The document discusses information literacy skills of students and challenges faced by academics and librarians. It notes students have poor skills in evaluating online information and their skills are declining each year. Librarians believe they can play a role in developing students' information literacy and academic skills, but academics see their role as limited. The document proposes potential solutions involving games and collaboration between librarians and academics.
This document discusses improving the quality and impact of library workshops on teaching information literacy. It notes that traditionally, librarian-led workshops were seen as add-ons and not relevant, didactic lessons. However, workshops that engage students in discussion and learning by doing, and focus on real resources, keywords, searching and evaluation, can have a positive impact on student marks and use of library databases over search engines. While some myths persist about digital natives and new students' skills, data shows IT skills do not necessarily translate to strong information literacy, and workshops can still benefit students in these areas.
This document summarizes a workshop on enhancing the quality and impact of library workshops.
The workshop covered various topics such as what makes a bad workshop, examples of effective workshop activities, and myths about digital natives. Participants engaged in activities like brainstorming game ideas to make workshops more engaging. Data was presented showing that students who attend library workshops tend to get better marks on assignments. The workshop concluded that changes to make teaching more interactive have been successful in improving student learning and library workshop impact.
This document 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.
Cambridge Libraries Conference Jan 2018EISLibrarian
This document discusses using games to enhance engagement, interaction, and reflection in library workshops. It provides examples of how games can be incorporated into instruction sessions to make them more interactive and fun. The author advocates designing activities with game elements like challenges, competition, and rewards to motivate students. References are included discussing the educational benefits of games and gamification in academic libraries.
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 summarizes efforts to enhance the quality and impact of library workshops. It finds that workshops were previously too focused on facts and references, but have now improved through collaboration between librarians and subject teachers. A survey showed that students who attended workshops received better marks than those who did not, demonstrating the positive impact of the new approach. Going forward, the document recommends further developing workshop activities, improving attendance, and sharing the new framework with others.
The document outlines the agenda and content for a workshop on enhancing the quality and impact of library workshops. The workshop includes sessions on identifying issues with current workshops, inspiration from successful workshops, developing solutions to improve workshops, and strategies to increase workshops' impact. It provides examples of ineffective workshop elements and recommends approaches like embedding workshops within courses, using active learning techniques like games, and focusing on student-centered learning.
This document discusses enhancing the quality and impact of library workshops through gamification. It notes that traditional workshops can be didactic, uninspiring and lead to inconsistent learning outcomes. The document advocates using games and active learning techniques to make workshops more fun, engaging and impactful. Evaluation data showed students who attended gamified workshops received higher marks than those who did not attend. The document concludes that changes to incorporate more gaming and interaction have improved teaching and learning in workshops.
This document discusses improving the quality and impact of library workshops on teaching information literacy. It notes that traditionally, librarian-led workshops were seen as add-ons and not relevant, didactic lessons. However, workshops that engage students in discussion and learning by doing, and focus on real resources, keywords, searching and evaluation, can have a positive impact on student marks and use of library databases over search engines. While some myths persist about digital natives and new students' skills, data shows IT skills do not necessarily translate to strong information literacy, and workshops can still benefit students in these areas.
This document summarizes a workshop on enhancing the quality and impact of library workshops.
The workshop covered various topics such as what makes a bad workshop, examples of effective workshop activities, and myths about digital natives. Participants engaged in activities like brainstorming game ideas to make workshops more engaging. Data was presented showing that students who attend library workshops tend to get better marks on assignments. The workshop concluded that changes to make teaching more interactive have been successful in improving student learning and library workshop impact.
This document 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.
Cambridge Libraries Conference Jan 2018EISLibrarian
This document discusses using games to enhance engagement, interaction, and reflection in library workshops. It provides examples of how games can be incorporated into instruction sessions to make them more interactive and fun. The author advocates designing activities with game elements like challenges, competition, and rewards to motivate students. References are included discussing the educational benefits of games and gamification in academic libraries.
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 summarizes efforts to enhance the quality and impact of library workshops. It finds that workshops were previously too focused on facts and references, but have now improved through collaboration between librarians and subject teachers. A survey showed that students who attended workshops received better marks than those who did not, demonstrating the positive impact of the new approach. Going forward, the document recommends further developing workshop activities, improving attendance, and sharing the new framework with others.
The document outlines the agenda and content for a workshop on enhancing the quality and impact of library workshops. The workshop includes sessions on identifying issues with current workshops, inspiration from successful workshops, developing solutions to improve workshops, and strategies to increase workshops' impact. It provides examples of ineffective workshop elements and recommends approaches like embedding workshops within courses, using active learning techniques like games, and focusing on student-centered learning.
This document discusses enhancing the quality and impact of library workshops through gamification. It notes that traditional workshops can be didactic, uninspiring and lead to inconsistent learning outcomes. The document advocates using games and active learning techniques to make workshops more fun, engaging and impactful. Evaluation data showed students who attended gamified workshops received higher marks than those who did not attend. The document concludes that changes to incorporate more gaming and interaction have improved teaching and learning in workshops.
This document 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.
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 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.
Taking Active Learning to the Next Level: Increasing Student Engagement by Bl...Lindsey McLean
The document discusses increasing student engagement in library instruction through blending face-to-face teaching with online learning objects and gamification. Low student engagement was observed in traditional worksheet activities. To address this, the librarians developed an online "RADAR Game" to evaluate sources that incorporated elements of gamification like points and feedback. Surveys found students were more engaged with the gamified activity than the traditional worksheet. The document concludes by discussing additional online tutorials, resources and recommendations for blended and flipped classroom design.
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.
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 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.
Taking Active Learning to the Next Level: Increasing Student Engagement by B...Elisa Acosta
The document discusses blending face-to-face instruction with digital learning objects to increase student engagement in active learning. It describes using a game called RADAR to evaluate information sources, which led to increased student participation compared to a traditional worksheet. The game incorporated elements of gamification like competition and feedback. Student and instructor surveys found the blended approach improved engagement and learning outcomes.
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.
Workshop for visiting Albanian Librarians June 2013EISLibrarian
The document discusses using games in library workshops to enhance information literacy sessions. It proposes moving from simply presenting information to students to encouraging students to search, analyze, evaluate, synthesize and select information. Several challenges with traditional teaching methods are outlined such as being too generic, didactic and uninspiring. The document advocates using games that are fun, quick and simple as they encourage learning by doing. A framework is presented for developing game activities and rolling them out which has led to improved student attendance and marks.
This document discusses using games to enhance student engagement, interaction, and reflection in teaching. It notes the increasing number of teaching hours and contact hours but that traditional library instruction has been ad hoc, not relevant, and uninspiring. It advocates using games to make teaching less didactic and more discussion-based and hands-on. The document provides examples of online games for teaching and considerations for evaluating resources and references related to using games in education.
This document outlines the development of information literacy sessions for design students at a university. It discusses introducing students to different information formats in the first year and focusing on insider knowledge of online resources in the second year. Student and staff feedback indicated the embedded library sessions were more effective than add-on sessions. Future plans include continuing to improve integration and student understanding of evaluating sources.
Jennifer Wilson is an academic librarian at Leeds Beckett University who works to quickly address gaps in students' information literacy. She discusses challenges like lower student skills and engagement. To help, she created short, online tutorials using free tools like Jing, YouTube, Articulate, LibGuides and Twitter. These instant resources helped provide just-in-time support. Outcomes included improved individual skills support and increased staff understanding of information literacy's impact.
The document discusses how educational technology can be used to create, curate, and connect. It provides examples of how students can create digital content and curate collections like ePortfolios and digital badges. Students can connect by participating in online forums, connecting with peers globally, and working in international collaborative projects using cloud-based tools. The goal is for students to develop skills like critical thinking, collaboration, and developing digital identities through their work online.
This document discusses best practices for gathering student feedback on teaching. It notes that feedback should be both quantitative and qualitative, and can be collected through both online and print surveys. While surveys should be as short as possible to encourage participation, open-ended questions allow for a broader range of student responses than pre-determined options. The feedback collected can then be used to identify student needs and make improvements at the module, program and university levels.
NAC&U Innovators: Innovation Summit November 2013Robin Heyden
St. Edward's University uses simulation games in history and cultural foundations courses to engage students. In a WWII history course, students designed a simulation game for classmates to play incorporating political, social, and economic factors. In a cultural foundations course on the Syrian conflict, students role-played actors and agencies involved and responded to critical events. Simulation games provide experiential learning and help students better understand complex real-world issues.
This presentation describes challenges teachers face when implementing research projects and provides ways to make the assignment fresh and meaningful.
The document summarizes research on factors that influence the digital literacy skills of doctoral students. It describes a study that included a literature review, survey of 27 doctoral students, and interviews with 8 students. The research found that self-teaching and peer learning were important for developing digital skills. There was also a lack of formal training in areas like research methods and data analysis. The study recommends developing a university-wide doctoral training program focused on digital literacy and collaborating across institutions to share resources and training opportunities.
Nhcuc libraries committee talking about assessment make it meaningful Elizabeth Dolinger
Here are some questions we could ask the faculty member:
- What specific assignments will students be working on that JStore could support?
- What level of database/search skills do the students currently have?
- How could we assess whether students achieved the intended learning outcomes?
One outcome we could focus on is having students differentiate between scholarly journal articles and other sources in JStore.
An in-class activity could be to give students a short research assignment where they need to find one scholarly journal article in JStore to address their topic. We could review their selected articles and provide feedback to assess their skills in identifying appropriate sources.
The document summarizes a presentation given by Hugh Davis on how the web has changed teaching and learning. Some key points made include:
- The web has evolved from a read-only platform to a read-write platform with user-generated content and social aspects.
- Teaching has moved from traditional lectures to incorporating more online content and active learning approaches. Learning has become more self-directed with personal learning networks and environments.
- MOOCs are discussed as a current development that could impact higher education through increasing access but also generating data to improve adaptive learning. However, their effect on traditional universities is debated.
- Overall, the web and digital technologies are argued to be changing what and how students learn to prepare
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.
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 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.
Taking Active Learning to the Next Level: Increasing Student Engagement by Bl...Lindsey McLean
The document discusses increasing student engagement in library instruction through blending face-to-face teaching with online learning objects and gamification. Low student engagement was observed in traditional worksheet activities. To address this, the librarians developed an online "RADAR Game" to evaluate sources that incorporated elements of gamification like points and feedback. Surveys found students were more engaged with the gamified activity than the traditional worksheet. The document concludes by discussing additional online tutorials, resources and recommendations for blended and flipped classroom design.
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.
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 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.
Taking Active Learning to the Next Level: Increasing Student Engagement by B...Elisa Acosta
The document discusses blending face-to-face instruction with digital learning objects to increase student engagement in active learning. It describes using a game called RADAR to evaluate information sources, which led to increased student participation compared to a traditional worksheet. The game incorporated elements of gamification like competition and feedback. Student and instructor surveys found the blended approach improved engagement and learning outcomes.
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.
Workshop for visiting Albanian Librarians June 2013EISLibrarian
The document discusses using games in library workshops to enhance information literacy sessions. It proposes moving from simply presenting information to students to encouraging students to search, analyze, evaluate, synthesize and select information. Several challenges with traditional teaching methods are outlined such as being too generic, didactic and uninspiring. The document advocates using games that are fun, quick and simple as they encourage learning by doing. A framework is presented for developing game activities and rolling them out which has led to improved student attendance and marks.
This document discusses using games to enhance student engagement, interaction, and reflection in teaching. It notes the increasing number of teaching hours and contact hours but that traditional library instruction has been ad hoc, not relevant, and uninspiring. It advocates using games to make teaching less didactic and more discussion-based and hands-on. The document provides examples of online games for teaching and considerations for evaluating resources and references related to using games in education.
This document outlines the development of information literacy sessions for design students at a university. It discusses introducing students to different information formats in the first year and focusing on insider knowledge of online resources in the second year. Student and staff feedback indicated the embedded library sessions were more effective than add-on sessions. Future plans include continuing to improve integration and student understanding of evaluating sources.
Jennifer Wilson is an academic librarian at Leeds Beckett University who works to quickly address gaps in students' information literacy. She discusses challenges like lower student skills and engagement. To help, she created short, online tutorials using free tools like Jing, YouTube, Articulate, LibGuides and Twitter. These instant resources helped provide just-in-time support. Outcomes included improved individual skills support and increased staff understanding of information literacy's impact.
The document discusses how educational technology can be used to create, curate, and connect. It provides examples of how students can create digital content and curate collections like ePortfolios and digital badges. Students can connect by participating in online forums, connecting with peers globally, and working in international collaborative projects using cloud-based tools. The goal is for students to develop skills like critical thinking, collaboration, and developing digital identities through their work online.
This document discusses best practices for gathering student feedback on teaching. It notes that feedback should be both quantitative and qualitative, and can be collected through both online and print surveys. While surveys should be as short as possible to encourage participation, open-ended questions allow for a broader range of student responses than pre-determined options. The feedback collected can then be used to identify student needs and make improvements at the module, program and university levels.
NAC&U Innovators: Innovation Summit November 2013Robin Heyden
St. Edward's University uses simulation games in history and cultural foundations courses to engage students. In a WWII history course, students designed a simulation game for classmates to play incorporating political, social, and economic factors. In a cultural foundations course on the Syrian conflict, students role-played actors and agencies involved and responded to critical events. Simulation games provide experiential learning and help students better understand complex real-world issues.
This presentation describes challenges teachers face when implementing research projects and provides ways to make the assignment fresh and meaningful.
The document summarizes research on factors that influence the digital literacy skills of doctoral students. It describes a study that included a literature review, survey of 27 doctoral students, and interviews with 8 students. The research found that self-teaching and peer learning were important for developing digital skills. There was also a lack of formal training in areas like research methods and data analysis. The study recommends developing a university-wide doctoral training program focused on digital literacy and collaborating across institutions to share resources and training opportunities.
Nhcuc libraries committee talking about assessment make it meaningful Elizabeth Dolinger
Here are some questions we could ask the faculty member:
- What specific assignments will students be working on that JStore could support?
- What level of database/search skills do the students currently have?
- How could we assess whether students achieved the intended learning outcomes?
One outcome we could focus on is having students differentiate between scholarly journal articles and other sources in JStore.
An in-class activity could be to give students a short research assignment where they need to find one scholarly journal article in JStore to address their topic. We could review their selected articles and provide feedback to assess their skills in identifying appropriate sources.
The document summarizes a presentation given by Hugh Davis on how the web has changed teaching and learning. Some key points made include:
- The web has evolved from a read-only platform to a read-write platform with user-generated content and social aspects.
- Teaching has moved from traditional lectures to incorporating more online content and active learning approaches. Learning has become more self-directed with personal learning networks and environments.
- MOOCs are discussed as a current development that could impact higher education through increasing access but also generating data to improve adaptive learning. However, their effect on traditional universities is debated.
- Overall, the web and digital technologies are argued to be changing what and how students learn to prepare
This document discusses digital literacy and its importance in education. It addresses:
- What digital literacy entails, including locating, consuming, creating and communicating digital content, as well as critical evaluation.
- Factors affecting its development in education, such as teacher professional learning, educational leadership, curriculum issues, and access to technology.
- The importance of digital literacy for students to be digitally capable citizens and learners who can learn, unlearn and relearn.
- Recommendations for how schools can better facilitate the teaching and learning of digital literacy, such as through professional development and distributing digital resources.
The document discusses what a digital university might look like. It presents a model for a digital university with four key themes: digital participation, information literacy, curriculum and course design, and learning environment. Each theme is connected to the University of Dundee's learning and teaching strategy. The model aims to develop graduates who can shape society through global and local engagement, using technology and information effectively in interdisciplinary ways. It emphasizes self-regulated, collaborative and work-based learning through physical and digital environments.
This document summarizes Professor Rhona Sharpe's research interests in developing effective digital learners within institutional contexts. Her research examines how learner experiences with technology vary significantly based on factors like their subject discipline and how courses are designed. She employs methods like focus groups, surveys, and case studies to understand differences in learner experiences and gather data on developing digital literacy. Her goal is to help educators design learning experiences that cultivate the skills and attributes of successful digital learners, while also contextualizing digital literacy within academic disciplines.
The document discusses the changing landscape of online learning and higher education. It notes that by 2025, global demand for higher education will double to 250 million students per year, mostly from emerging economies. MOOCs and online learning are becoming widely explored alternatives and supplements to traditional university courses. The workforce now demands skills acquired through informal learning over formal university education. Key challenges for institutions include unprecedented competition, developing digital media literacy among staff, and supporting personalized learning. The future of universities may depend on their ability to change, remove constraints, and challenge existing models.
Curriculum pathway to curriculum innovationJune Wall
This document discusses digital literacy and its importance in curriculum innovation. It defines digital literacy as the ability to understand, use, and create information in multiple formats from a variety of online sources. The document argues that digital literacy is less about specific tools and more about developing ways of thinking, seeing, crafting narratives, and applying skills across disciplines. It suggests integrating technology and pedagogy to build teachers' and students' knowledge, skills, and abilities through collaboration and open sharing of new ideas. The goal is for digital literacy to become a norm across curriculums through professional development and informal learning.
The document discusses 21st century standards and curriculum. It begins by providing background on how education has changed from focusing on the "3 R's" with traditional teaching methods to preparing students for college and careers through standards like the Common Core State Standards. The document then examines how the standards and curriculum/instruction can be designed to enable students to satisfy 21st century needs by integrating skills like critical thinking, communication, collaboration and creativity. It provides examples of 21st century instructional approaches like problem-based learning, cooperative learning and integrating multimedia tools. Current research suggests these skills and approaches help students deal with modern challenges and have successful futures.
This document discusses digital literacy and its impact on the student experience. It defines digital literacy as the skills needed to live, learn and work in a digital society. While students are comfortable with technology in their personal lives, they struggle to apply these skills to academic tasks. The student experience is enhanced when educational benefits of technology are clear and support is provided to develop students' digital capabilities. Institutions need to involve students in shaping technology use, integrate technologies into learning spaces, and prepare students for learning with technology. Developing digital literacies across the sector requires collaboration between higher education institutions and professional organizations.
Joining up the dots presentation for lt conference-20100119.amamckie
The document discusses approaches to delivering information literacy (IL) instruction at UCA in a more transformative way. It outlines how IL has traditionally been delivered through discrete sessions but argues for a more integrated approach where students actively engage with and transform information to achieve changes in knowledge. Feedback from students and staff supports embedding IL into discipline-specific learning. The goal is for students to formulate their own research questions and positions by making sense of information in a way that reflects their emerging views.
The document discusses 21st century standards and curriculum. It begins by explaining how education has changed from focusing on the "3 R's" with teacher-centered instruction to preparing students for college and careers through standards like the Common Core State Standards. The document then examines how curriculum and instruction can be designed to enable students to meet 21st century needs by integrating skills like critical thinking, communication, collaboration and creativity. It provides examples of 21st century instructional approaches like problem-based learning, cooperative learning and incorporating real-world applications and multimedia tools. Current research suggests these skills help students address complex challenges and use technology to impact the world positively.
The document discusses the concept of digital literacy and some of the challenges it presents for both staff and students. It provides various definitions of digital literacy, explores whether it is a useful term, and examines issues around whose online identity is owned, boundaries between work and personal life online, and how academic disciplines can develop digital literacy. It also touches on policies around digital literacy and questions of best practices for students, staff, and libraries regarding the "visual web" represented by tools like Twitter and Facebook.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
This document discusses developing agile approaches in school libraries in a digital age. It notes that the concept of the "Gutenberg Parenthesis" can help reconceptualize directions for school libraries. Key topics discussed include trends in knowledge construction, 21st century skills alignment, digital literacies like media literacy and metaliteracy. The document also references reports on emerging technologies and their implications for education, including trends, challenges and developments impacting schools, libraries and teaching. Overall it argues that sustainable learning requires fusing environments, tools, formats and meta-literacy capabilities in educational approaches.
This document summarizes a presentation on exploring the digital university given at Macquarie University. It discusses how digital technologies have profoundly impacted higher education but true transformation in teaching and learning has been elusive. It then outlines a model for the digital university with four key themes: digital participation, information literacy, curriculum and course design, and learning environments. The second part of the document summarizes a case study of Edinburgh Napier University's efforts to envision their digital future through a working group examining areas like digital literacies and infrastructure.
The document discusses challenges in higher education and emerging technologies. It notes that while the use of technologies is increasing, they are seldom used to facilitate transformative teaching and learning. Examples of innovative practices mentioned include MOOCs, learning analytics, badges for accrediting learning, and the use of mobile phones for citizen journalism projects. The document also addresses concerns that institutions have been slow to adopt technologies and that there is a mismatch between student expectations and what institutions offer.
The document discusses challenges in higher education and emerging technologies. It notes that while the use of technologies is increasing, they are seldom used to facilitate transformative teaching and learning. Examples of innovative practices mentioned include MOOCs, learning analytics, badges for accrediting learning, and seamless learning across formal and informal settings. However, the potential of technologies remains mostly unfulfilled due to issues like a lack of engagement from institutions and policy makers.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
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.
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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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.
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In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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::
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10. The Internet is like a…….
“Giant sweetshop, in which
we behave like children,
grabbing all we can get with
less regards for quality than
quantity”
Fieldhouse and Nicholas, 2008
Students do not evaluate information
12. Academic perspective
• Information overload
• Information skills
• Graduate of the future
• Potential of librarians
• Info literacy/academic literacy
• Limited view
13. “I didn’t quite realise how little the
students knew about the Internet
until we started doing stuff together
and it’s become more and more
terrifying every single year that it’s
not getting better what they are
coming in with”
1st year Lecturer
19. References
• Asher, C. (2003). Separate but equal: Librarians, academics and information literacy. Australian Academic and
Research Libraries, 34 (1), pp.52-55.
• Badke, W. (2010). Why information literacy is invisible. Communications in Information Literacy, 4 (2), pp.129-141.
• Bennett, S., Maton, K., and Kervin, L. (2008). The ‘digital natives’ debate: a critical review of the evidence. British
Journal of Educational Technology, 39 (5), pp.775-786.
• Chen, K. and Lin, P. (2011). Information literacy in university library user education. Aslib Proceedings: new information
perspectives, 63 (4), pp.399-418.
• CIBER. (2008). Information behaviour of the researchers of the future. UCL, London. Available at
http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf [Accessed 8th September
2014]
• Coonan, E. (2011). A new curriculum for information literacy curriculum: transitional, transferable, transformational –
Theoretical background, Teaching learning: perceptions of information literacy. Cambridge University Library. Available
at http://ccfil.pbworks.com/f/emma_report_final.pdf [Accessed 23rd November 2014]
• Dutton, W.H. and Helsper, E.J. (2007). The Internet in Britain: 2007. Oxford, Oxford Internet Institute, University of
Oxford. Available at http://oxis.oii.ox.ac.uk/reports/ [Accessed: 29th December 2014]
• Fieldhouse, M. and Nicholas, D. (2008). Digital literacy as information savvy: the road to information literacy. In:
Lankshear, C. and Knobel, M. (eds). Digital literacy: concepts, policies and practices. New York, Peter Lang Publishing
Group, pp. 47-72.
• Head, A. (2012). Learning curve: How college graduates solve information problems once they join the workplace
(Project Information Literacy Research Report). Available from
http://projectinfolit.org/images/pdfs/pil_fall2012_workplacestudy_fullreport_revised.pdf [Accessed 11th June 2015]
• Head, A. (2013). Learning the ropes: How Freshmen conduct course research once they enter college (Project
Information Literacy Research Report). Available from
http://projectinfolit.org/images/pdfs/pil_2013_freshmenstudy_fullreport.pdf [Accessed 9th June 2015]
20. • Head, A. and Eisenberg, M. (2010). Truth be told: How college students evaluate and use information in the digital age
(Project Information Literacy Progress report). Available from
http://projectinfolit.org/images/pdfs/pil_fall2010_survey_fullreport1.pdf [Accessed 11th June 2015]
• Helsper, E. J., and Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal, 36
(3), pp. 503-520.
• Holton, D. (2010). The Digital Natives/Digital Immigrants distinction is dead or at least dying. EdTechDev. Available at
https://edtechdev.wordpress.com/2010/03/19/the-digital-natives-digital-immigrants-distinction-is-dead-or-at-least-dying/
[Accessed 9th June 2015]
• Jackson, M.G. (1999). Image and status: academic librarians and the new professionalism. Advances in Librarianship,
23 (1), pp.93-115.
• Jones, C., Ramanau, R., Cross, S. and Healing, G. (2010). Net generation or Digital Natives: is there a distinct new
generation entering university? Computers and Education, 54, pp.722-732.
• Kennedy, G., Judd, T., Dalgarnot, B. and Waycott, J. (2010). Beyond natives and immigrants: exploring types of net
generation students. Journal of Computer Assisted Learning, 26, pp.332-343.
• Margaryan, A., Littlejohn, A., and Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital
technologies. Computers and Education, 56, pp.429-440.
• Markess, S. (2009). A new conception of information literacy for the digital learning environment in higher education.
Nordic Journal of Information Literacy in Higher Education, 1 (1). pp.25-40.
• McGuinness, C. (2006). What faculty think: Exploring the barriers to information literacy development in undergraduate
education. Journal of Academic Librarianship, 32 (6), pp.573-582.
• Norgaard, R. (2003). Writing information literacy: contributions to a concept. Reference and User Services Quarterly, 43
(2). pp.124-130.
• Orr, D., Appleton, M. and Wallin, M. (2001). Information literacy and flexible delivery: creating a conceptual framework
and model. The Journal of Academic Librarianship, 27 (6), pp.457-463.
21. • Palfrey, J., and Gasser, U. (2008). Born digital: understanding the first generation of digital natives. Basic Books, New
York.
• Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9 (5), pp.1-6.
• Prensky, M. (2001b). Digital natives, digital immigrants: do they really think differently? On the Horizon, 9 (6), pp.1-6.
• Prensky, M. (2009). H.Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom. The Wisdom
Page. Available from http://www.wisdompage.com/Prensky01.html [Accessed 9th June 2015]
• Silipigni Connaway, L. and Dickey, T. (2010). The digital information seeker: report of findings from selected OCLC, RIN
and JISC user behaviour projects. JISC. Available at
http://www.webarchive.org.uk/wayback/archive/20140615023510/http://www.jisc.ac.uk/media/documents/publications/re
ports/2010/digitalinformationseekerreport.pdf [Accessed 27th February 2015]
• Webber, S., Ford, N., Crowder, M. and Madden, A. (2013). Collaborating for deep critical information behaviour.
Presented at: LILAC 2013, University of Manchester, UK. 25-27th March 2013. Available at
http://www.slideshare.net/infolit_group/webber-ford-2013-18177230 [Accessed 11th September 2014]
• Weetman, J. (2005). Osmosis- does it work for the development of information literacy? The Journal of Academic
Librarianship, 31 (5), pp.456-460.
• Weetman DaCosta, J. (2010). Is there an information literacy skills gap to be bridged? An examination of faculty
perceptions and activities relating to information literacy in the United States and England. College and Research
Libraries, 71 (3), pp.203-222. Available at
http://derby.openrepository.com/derby/bitstream/10545/254393/1/C%26RL_May2010.pdf [Accessed 4th January 2015]
• White, D. and Le Cornu, A. (2011). Visitors and residents: a new typology for online engagement. First Monday: peer
reviewed journal on the Internet, 16 (9). Available from http://firstmonday.org/article/view/3171/3049 [Accessed 9th June
2015]
• Wright, F., White, D., Hirst, T. and cann, A. (2014). Visitors and residents: mapping student attitudes to academic use of
social networks. Learning, Media and Technology, 39 (1), pp.126-141.
VH
Welcome and intros.
Now we’ve got Summon we can relax while our students quickly and easily find the information they want….our work here is done……
VH
…….or is it?
We would argue that its not.
Even though Summon makes searching easy………..we need to develop information literacy skills…….more so than ever.
To put this in context.....................
AE
This is what libraries looked like when we were starting out in our careers as academic librarians.
These are the sort of libraries that we were trained for.
Librarians were the Guardians of information.
We created indexes and catalogues, which controlled access to information through authority headings.
We organised material on shelves in a librarianly way, which was not always logical to the users e.g.
Back issues of journals arranged alphabetically by word or by letter
Mysterious names: Quick-ref, ref, oversize, short loan, main, special???????????????????????
E.g. University of Reading used to keep books in 3 size-based sequences called Quarto, Folio and Octavo and Dewey Nos ended with a lower case f, q, o to help students find their book!!!!!!!!!!!!!!
We supervised searches and only the librarian could get to the information. Especially true of early online searches which cost £1/minute and we both remember only the head Librarian having the authority to do so.
Information was often out-of-date….think expensive Quick reference Collections etc.
All in all users really needed our help to find information.
AE
But now:
Students can go it alone.
Summon (like Google) has provided easy access to huge amounts of information.
Information is ubiquitous.
They can access it 24/7 and don’t need to be in the library under the watchful gaze of the librarian!
Neither academics or librarians have control of the information that they use.
We don’t need to show students how to use it, because its instinctive (in most cases).
But……
AE
But do they have the skills to find what they really need?
Do they understand the value of academic resources?
Do they use the best keywords/search terms?
Do they know how to make a value judgement about any information found?
Probably not, but its worth remembering that……
AE
……………….“nobody except librarians want to search, everyone else just wants to find” (Tennant in Coonan, 2011)
So we need to concentrate on what is really going to make a difference rather than creating “pseudo librarians” (Markless, 2009).
VH
To give further context to this, Adam and I have considered some myths surrounding students, librarians, libraries and academics….
Digital Natives are different to previous generations
Young people know how to use computers so must be information literate
Students do not evaluate information….the way that we do.
New students are information literate
VH
Digital Natives are different or are they?
Digital Natives = multitaskers, have access to technology, proficient in their use, Internet is primary info source etc
As compared with Digital Immigrants= less reliant on Internet, more likely to use physical library , prefer to read from paper etc
Some people suggest a 2nd generation of Digital Natives born after 1990 who have grown up with social media
Prensky back in 2001 made distinction between technical and cognitive skills believing DN brains has been fundamentally changed
Others (Fieldhouse and Nicholas) assume that their language is diff and that there are implications for education process
However others (Bennett et al) question this….DIs also known as ‘Generation X’ (born between 1961-1981) used to multi-task (TV/homework), and infact Digital Natives don’t expect to be taught differently
MORI suggest students don’t utilise technology as much as we think
Lots of research suggest extent of Internet use, not just to do with age, other factors=socio-ec, ethnicity, gender, home environment etc
Therefore not homogenous group
Concept of Digital Natives and Digital Immigrants increasingly questioned……age alone cannot explain use of technology.
White and Le Cornu advocate the idea of ‘Visitors and residents’ who use Internet respectively as a ‘Tool’ to find info when appropriate and a ‘place/space’ where they can develop a digital identity and network within a community.
Prensky in 2009 has also reconsidered and now talks of ‘Digital wisdom’ to distinguish between those who accept the judicous and timely use of technology to access info for decision-making and those who don’t.
AE
Google Generation/Digital Natives have matured in a world dominated by the Internet, they know how to use technology, so assumption is they are information literate.
Chen and Lin believe that students comfortable in a digital world are also liable to think they have the necessary skills.
Norgaard believes that we should not treat IL as a neutral set of skills
However CIBER 2008 report showed that 89% of students use search engines at start of their research and 93% are satisfied with this experience.
CIBER also showed that virtual library users spent as much time ‘finding their bearings’ as they did viewing actual search results suggesting less proficiency as previously thought.
In reality they don’t know how to use all the info judiciously, lack the critical skills.
VH
Students do not evaluate information……CLICK TO GET QUOTE by Fieldhouse and Nicholas 2008
Palfrey and Gasser suggest that accuracy of information is not a priority to DNs except for where it affects their grades
But observation and research suggests that students do actually evaluate information in a manner appropriate to the technology and or for their particular need.
Research shows that students engage in a process of cross-checking information online (CIBER, Palfrey and Gasser) eg. Using social media such as Research Gate and Mendeley to assess the quality of information found on Google and research from USA discovered collaborative evaluation strategies, whereby students use opinions of friends, family or academics a tactic which continues into the workplace.
Information on Summon has the advantage of being from academic sources, however students still need to evaluate it to make sure it is suitable for their needs
However:
One of our students explained how he uses Summon to validate what he finds on Google. He searches Google, then cross checks on Summon. If he finds the same info on Summon, then he knows that it is OK because the librarians have checked it.
Why not use Summon in the first place, but if it works for him…….
Finally:
Some of the literature suggests (Asher in 2003 and Palfrey and Gasser 2008) that the problem of discerning good information from bad is an age-old problem.
AE
Academic view
Recent research by Uni of Sheffield found discrepancy between expectations of aca staff and UG info skills.
Believe that skills have been learnt at school.
In reality 45% students felt unprepared for this aspect of Uni and over half wanted support and guidance (Webber et al, 2013).
Similar findings in USA
Schools
Reality is that schools spoon-feed towards exams to meet Govt targets…..teach to test.
School libraries often badly funded, no eresources, so consolidates idea that library is just a collection of books.
Academics often forget the haphazard process by which they developed their own often poor skills. They often sidestep our resources in favour of Google.
Academic’s skills
Also academics have been socialised to the norms of their discipline can use experience, networks and knowledge to identify key publication.
This network is not available to students who therefore need to get information more widely through a process of information searching.
Research from De Montfort Unifound that despite aca support for IL skills and its value to aca work, there was little effort to integrate them into the curriculum believing they will be ‘picked up’ through a process of ‘osmosis’ through ‘trial and error’.
Consequently students fail to understand the benefit of IL skills in their academic work.
IL skills outside of librarianship are often seen as about process i.e. how to search for a book on the library catalogue. And IL continues to be perceived as ancillary to the main business of the institution.
Therefore one-shot session will suffice.
IL skills need to be embedded in the curriculum and academic staff need a better understanding of what IL entails.
VH
Based on interviews carried Feb 2015 out for our Doctorate:
We all suffer from information overload…..however…..
They think they have good information skills, although question the academic skills of some of their colleagues, despite one believing that ‘Google is the answer to their information needs’.
Academics perceive problems with the graduates of the future: Students just want to get a qualification, not here for an education….. yet we ‘need to create is open-minded and critical students’
However most don’t see the potential for librarians in developing these critical thinking skills. They have a traditional view of our role.
In addition academics don’t talk about Information Literacy. They talk about Academic Literacy…..using information to make knowledge.
Many librarians themselves have a limited view of Information Literacy seeing it as just about the process of finding information, and not the bigger view that it is part of knowledge creation.
Here’s what one of them said (next slide)
VH
AE
We use a number of games and activities in workshops that variously encourage students to assess various items on the same subject, the appropriate use of information and an awareness of how information is created.
Here’s one example.
Hand out Twitter card game.
Also Reference List game if time.
AE
Summon makes searching easier…
So yes we don’t need to teach library skills i.e. process….
But we need to teach information literacy
Summon has given us the time to do this.
AE
AE
More information about our games and activities on Jorum. See link above.