successfully are less likely to persist in their studies and more likely to experience academic difficulties. It then discusses two case studies of programs aimed at facilitating social transition - a mature student welcome program and a peer mentoring program called Culture Connect that provides ongoing support for international students. The document highlights how these programs help students establish support networks and a sense of belonging, which are key aspects of successful social transition.
Veronica Phillips conducted interviews with clinical students at the University of Cambridge Medical Library to understand barriers to student participation in information literacy training. Preliminary findings showed that busy timetables prevented attendance. Students were surprised by topics like reflective practice, perceiving training as only for those with research focus. Lack of awareness and not seeing relevance to coursework also hindered attendance. Integrating training explicitly into assessments may increase participation. Further interviews and changes to promotion and advocacy are planned.
Self directed learning and transformative learningu7i8o9p0
This document discusses the relationship between self-directed learning (SDL) and transformative learning (TL). It notes that SDL involves learners taking control over their own learning process and reflecting on their needs and assumptions. TL builds upon this as learners reflect on how they can improve their learning. Several studies cited find that SDL aims to promote TL, and that TL is intertwined with learners becoming self-directed. The conclusion states that SDL involves learners determining their needs, while TL involves improving what they've learned, and that the two theories are related through TL building upon SDL.
Active learning for the adult classroom dg naeycStella Baker
This document summarizes Donna Greene's presentation on using a flipped classroom model to enhance critical thinking skills in adult learners. Greene discusses challenges with traditional lecture-based teaching not developing critical thinking. She explored adult learning theory showing adults learn best through self-directed, hands-on experiences. Greene implemented a flipped classroom where students reviewed course content at home and spent class time applying knowledge through activities and discussions. She collaborated with the librarian Stella Baker to create online research guides helping students develop skills to independently find and evaluate scholarly sources. Greene believes this flipped model aligns better with how adults learn compared to traditional lecture-based teaching.
Active learning for the adult classroom final naeycStella Baker
This document summarizes Donna Greene and Stella Baker's presentation on using a flipped classroom model to enhance critical thinking skills in adult learners. They discuss challenges with traditional lecture-based teaching not developing these skills. Their flipped model has students learn content at home through online resources like a LibGuide created by the college's librarian. This frees up class time for active learning exercises focusing on application, analysis and evaluation. By drawing on adult learning theory emphasizing self-directed learning from experience, the model helps develop the critical thinking needed to apply course lessons.
This document discusses student engagement in tertiary education. It explores student expectations and experiences, as well as reasons for student engagement or disengagement. The document examines challenges in engaging students academically and socially. It also discusses the importance of transition support, belonging, and building community. Interventions discussed include induction programs, formative assessment, and integrating academic and social experiences.
What did I do wrong?”a project to support independent learning practices to a...ALISS
A presentation by Helen Hathaway, Liaison Team Manager Science and Information Skills Coordinator, University of Reading Library given at the ALISS 2013 summer conference
This document discusses flipping the classroom using Libguides. It begins by noting that traditional lecture-based teaching does not develop critical thinking skills in students. The document then discusses how adults and children learn differently, with adults being self-directed learners who draw on experience. Principles of adult learning are outlined, emphasizing hands-on learning and reflection. The document describes implementing a flipped classroom model using Libguides to develop students' skills in finding and evaluating peer-reviewed literature outside of class, allowing more class time for discussion and activities to enhance critical thinking. Libguides are praised for providing instruction and curated resources to support student learning before, during, and after class.
Empowering the learner "against all odds" Paper presented at LILAC 2005: Librarians' Information Literacy Annual Conference. April 4-6 2005, Imperial College, London.
Mastering a New Language for Student Development: Considering a Broader Theor...CIEE
As educators, we're aware of the importance of intercultural competency, but how can we better understand other cognitive and adaptive factors at play in Generation Study Abroad? As a necessary step in reinventing study abroad, we'll reexamine how students construct their experiences, how we can support their development, and the impact of study abroad on "meaning-making." Through the investigation of Robert Kegan's "Orders of Mind" and subject/object relationships and interactive discussion of his constructive developmental theory, participants will come away with practical tools to help students broaden their perspective before, during, and after study abroad.
Personal Digital Inquiry: Connecting Learners in Ways That MatterJulie Coiro
Julie Coiro & Jill Castek: Framing Keynote to the Summer Institute in Digital Literacy 2017 at the University of Rhode Island
Similar to Perceptions of the ‘find-it-out-yourself method’: Developing self-efficacy and students as ‘tourists’ in academic communities of practice - Heather Lincoln & Tiffany Chiu (20)
Dr Bruce Ryan and colleagues from Edinburgh Napier University conducted a systematic literature review on information literacy and its impacts on society. They analyzed over 7,000 documents and found research is most comprehensive in education and health, while themes like citizenship and primary education are underrepresented. Barriers to information literacy included lack of government support and inappropriate teaching methods, while enablers included national frameworks and collaboration between librarians and educators. The researchers were unable to determine the most effective research methodologies for creating societal change due to a lack of robust evidence.
This document provides guidance on optional communication stickers that can be used during a session to indicate preferences for social interaction. It describes three sticker options: a green rectangle for being open to interaction, a yellow diamond for being open to either initiating or receiving interaction, and a red circle for preferring no interaction. This is an example of an activity used in a pre-enrollment session for autistic students.
This document summarizes a library instruction activity that aims to encourage learners to develop context-specific research plans. It does this by having learners unpack assumptions about what constitutes legitimate research and knowledge. Through discussion and reflection, learners consider how power shapes what is considered credible research and how mainstream institutions contribute to information hierarchies. The goal is for learners to contextualize academic institutions within broader information landscapes and consider ways of knowing that do not adhere to traditional academic paradigms in order to develop more equitable research practices.
Increasing the impact of information literacy (IL) requires raising awareness of what IL is, standardizing IL instruction across institutions and disciplines, introducing IL earlier in schools, illustrating its importance beyond education, making IL relevant to people's lives, and leveraging recognition that IL is needed to address information challenges in society.
This document outlines a creative library workshop aimed at liberating the library through information creation. The workshop includes several hands-on activities like collage making, blackout poetry, and fidget toy making. It also discusses learning outcomes around understanding the relationship between information creation and library liberation. The workshop is meant to establish collective hope for future library events and ends with participants sharing what they hope for in the coming months.
This document provides an overview of a session on accessibility in PowerPoint presentations. The session aims to explain the importance of accessibility, identify common issues, and provide tips for making PowerPoint presentations more accessible. It discusses common misconceptions about accessibility and the benefits of universal design. The session includes an activity for attendees to review examples and practice applying tips. These tips include using the accessibility checker, proper font sizes, color contrast, logical reading order, meaningful table formatting, alt text for images, and providing editable files. The session emphasizes an approach of prioritizing accessibility by default.
The document discusses April Manabat's experiences as an instruction librarian at Nazarbayev University in Astana, Kazakhstan. She outlines some of the challenges of the role, including teaching anxiety, imposter syndrome, and incorporating culturally responsive teaching into library instruction. She then provides practical tips for instruction librarians to thrive in their work, such as preparing well, communicating effectively, facilitating active learning, and engaging in reflection. The talk concludes with case studies to prompt discussion around handling challenging situations that instruction librarians may face.
This document discusses narrative inquiry as an approach for information literacy research. It defines narrative inquiry as understanding experience as a storied phenomenon through collaboration between researcher and participants over time. The document provides an example of a story from one of the author's pilot interviews. It discusses using narrative thinking to retell participants' stories and considering elements like interaction, continuity and situation. The author proposes using multiple approaches to storying data, including poetic transcription. Challenges of narrative inquiry include time, data volume and publishing conventions. The document argues narrative inquiry provides an opportunity for information literacy research by exploring lived experience as a storied phenomenon.
The document summarizes the results of a survey about integrating artificial intelligence (AI) literacy instruction in academic libraries. It was distributed to academic librarians via email lists from September to October 2023. The survey included demographic, instruction experience, and attitude questions. Most respondents were from doctoral universities and identified as mid-career. Respondents reported a moderate level of experience and comfort with teaching AI literacy. The "Research as Inquiry" and "Information Has Value" ACRL frames best aligned with AI literacy lessons. Topics covered included evaluating AI-generated text, ethics, and plagiarism detection. Qualitative analysis of open-ended responses found one librarian took an approach of educating others on AI instead
This document summarizes a co-creation project between university staff and students to create online guides for incoming students. Students helped plan and create content for a website about what a typical week is like at the university. The project aimed to give students ownership and share expertise between students and staff. Evaluation found high website usage and positive feedback from participants who felt they learned from each other. The reciprocal nature of co-creation allowed different perspectives to be shared and helped position all participants as both learners and teachers. Future co-creation would benefit from more guidance for students and collaborating across departments.
The document summarizes a presentation on linking information literacy and digital literacy in teaching. It discusses using AI tools like ChatGPT in a plagiarism workshop to make digital literacy aspects more explicit. The presentation defines information literacy and digital literacy, examines frameworks that link the two literacies, and provides an example workshop exploring how AI tools fit within definitions of plagiarism and scientific integrity. It encourages viewing the literacies as complementary and making digital aspects explicit as an initial step in education. The document concludes by inviting audience feedback on experimenting with AI tools.
More from IL Group (CILIP Information Literacy Group) (20)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Perceptions of the ‘find-it-out-yourself method’: Developing self-efficacy and students as ‘tourists’ in academic communities of practice - Heather Lincoln & Tiffany Chiu
1. Library
Services
Perceptions of the ‘find-it-out-yourself method’:
Developing self-efficacy and students as ‘tourists’ in
academic communities of practice
Heather Lincoln, Liaison Librarian
Library Services
h.lincoln@imperial.ac.uk
Tiffany Chiu, Senior Teaching Fellow in Educational Development,
Centre for Higher Education Research and Scholarship
t.chiu@imperial.ac.uk
2. Institutional context
• Imperial College is a research focused
STEMB+ institution
• 2,000 business students mostly PG
studying for 1 year
• Team of four librarians teaching
databases, reference management,
avoiding plagiarism and search skills
• Library has Information Literacy CoP
and supports
• Library staff taking PG Cert, PG Dip &
MEd in University Learning and
Teaching
This Photo by Unknown Author is licensed under CC BY-NC-ND
3. Rationale for research
• What are students’ experiences of IL learning? I have anecdotal evidence,
formative feedback and gather teaching evaluation form feedback, but the
research was an actual opportunity to ask students themselves.
• Limited literature on this group of students and how practical and relevant
they feel information literacy is and how it fits into their overall university
learning experience.
• Results of research used to input into Business School's PG curriculum
review and develop the teaching offered to these students
4. Research questions
• What are the IL learning experiences of business PG students?
• What effect does standalone one-off teaching sessions have on
learning?
• What do students think about the librarian-as-teacher?
5. Research Methodology & Methods
Design
• Qualitative research
• Structured approach to analysing
the data
Focus Group Format No of participants
Specialised MSc suite focus group In-person 2 participants
MBA suite focus group In-person 2 participants
Finance MSc suite focus group Online 3 participants
Finance MSc suite focus group Online 2 participants
Specialised MSc suite focus group Online 3 participants
Specialised MSc suite focus group Online 2 participants
Ethical approval
• Imperial
College
Education
Ethics
Research
Process
Recruitment
• 14 postgraduate Masters (MSc
& MBA) students in the
Business School
• 6 focus groups up to 1 hour
6. Data analysis
Transcribed focus group data (c. 22,600 words)
Transcripts anonymised and pseudonyms used for participants
names (e.g., Liam, FG3)
Thematic analysis (Savin-Baden & Howell Major, 2013) with
deductive approach drawing on theories such as Communities of
Practice (Lave & Wenger, 1991)
Transcripts coded creating first order codes and statements ->
key themes -> theoretical categories
8. Key themes
Students’
perceptions of
standalone IL
teaching
The find it out yourself
method: students’
perceptions of IL learning
and self-efficacy
Student ‘tourist’
identity within
the academic
community of
practice
9. 1. IL learning and self-efficacy
• Students were aware of
their diverse student
cohort.
• IL teaching viewed as part
of the programme offered
at Imperial but
outside core-curriculum.
‘I did a Masters previously and they had no
sort of information sessions like that, so I
think that even the fact it's included as part
of the programme is really commendable’
(Chris, FG5).
‘I think Imperial is pretty good, in the sense
that my previous studies I didn’t quite have
any of this…I had to just learn through my
friends or discover it, the kind of find out
yourself method. So yeah, Imperial has done
quite a lot for me personally.’ (Liam, FG3).
10. 1. IL learning and self-efficacy, cont’d
• Students don’t know what they don’t
know? How does this affect their self-
efficacy?
• Students have a focus on assessment
rather than on wider IL and non-core
curriculum, learning experiences?
• Students have an awareness of the
cultural capital of learning experiences.
‘Usually, the students try to
undermine the benefits of these
information skills, but I think it’s
actually very, very important and
students, usually even more my
peers, usually try to overlook it
they somehow feel that, ah, this is
something that I have known, so I
don’t attend the session, but in
fact there are many things we
generally don’t know.’ (Yu-Tung,
FG4).
11. 1. The ‘find-it-out-yourself’ method...
• Induction sessions most recalled by
students than other IL sessions.
• Presumption that students have a
high level of self-efficacy and that
students are proactive asking
librarians for help. This is in contrast
with student expectations where
more tailored guidance and focused
help was anticipated.
• Standalone sessions don’t always
allow for this focused and tailored
learning? 1-1s have to be requested
by the student.
‘If I remember correctly, we just had that
one initially thing [IL session] and then
after that it was just like figure stuff out
for yourself. Which was fine, but it was
quite time consuming. So, it would have
been nice if there was a bit more
integration’ (Chris, FG5).
‘I think that the British education system,
it makes you aware of the resources, but
it doesn’t teach you how to use them,
unless you really want it’ (Natalie, FG3).
12. 2. Students’ perceptions of standalone IL teaching
• Many students thought one-off
sessions fitted their needs.
• Full timetables mean students
understandably de-prioritise
learning outside the core-
curriculum?
• IL teaching from librarian part of
academic CoP and available only to
that community.
• Access to follow-up materials and
the facility to speak to a librarian
afterwards is an important part of IL
teaching. But are we still expecting
students to do this independently?
How much self-efficacy do students
have?
‘I think in the beginning you are
really trying to manage, like it’s all
overwhelming…so if it’s not
compulsory, it probably, you
probably won’t go to it… and it’s
just natural just trying to cope, but
I do think it's beneficial and like in
retrospect I feel quite like sad that
I didn’t take advantage of these
things more’ (Sophie, FG5).
13. 2. Students’ perceptions of standalone IL teaching,
cont’d
• However, students were aware there are
issues with standalone teaching sessions.
• Business School’s Careers and Global
Skills teams teaching sessions suggested
as being more integrated throughout the
year that library IL teaching...
• Students notice lower attendance at IL
sessions and perceive lower importance
within their peer group and lower
cultural capital?
‘The current way definitely doesn’t
push you into attending all these
lectures and learn those skills…They
[IL sessions] were outside of the main
curriculum, erm, and I found that
that made us not really bother with
them since we are so busy with other
things, it’s kind of hard to actually
say, I am going to attend this lecture,
even though it might actually be very
useful' (Sanvi, FG6).
14. Mentimeter question
Please share ideas from your own experience for enhancing
student engagement in IL learning
Go to Menti.com and use the code 4643 9599
This Photo by Unknown Author is licensed under CC BY-SA-NC
15.
16.
17.
18.
19.
20.
21.
22.
23.
24. Communities of practice (Lave & Wenger, 1991)
• Communities of practice have shared ‘engagement, enterprise and
repertoire’ (Wenger, 1998).
• Engagement in a community of practice starts as legitimately peripheral
and ‘increases gradually in engagement and complexity’ (Lave & Wenger,
1991).
This Photo by Unknown Author is licensed under CC BY-NC
25. Landscape of Practice (Hudson, 2020)
Might a landscape of practice be present where each community is
relevant to students? Students’ trajectory might not be a straightforward
journey from periphery to centre?
26. Multi-membership and visitors to CoP
Tourists: identified as having ‘low levels of participation engaging in only superficial
ways with local practices; their identities are hardly changed by the experience and
the academic world remains a foreign country to them’
(Fenton-O’Creavy et. al., 2014, p. 44)
This Photo by Unknown Author is licensed under CC BY-SA
27. Tourists' information resource use
• Students were appreciative of the
vast range of resources available.
• But, availability to these resources
doesn’t necessarily correlate to
their use. Students have time
pressures and perceive they
already have the IL skills to find
information (Fowler, Thomas &
Saenger’s, 2019).
• Information resources significant
as ‘artifacts’ that make up CoP
(Lave & Wenger, 1991).
• Information resources have high
cultural capital value
‘I would say that the resources are really,
really impressive…there are definitely a
lot at our disposal’ (David, FG5).
‘I still don’t use the tools. I don’t know if
they actually make your life easier.
[laughter and nods]. I’m sure they do.
It’s just there is a reasonably high start-up
cost and don’t have time to sink
on figuring out how they work’ (Chris,
FG5).
28. Boundary objects (Hudson, 2020)
This Photo by Unknown Author is licensed under CC BY
‘…. in retrospect I feel quite like sad
that I didn’t take advantage of these
things more, especially like hearing
David got a one-on-one session
[provided by the librarian] on
Bloomberg, I’m just like, can I go back
and do that?’ (Sophie, FG5)
• A way to engage
students in learning
experiences across
different CoPs?
‘Some teams had someone in
the team who was really
familiar with the database and
he could easily extract… I think
from Bloomberg, and it was a
huge advantage compared to
some teams where we don’t
know where to find data.’
(Ryan, FG6)
29. Tourists’ and plagiarism avoidance
• Some students seemed less
engaged with learning about
plagiarism whereas some
more anxious about being
caught accidentally
plagiarising.
• Avoiding plagiarism part of
academic communication
and firmly rooted in
academic CoP?
• Plagiarism avoidance and
referencing rules may seem
arbitrary in the workplace
community?
We had, a…tutorial on Harvard citations, which
it wasn’t the same one I was using in my home
country…so I had to re-train myself to do it
again (Juan, FG1).
There is always the little presentation on
how to not plagiarise, buy you don’t really
listen to that (Ryan, FG6).
30. Tourists and plagiarism avoidance
‘I came from [X country], the problems with
the university in [X country]…we didn’t
bother so much about plagiarism because
most of the assignments doesn’t go
through plagiarism checks and people
seem to be not so much bothered about, as
long as the assignments is done, they are
generally happy with it. So, when I came to
Imperial that something was an eye-
opener.’ (Yu-Tung, FG4)
Maybe keeping that in mind, that not
everybody… you know we don’t do this in [x
country] for instance so, keeping in mind
that’s a UK centric way of doing things and
not assuming every students gonna know it
already (Ryan, FG6).
• Half of the groups directly
mentioned TurnitIn software
when discussing plagiarism and
were concerned about ‘passing’
TurnitIn. This may also seem
rooted in the academic CoP?
• Different expectations in
academic writing conventions
observed from students across
the diverse cohort.
31. CoP as tourist’s engagement with IL Learning:
information resource use & plagiarism avoidance
Plagiarism avoidance Focus Group
data example
Reflection on
participation
Inside the
Community of
Practice
Passing
through
Student learning
experiences with
plagiarism learning
There is that talk
about
plagiarism, but
you don’t really
listen to that
(Thomas, FG2)
Low participation
Resistance to
learning?
Marginal Tourist
(adapted from Fenton-O’Creevy et. al. 2014).
Information Resource
use
Focus Group
data example
Reflection on
participation
Inside the
Community of
Practice
Passing
through
Student learning
experiences with
information resources
I still don’t use
the tools (Chris,
FG5).
Low participation
Resistance to
learning?
Marginal Tourist
32. Pedagogical recommendations
• Lesson plan and teaching session design should
include all materials and follow up information. By
doing this we are still considering students to have
high self-efficacy.
• Look at best practice from other departments that
teach outside the core-curriculum, e.g., Careers etc.
in terms of how the market and organise teaching
offering
• Databases which have workplace use, like
Bloomberg, could be used to engage students and
bridge the gap between workplace and academic
CoPs.
• Focus teaching on ‘tools and how they can make
your life easier’ rather than access to resources in IL
sessions.
33. Discussion and reflection
• Have you experienced low or high student engagement in your teaching context?
• Is student engagement dependant on the format of teaching? Is your teaching
mostly as standalone, one-off sessions or is IL more integrated into the core-
curriculum?
This Photo by Unknown Author is licensed under CC BY-NC
34. References
• Braun, V. & Clark, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology. 3 (2)
77-101. Available from: https://doi/abs/10.1191/1478088706qp063oa [Accessed 16th November 2020].
• Fenton-O’Creevy, M. Brigham, L. Jones, S. & Smith, A. (2014) Students at the academic-workplace
boundary: Tourists and sojourners in practice-based education. In: Wenger-Trayner, E. et al. (Ed.) Learning
in Landscapes of Practice: Boundaries, identity and Knowledgeability in Practice Based Learning.
Routledge.
• Fowler, K; Thomas, V. & Saenger, C. (2019) Enhancing students’ marketing information literacy, Marketing
Education Review, 29:1, 52-64 Available from: https://doi.org/10.1080/10528008.2018.1461570 [Accessed
25th March 2021].
• Hodson, N. (2020) Landscapes of practice in medical education. Medical Education. 54. 504-509. Available
from: https://doi.org/10.1111/medu.14061 [Accessed 30th July 2021].
• Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge University
Press: Cambridge
• Wenger, E. (1998) Communities of Practice. Learning, meaning and identity. Cambridge: Cambridge
University Press.
• Savin-Baden, M. & Howell Major, C.(2013) Qualitative research: the essential guide to theory and practice.
London: Routledge.
35. Heather Lincoln
Liaison Librarian
Imperial College London
Email:
h.lincoln@imperial.ac.uk
Twitter: @LincHeather
Tiffany Chiu
Senior Teaching Fellow
Imperial College London
Email: t.chiu@imperial.ac.uk
Twitter: @yltiffanychiu