Sharing information literacy resources as OERsJane Secker
Presentation given at ALISS Summer Conference in July 2013 on the CoPILOT sub-group which provides a community of practice for librarians to share their information literacy resources
Information literacy beyond the academy : recent perspectives from the UKJane Secker
This document summarizes Jane Secker's presentation on information literacy perspectives from the UK. It discusses the work of the CILIP Information Literacy Group to promote information literacy teaching and research. It also describes challenges in bringing information literacy outside of higher education, and initiatives to address this, including projects in public libraries and schools. Finally, it outlines the Student Ambassadors for Digital Literacy project at the London School of Economics to understand and improve students' digital and information literacy skills.
Emerging Practices in Open Online Learning EnvironmentsGeorge Veletsianos
In this talk, I describe a number of emerging practices associated with online learning, networked scholarship, and MOOCs. I bring together results from 3 upcoming studies to describe how online learning is an emerging practice, how the field is becoming more interdisciplinary, how learning analytics are becoming more pervasive, and how various experiences and practices (e.g., notetaking and the scheduling of online learning to fit adult life's realities) evade learning analytics methods.
This document outlines the CoPILOT project which aimed to develop a strategy for promoting international sharing of information literacy (IL) teaching materials as open educational resources (OERs). It provides background on previous related projects, describes the outcomes of CoPILOT which included establishing an online community and committee, and invites librarians to get involved in sharing IL resources through suggested avenues and further reading.
The Student Ambassadors for Digital Literacy (SADL) programme aimed to improve undergraduate students' digital and information literacy skills through peer-led workshops. Senior student ambassadors helped deliver workshops on topics like evaluating information, academic research practices, and digital identity. Evaluations found the programme improved students' skills and confidence, and benefited both participants and senior ambassadors, though some wanted more technical skills covered. Maintaining the community and scaling the programme while keeping it student-focused were noted as ongoing challenges.
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
1. The document proposes the idea of a university operating as a hackerspace through a cross-university Masters by Research degree program.
2. This program would treat the entire campus as a hackerspace, involving staff and facilities across schools in an anti-disciplinary manner.
3. Students and teachers would both learn through experiments and challenges adopting a hacker ethic, in line with the concept of the student as producer where research forms the basis of learning and the institution learns from its teacher-student scholars.
Sharing information literacy resources as OERsJane Secker
Presentation given at ALISS Summer Conference in July 2013 on the CoPILOT sub-group which provides a community of practice for librarians to share their information literacy resources
Information literacy beyond the academy : recent perspectives from the UKJane Secker
This document summarizes Jane Secker's presentation on information literacy perspectives from the UK. It discusses the work of the CILIP Information Literacy Group to promote information literacy teaching and research. It also describes challenges in bringing information literacy outside of higher education, and initiatives to address this, including projects in public libraries and schools. Finally, it outlines the Student Ambassadors for Digital Literacy project at the London School of Economics to understand and improve students' digital and information literacy skills.
Emerging Practices in Open Online Learning EnvironmentsGeorge Veletsianos
In this talk, I describe a number of emerging practices associated with online learning, networked scholarship, and MOOCs. I bring together results from 3 upcoming studies to describe how online learning is an emerging practice, how the field is becoming more interdisciplinary, how learning analytics are becoming more pervasive, and how various experiences and practices (e.g., notetaking and the scheduling of online learning to fit adult life's realities) evade learning analytics methods.
This document outlines the CoPILOT project which aimed to develop a strategy for promoting international sharing of information literacy (IL) teaching materials as open educational resources (OERs). It provides background on previous related projects, describes the outcomes of CoPILOT which included establishing an online community and committee, and invites librarians to get involved in sharing IL resources through suggested avenues and further reading.
The Student Ambassadors for Digital Literacy (SADL) programme aimed to improve undergraduate students' digital and information literacy skills through peer-led workshops. Senior student ambassadors helped deliver workshops on topics like evaluating information, academic research practices, and digital identity. Evaluations found the programme improved students' skills and confidence, and benefited both participants and senior ambassadors, though some wanted more technical skills covered. Maintaining the community and scaling the programme while keeping it student-focused were noted as ongoing challenges.
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
1. The document proposes the idea of a university operating as a hackerspace through a cross-university Masters by Research degree program.
2. This program would treat the entire campus as a hackerspace, involving staff and facilities across schools in an anti-disciplinary manner.
3. Students and teachers would both learn through experiments and challenges adopting a hacker ethic, in line with the concept of the student as producer where research forms the basis of learning and the institution learns from its teacher-student scholars.
Effective communication and sustained engagement are key to managing resistance to change, particularly regarding digital initiatives. While terms like transformation and excellence can threaten academics and generate insecurity, efforts must address challenges in developing digital capabilities through partnership with stakeholders. Information technology professionals play an enabling role, but changing pedagogies requires academics who are effective technology users to develop students' critical digital skills.
Reimagining the academic library as a learning destination (Learning Commons)CILIPScotland
This document summarizes the transformation of the Heriot-Watt University academic library since 2013 into a Learning Commons. It discusses how academic libraries have changed from places of silence to places that support collaborative and social learning. The library lacked space for the growing student population and needed to be redesigned according to modern pedagogical needs. In collaboration with a design firm, a vision and plan was created to reimagine the library spaces with new furniture, technology, and zones for various learning styles. The first phase of renovations created a new Learning Commons that has been successful in increasing student satisfaction and library usage.
MOOCs for universities and learners: an analysis of motivating factorsSu White
presentation summarising extensive research into MOOCs undertaken at the University of Southampton in centre for innovation in technologies and education
MOOCSs for Universities and Learners An analysis of motivating factorsSu White
a presentation summarising recent research at the University of Southampton in the Centre for innovation in technologies and education. Content analysis and online survey looking at motivation factors - research ongoing in the group
Open Educational Resources and Practices for Higher EducationLis Parcell
Presentation delivered by Lis Parcell (Jisc RSC Wales) and Julia Ault (University of Wales: Trinity Saint David) at the Coleg Sir Gar HE Conference 1 July 2013. It included Ope
Slides from the Leicester OER Schools conference which took place at the Phoenix on Thursday 29 January 2015.
Leicester City Council will be holding a free day conference focusing on finding, using, creating and sharing Open Educational Resources (OER).
https://www.eventbrite.co.uk/e/oer-schools-conference-registration-13959973657
School leaders, staff and governors from primary, secondary, SEN and specialist schools are invited to attend.
Open Data and Higher Education: future gains and current practiceSu White
This document discusses open data in higher education. It notes that universities are increasingly adopting open data practices for decision making, research, teaching, and driving economic growth. Open data can provide benefits across university administration, education, and research functions. Challenges include specifying a research agenda around open data questions and building communities of practice to share lessons learned.
The minutes from the ALISS AGM on July 1st are summarized. Sally Patalong was re-elected as chair. The committee and finances were reported on. Events from the past year were recapped, including conferences, visits, and workshops. Membership increased slightly from 122 to 130 members. Upcoming activities include a workshop on crowd sourcing and library visits.
From local to global: sharing information literacy teaching as open education...Jane Secker
This document summarizes a presentation on open and sustainable ways to share teaching resources. It discusses definitions of open educational resources (OER) and communities of practice. Current methods of sharing are explored, such as repositories and sites used. Case studies from the University of Northampton and University of Leeds describe their OER programs. Barriers to sharing include finding high quality resources, and the role of communities of practice in supporting librarians globally in sharing materials is examined.
The document summarizes the European Distance and E-Learning Network (EDEN). It is the largest professional community for distance education experts in Europe, established in 1991. It provides a platform for cooperation and information exchange between members, which include institutions, individuals, and networks involved in education and training. EDEN organizes annual conferences and working groups to promote professional development and policy in open, distance, and e-learning in Europe.
Wikimedia UK Education Summit 2017 - Opening TalksWikimedia UK
This document discusses the value of Wikimedians, or Wikipedia contributors, to universities. It notes that universities must invest in digital skills and addresses the real problem of gender inequality in science and technology fields. The document describes how assigning Wikipedia contributions in courses at Middlesex University has enhanced students' digital literacy skills, helped overcome writing blocks, led to published work, and provided an experience in encyclopedism. Student presentations are highlighted that involved Wikipedia projects on literary festivals, republishing historic articles, and fighting fake news. In conclusion, the document advocates for universities to recognize the benefits Wikipedia assignments can provide students.
Presentation by Adam Edwards and Vanessa Hill, Middlesex University London from the Summon and Information Literacy event at Queen Mary University, London.
Round Table on Open Education in Canada by Prof. Rory McGrealSNDTWU
This document discusses e-learning and distance education. It provides an overview of e-learning in Canada, highlighting how it allows for both synchronous and asynchronous learning through teleconferencing, self-study using email, and online exhibitions. It then summarizes some of the advantages of Athabasca University as a public, degree-granting university with open admission, distance education delivery of hundreds of credit courses available for year-round enrolment through flexible learning methods. The document also briefly discusses MOOCs, the Canadian Virtual University consortium of 15 universities, and some of the organizations supporting online learning across Canadian provinces.
This document summarizes the key findings from 24 case studies on using Web 2.0 technologies to promote inclusive lifelong learning. The case studies covered a range of learning settings, situations, needs, and target groups. Lessons learned include overcoming resistance to new methods, ensuring user needs are met, and promoting educational practices that challenge traditional learning paradigms. Recommendations focus on securing organizational support, using a blended approach, and driving community participation to help ensure project sustainability and impact.
This document outlines an agenda for a Technology Enhanced Learning (TEL) workshop at Cranfield University. The workshop aims to help participants plan and develop short learning activities using multimedia tools to address common student support issues. The agenda includes identifying a learning activity and intended outcomes, exploring available TEL tools from Cranfield and public websites, selecting appropriate tools, developing activity components, and presenting and evaluating the activities. Participants will learn about incorporating multimedia, online collaboration and active learning approaches according to principles of good practice and learning theories including Kolb's learning cycle.
This document discusses developing a learning analytics strategy for a higher education institution (HEI). It provides an overview of key considerations in developing a strategy, including identifying goals and stakeholders, addressing privacy and ethics, selecting tools and platforms, collecting and analyzing data, and using insights to improve teaching and learning. The strategy discussed aims to help institutions gain a better understanding of the learner experience and identify areas for improvement through a responsible and ethical use of learning analytics.
The document summarizes a presentation about the LASSIE project which explored how libraries are using social software and web 2.0 technologies. The project conducted a literature review and case studies on the use of RSS, blogs, social networking, bookmarking and more. It found that while libraries are experimenting with these technologies, staff development and understanding of student usage is still needed. Social software shows potential for outreach and information literacy if integrated thoughtfully into library services and teaching.
Effective communication and sustained engagement are key to managing resistance to change, particularly regarding digital initiatives. While terms like transformation and excellence can threaten academics and generate insecurity, efforts must address challenges in developing digital capabilities through partnership with stakeholders. Information technology professionals play an enabling role, but changing pedagogies requires academics who are effective technology users to develop students' critical digital skills.
Reimagining the academic library as a learning destination (Learning Commons)CILIPScotland
This document summarizes the transformation of the Heriot-Watt University academic library since 2013 into a Learning Commons. It discusses how academic libraries have changed from places of silence to places that support collaborative and social learning. The library lacked space for the growing student population and needed to be redesigned according to modern pedagogical needs. In collaboration with a design firm, a vision and plan was created to reimagine the library spaces with new furniture, technology, and zones for various learning styles. The first phase of renovations created a new Learning Commons that has been successful in increasing student satisfaction and library usage.
MOOCs for universities and learners: an analysis of motivating factorsSu White
presentation summarising extensive research into MOOCs undertaken at the University of Southampton in centre for innovation in technologies and education
MOOCSs for Universities and Learners An analysis of motivating factorsSu White
a presentation summarising recent research at the University of Southampton in the Centre for innovation in technologies and education. Content analysis and online survey looking at motivation factors - research ongoing in the group
Open Educational Resources and Practices for Higher EducationLis Parcell
Presentation delivered by Lis Parcell (Jisc RSC Wales) and Julia Ault (University of Wales: Trinity Saint David) at the Coleg Sir Gar HE Conference 1 July 2013. It included Ope
Slides from the Leicester OER Schools conference which took place at the Phoenix on Thursday 29 January 2015.
Leicester City Council will be holding a free day conference focusing on finding, using, creating and sharing Open Educational Resources (OER).
https://www.eventbrite.co.uk/e/oer-schools-conference-registration-13959973657
School leaders, staff and governors from primary, secondary, SEN and specialist schools are invited to attend.
Open Data and Higher Education: future gains and current practiceSu White
This document discusses open data in higher education. It notes that universities are increasingly adopting open data practices for decision making, research, teaching, and driving economic growth. Open data can provide benefits across university administration, education, and research functions. Challenges include specifying a research agenda around open data questions and building communities of practice to share lessons learned.
The minutes from the ALISS AGM on July 1st are summarized. Sally Patalong was re-elected as chair. The committee and finances were reported on. Events from the past year were recapped, including conferences, visits, and workshops. Membership increased slightly from 122 to 130 members. Upcoming activities include a workshop on crowd sourcing and library visits.
From local to global: sharing information literacy teaching as open education...Jane Secker
This document summarizes a presentation on open and sustainable ways to share teaching resources. It discusses definitions of open educational resources (OER) and communities of practice. Current methods of sharing are explored, such as repositories and sites used. Case studies from the University of Northampton and University of Leeds describe their OER programs. Barriers to sharing include finding high quality resources, and the role of communities of practice in supporting librarians globally in sharing materials is examined.
The document summarizes the European Distance and E-Learning Network (EDEN). It is the largest professional community for distance education experts in Europe, established in 1991. It provides a platform for cooperation and information exchange between members, which include institutions, individuals, and networks involved in education and training. EDEN organizes annual conferences and working groups to promote professional development and policy in open, distance, and e-learning in Europe.
Wikimedia UK Education Summit 2017 - Opening TalksWikimedia UK
This document discusses the value of Wikimedians, or Wikipedia contributors, to universities. It notes that universities must invest in digital skills and addresses the real problem of gender inequality in science and technology fields. The document describes how assigning Wikipedia contributions in courses at Middlesex University has enhanced students' digital literacy skills, helped overcome writing blocks, led to published work, and provided an experience in encyclopedism. Student presentations are highlighted that involved Wikipedia projects on literary festivals, republishing historic articles, and fighting fake news. In conclusion, the document advocates for universities to recognize the benefits Wikipedia assignments can provide students.
Presentation by Adam Edwards and Vanessa Hill, Middlesex University London from the Summon and Information Literacy event at Queen Mary University, London.
Round Table on Open Education in Canada by Prof. Rory McGrealSNDTWU
This document discusses e-learning and distance education. It provides an overview of e-learning in Canada, highlighting how it allows for both synchronous and asynchronous learning through teleconferencing, self-study using email, and online exhibitions. It then summarizes some of the advantages of Athabasca University as a public, degree-granting university with open admission, distance education delivery of hundreds of credit courses available for year-round enrolment through flexible learning methods. The document also briefly discusses MOOCs, the Canadian Virtual University consortium of 15 universities, and some of the organizations supporting online learning across Canadian provinces.
This document summarizes the key findings from 24 case studies on using Web 2.0 technologies to promote inclusive lifelong learning. The case studies covered a range of learning settings, situations, needs, and target groups. Lessons learned include overcoming resistance to new methods, ensuring user needs are met, and promoting educational practices that challenge traditional learning paradigms. Recommendations focus on securing organizational support, using a blended approach, and driving community participation to help ensure project sustainability and impact.
This document outlines an agenda for a Technology Enhanced Learning (TEL) workshop at Cranfield University. The workshop aims to help participants plan and develop short learning activities using multimedia tools to address common student support issues. The agenda includes identifying a learning activity and intended outcomes, exploring available TEL tools from Cranfield and public websites, selecting appropriate tools, developing activity components, and presenting and evaluating the activities. Participants will learn about incorporating multimedia, online collaboration and active learning approaches according to principles of good practice and learning theories including Kolb's learning cycle.
This document discusses developing a learning analytics strategy for a higher education institution (HEI). It provides an overview of key considerations in developing a strategy, including identifying goals and stakeholders, addressing privacy and ethics, selecting tools and platforms, collecting and analyzing data, and using insights to improve teaching and learning. The strategy discussed aims to help institutions gain a better understanding of the learner experience and identify areas for improvement through a responsible and ethical use of learning analytics.
The document summarizes a presentation about the LASSIE project which explored how libraries are using social software and web 2.0 technologies. The project conducted a literature review and case studies on the use of RSS, blogs, social networking, bookmarking and more. It found that while libraries are experimenting with these technologies, staff development and understanding of student usage is still needed. Social software shows potential for outreach and information literacy if integrated thoughtfully into library services and teaching.
The LASSIE project sought to explore how libraries could use social software and Web 2.0 tools to better support distance learners. It conducted a literature review and case studies on topics like reading lists, resource sharing, podcasts and Facebook. The project found that blogs, social bookmarking, and podcasts helped enhance library services for distance users. It also developed an online information literacy course called IRIS. Moving forward, the project aims to evaluate IRIS and explore sharing information literacy resources more broadly to support distance learners' needs.
This document provides an overview of libraries and social software. It discusses the evolution from Web 1.0 to Web 2.0 and how libraries are adopting Web 2.0 technologies like RSS, blogs, social bookmarking, and social networking. The document outlines findings from the LASSIE project on how librarians are experimenting with and embracing these new technologies, though staff development challenges remain. Examples are given of libraries using different social software tools and applications.
This document discusses using social media effectively by developing personal and professional identities online. It covers understanding the positives and negatives of social media use, reflecting on current and desired social media presence, and evaluating appropriate tools. The document examines why people use social media, both benefits like sharing work and maintaining networks, and drawbacks like privacy loss and harassment. It suggests strategies for effective social media use like regularly checking privacy settings and curating online identities. Overall, the document provides guidance on thoughtfully utilizing social media to build a positive digital presence.
Developing digital literacies in undergraduate students: SADL project - ALISS
The SADL project at the London School of Economics aimed to improve undergraduate students' digital literacies. It worked with student ambassadors and four academic departments to develop workshops on topics like research skills, reading, and managing information. Evaluation found the workshops and ambassador role were valuable but needed more structure. The project also highlighted differences between disciplines and challenges of scaling support across the university. Ongoing work focuses on developing peer learning, sustaining student leadership, and gaining departmental buy-in.
Developing digital literacies in undergraduate students: SADL projectMaria Bell
The SADL project at the London School of Economics aimed to improve undergraduate students' digital literacies. It worked with student ambassadors and four academic departments to develop workshops on topics like research skills, reading and writing, and managing digital information and identity. Evaluation found the workshops and ambassador role were valuable but needed more structure. The project also identified challenges in scaling up support and developing peer learning, but provided benefits to students like increased confidence and skills. Moving forward, the project aims to further student partnerships and embed digital literacy into the curriculum.
Understanding student digital literacies: reflecting on differences, divids, ...Jane Secker
The document summarizes the Student Ambassadors for Digital Literacy (SADL) program at the London School of Economics. The 3-year program trains undergraduate students to become peer mentors who help other students improve their digital and information literacy skills through workshops. Workshops cover topics like finding and evaluating information, academic research practices, and managing digital footprints. Evaluations found the program improved students' skills and confidence while also providing leadership experience for senior ambassadors. The document discusses challenges like engaging more students and integrating social media platforms to encourage online participation.
This document provides an overview of digital literacy and frameworks for understanding it. Digital literacy involves having the skills, knowledge, and mindset needed to engage safely and meaningfully in a digital society. It overlaps with information and academic literacies. The focus should be on cognitive abilities and contextual practices, not just functional skills. Effective digital literacy initiatives embed it in curricula, involve stakeholders collaboratively, and measure impact. Case studies from LSE and UEA showcase successful student-centered programs.
Collaborating in the development of learning literaciesSEDA
The document discusses collaborating across professional groups to integrate learning literacies for staff, students, and policies. It begins with learning outcomes and introduces three case studies on staff development at City University, student development through the University of Manchester's "My Learning Essentials" program, and policy development at Queen Mary University of London. Participants then engage in a world cafe discussion on the topics before reflecting. The goal is for developers across fields to work together to facilitate integrated development of various literacies and embed them within curricula. Challenges include differing perceptions of literacies and ensuring approaches are sustainable and reach all students.
Building Our Practice: Integrating Instruction and Student Services3CSN
Consider first year experience as a framework for successful collaboration between instruction and support services;
learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services;
Discuss literature relevant to integrating instruction and support services; and
Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus
transition: literacy and information literacy. author: philip russellPhilip Russell
Presentation given at Seminar - 'Learning to Learn at College: Students Transitioning to Reading, Writing and Knowledge Creation at Third Level' - at the Dublin Institute of Technology, Grangegorman, Dublin, Ireland on February 6th 2015.
This seminar was supported by the National Forum for the Enhancement of Teaching and Learning in Higher Education.
Students as Partners in Digital Teaching and Learning: A Case Study of EDTL S...Sharon Flynn
The document summarizes the IUA-EDTL project which aims to enhance digital teaching and learning in Irish universities. It discusses hiring student interns from each university to be partners in the project. Interviews with past and current interns and project leads found that interns benefited from practical skills development and confidence growth. Involving students provided authentic perspectives but can be challenging if ideas are not acted on. Early findings suggest students and staff found value in the student partnership when students were treated as close collaborators. Next steps include expanding the study and using lessons to design cocreation activities to translate the research into practice.
Ensuring LSE undergraduates gallop to success: emerging findings from the SAD...CILIP ARLG
The document summarizes the Student Ambassadors for Digital Literacy (SADL) project at the London School of Economics. The project aimed to explore how digital and information literacy could be embedded into the curriculum through student ambassadors. Student ambassadors were recruited from two departments and provided workshops on topics like finding and evaluating information. Emerging findings showed that students developed research skills but were also made aware of existing support resources. Lessons learned included the need for clear ambassador roles and more time to develop relationships. The student perspective provided valuable insights into information practices and needs.
Ensuring LSE undergraduates gallps to success: emerging findings from the SAD...LSESADL
The document summarizes the Student Ambassadors for Digital Literacy (SADL) project at the London School of Economics. The project aimed to explore how digital and information literacy could be embedded into the curriculum through student ambassadors. Student ambassadors were recruited from two departments and provided workshops on topics like finding and evaluating information. Initial findings showed students developed skills but were also made aware of existing resources. Lessons learned included the need for clear ambassador roles and more time to develop relationships. The project aimed to expand to more departments and collect additional data on the impact of the ambassador program.
This document outlines a session on collaborating in the development and integration of information and other learning literacies. It discusses three case studies: 1) staff development at City, University of London through a library-led collaboration; 2) student development through Manchester University's "My Learning Essentials" program; and 3) policy and strategy development at QMUL where the library helped develop an information literacy policy aligned with employability goals. Participants then discussed these topics in a World Café format before reflecting on next steps to continue collaborating across professional groups to strengthen information literacy.
Planning to Succeed – Reading Lists strategies - Jackie Chelin and Carol Dell...Talis
The document discusses the implementation of a new reading list system at the University of the West of England (UWE) in Bristol. It describes problems UWE previously had with students not being able to access required readings. UWE addressed this by developing reading strategies in collaboration with academics that focused on ensuring core readings were accessible while developing students' information skills. It then discusses UWE's enhanced reading list project which includes adopting reading list software, expanding digital content, and working with faculties to pilot the new system from 2016-2017. The goals are to improve students' experiences, engagement, and outcomes.
This document discusses the challenges facing higher education and the role of teaching centers in addressing these challenges. It provides a case study of the Center for Learning and Teaching (CLT) at the American University in Cairo. The CLT was established in 2002 and has grown its staff and programs over time. Key aspects of launching and sustaining the CLT included learning from other centers, listening to faculty needs, reaching many faculty, aligning with institutional priorities, gaining administrative support, institutionalizing initiatives, ongoing assessment, ensuring voluntary participation, and cultivating collegiality.
This document discusses the challenges facing higher education and the role of teaching centers in addressing these challenges. It provides a case study of the Center for Learning and Teaching (CLT) at the American University in Cairo. The CLT was established in 2002 and has grown its staff and programs over time. Key aspects of launching and sustaining the CLT included learning from other centers, listening to faculty needs, reaching many faculty, aligning with institutional priorities, gaining administrative support, institutionalizing initiatives, ongoing assessment, ensuring voluntary participation, and cultivating collegiality.
FACULTY DEVELOPMENT PROGRAME BY DR. ELLOZYshivas379526
This document discusses the challenges facing higher education and the role of teaching centers in addressing these challenges. It provides an overview of different models of teaching centers, including single campus-wide centers. The document then presents a case study of the Center for Learning and Teaching (CLT) at the American University in Cairo. It discusses how the CLT was launched and sustained over time, highlighting strategies like starting pilot programs, institutionalizing successful initiatives, assessing programs, and cultivating administrative support.
Talis Elevate is a digital tool being piloted at the University of Lincoln and Anglia Ruskin University to support pedagogical development and make learning more visible. It was used by over 200 students across various disciplines at Lincoln and over 1000 students at ARU. The tool allows for discussion, annotation of resources, and analytics of student engagement. Initial findings found high levels of student engagement, improved attainment of distance learners, and insights into student preferences that enabled adjustments to teaching delivery. Challenges included some cohorts being less willing to openly discuss, but successes included facilitated student-student collaboration and co-creation of knowledge.
Similar to Sustaining student ambassadors: developing digital literacies in undergraduate students (20)
Copyright and Online Learning in a time of transitionJane Secker
Presentation by Chris Morrison and Jane Secker at the University of Kent digitally enhanced webinar on 16th February 2022. We spoke about copyright and online learning in a time of transition
Copyright and online learning at a time of crisis - FIL Online Nov 2020Jane Secker
This document summarizes a presentation on copyright and online learning during the COVID-19 pandemic. It discusses the shift to online teaching in March 2020 and the use of copyright exceptions and licenses to support this transition. It provides an overview of webinars held to help educators understand copyright issues and the increasing participation in these webinars. The presentation addresses topics like the CLA license extension, film and audiovisual works, and the University of Kent's copyright literacy strategy.
Secker Understanding the role of technology through the lens of opennessJane Secker
This document summarizes a presentation about understanding the role of technology in academic practice through a lens of openness. It discusses definitions of open educational practices and copyright literacy. It then describes a module on digital literacies and open practice taught at City, University of London, including course structure, webinars, and student feedback. Research findings from interviews with staff highlight motivations for openness as well as barriers and the need for training and support. Recommendations include addressing variation in experience and understanding of open concepts between disciplines.
Copyright, E-learning and Digital Literacy: teaching and learning in the digi...Jane Secker
This document discusses the impact of technology on teaching and learning in the digital age. It addresses topics such as e-learning, MOOCs, information literacy, digital literacy, and copyright literacy. The author argues that embedding open practices through education of librarians, teachers, students, and other professionals can help address issues around copyright infringement and promote ethical use of information. Literacies like digital literacy, information literacy, and copyright literacy are important to teach students to be informed citizens and engage fully in today's digital society.
Teaching Information and Copyright Literacy: the role of librariansJane Secker
This document summarizes a presentation on teaching information and copyright literacy. It discusses the role of librarians in teaching these topics to help people think critically about information and understand copyright issues. It also explores challenges like assumptions people make about information and struggles with understanding confusing copyright rules. Finally, it suggests that teaching critical thinking skills, using new technologies, and promoting cultural understanding can help address these challenges.
Helping Academics Escape the Publishing Trap - an introduction to copyright l...Jane Secker
This document summarizes a presentation on copyright literacy and an educational board game called "The Publishing Trap". The presentation discusses the challenges academics face with scholarly publishing and copyright issues. It introduces the concept of copyright literacy and the need to improve understanding of copyright among academics. "The Publishing Trap" is presented as an engaging board game designed to educate researchers about the academic publishing process and how copyright impacts their work. Feedback on the game shows it effectively conveys the complexity of publishing while making copyright issues more accessible. Suggested improvements include shortening the game length and adding options to the gameplay.
CPD25: Copyright Support in Higher Education: A Tale in Two PartsJane Secker
A CPD25 event organised by Chris Morrison and Jane Secker with presentations from members of Sherlock, the London and South East Copyright Community of Practice. Held at Woburn House on 26 February 2018.
Copyright literacy and the role of librarians as educators and advocates: an ...Jane Secker
International symposium presented as part of the European Conference on Information Literacy in St Malo, France September 2017. Included contributions from UK, Sweden, Norway, Turkey, Romania, Bulgaria, Hungary and Spain
Creative and collaborative approaches to copyright educationJane Secker
This document summarizes experiences with copyright literacy initiatives in the UK. It discusses common attitudes towards copyright among information professionals, including seeing it as a problem, complicated, or an opportunity. It outlines categories of experience with copyright and the need for critical copyright literacy. The role of copyright officers in UK institutions is examined, including typical responsibilities and training approaches. Initiatives to build confidence and communities of practice are presented, such as the Copyright Literacy game and website.
Copyright literacy and the role of librarians as educators and advocates: an ...Jane Secker
This document summarizes an international symposium on copyright literacy and the role of librarians as educators and advocates. It discusses the importance of copyright education given technological changes and international reforms. Copyright literacy is defined as acquiring appropriate knowledge, skills, and behaviors to enable ethical creation and use of copyrighted works. A multi-national survey found that copyright literacy levels are unsatisfactory and training should be included in library and information science curricula. Panelists from several countries discuss practical tools and strategies their institutions have used to promote copyright literacy, including educational programs, online resources, and community engagement.
Copyright, Education and Librarians: understanding privileges and rights Jane Secker
The document discusses copyright issues related to libraries and librarians. It notes that copyright underpins many library services like inter-library loans and digitization projects. Librarians have special privileges under copyright law to support these services. However, technology and digital copying have complicated copyright, sometimes creating fear among librarians. Research on copyright literacy among UK librarians found varying levels of understanding and a need for improved education. The document proposes rethinking copyright education for librarians to better address their needs and roles.
Copyright literacy: findings from a phenomenographic studyJane Secker
Presentation given at LILAC 2017 based on research carried out by Jane Secker and Chris Morrison on librarians' experiences of copyright in their professional lives.
Creative approaches to copyright education Jane Secker
The document describes a workshop on creative approaches to copyright education. It discusses using a card game to teach copyright concepts in an engaging way by having teams discuss scenarios and play cards with answers. Feedback from participants found it to be the best copyright session, with the game format making the topics easier to understand. The document provides tips for copyright education, including focusing on audience needs and keeping things lively. It also includes several hypothetical scenarios for copyright teaching interventions.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Sustaining student ambassadors: developing digital literacies in undergraduate students
1. Sustaining student ambassadors:
developing digital literacies in
undergraduate students
Jane Secker @jsecker & Maria Bell @bellmari
London School of Economics and Political Science
ECIL 2015, Tallinn, Estonia 19-23 October 2015
2. Student Ambassadors for Digital
Literacy (SADL)
Undergraduate | Collaborative | Peer support
Now in it’s third year at LSE
Project > Programme
Find and evaluate | Reading and academic
practices | Manage and share | Your digital
footprint
3. In brief: SADL Project aims
• To understand
students’ existing
digital and
information literacy
(DIL) skills.
• To explore how best
to support students
to improve their DIL
skills and provide
peer support.
4. • Doubled the cohort
• Extended to 4 departments
• 4 workshops in 2 terms
(+ celebration event)
• Introduced group projects
• Introduced Seniors Ambassadors
SADL 2014-15
5. SADL Senior Ambassadors
• Completed SADL 2013-14
• Work alongside staff
• Give feedback on
workshop content
• Guide and support
students in workshops
• Give feedback on sessions
• Lead student projects
6. Evaluation and impact study 2014
• Employed a research assistant
• Used Kirkpatrick evaluation method – 4 levels
• Data collection methods:
– Pre and post-survey, interviews with stakeholders
– Other metrics
• Examined:
– Key benefits and value to students and staff
– Impact on students’ digital literacy, their academic
practices, their career, their attitude to study at LSE
– Scalability and sustainability of project
7. SADL: the impact on students
“I am glad I joined SADL
because I wouldn't have
known anything about
copyright or any qualitative
skills if I didn't. So in terms
of study skills that really
helped me a lot like research
and managing information
and things. It helped me
through my second year”
8. Key findings
• Digital Literacy skills highly valued: for study,
personal lives and employability
• Students gained / valued more than tech skills
• Value of collaborative teaching style
• Impact on students significant (particularly
Senior Ambassadors)
• Important staff development benefits
• Academic staff need to be more engaged
9. Recommendations and conclusions
• We cannot expand the programme to teach every
undergraduate in this way
• Using peer support allows for expansion but also
increases student engagement
• We need to sustained communication and
multiple channels to reach students and staff
• Academic staff need a greater understanding of
the value of digital literacy and how to teach it in
the context of their discipline
• More Library and Learning Technology staff
should be involved in the programme
10. “there should be more incentive to
write blogs”
“Enjoyed getting hands on and going out to speak to the
people. This is where I felt most like an ambassador”.
“Prior to this workshop I had little
exposure to using the Library catalogue
or google scholar. Very insightful and
have since gone on to use both
resources”.
“Senior was really good, always at meetings,
answered questions, motivated us. Really got
the ball rolling and got us working”.
“The role is kinda blurry sometimes.
We go to workshops and we tell
people about it but no one really
listens”.
The atmosphere was “like a
community not like a
classroom, all learning
together”.
The role of the student ambassador needs
more work “Many students didn't know
what it is, need more clarity on what it is,
what digital literacy involves”.
The course has taught me to be
more structured in the essay
writing process “I‘m now much
more focused and I know what I'm
doing”
Our students have their say..
11. Student partnerships
• Students can be empowered
• Sharing experiences beyond
their institution
• Working with other students
(not just Students’ Union)
• A more ‘real’ student voice
• Your champions!
• Found Jisc student partnership
toolkit helpful and support of
Change Agents Network
• Tensions: freedom vs support,
guidance and structure
12. Going forward
“For partnership to be embedded and
sustained beyond documents, projects
and initiatives, it needs to become part of
the culture and ethos of the institution”
HEA framework for partnership in learning and teaching in higher education (2014)
13. SADL 2015-16
• Recruiting across LSE but
places limited to 50 1st and
2nd year undergraduates
• Recruited 9 Senior
Ambassadors to support the
cohort
• Recruitment campaign
closes 23rd October
• Welcome event 28th
October – 4 workshops and
celebration
14. Sustaining SADL…..
Our biggest challenges:
– Scaling up: Reaching all undergraduate students
– Developing the peer learning aspects of SADL so
students are empowered by supported
– Keeping it student-led and student focused
– Ongoing funding and staffing
16. Further reading
• Lau, Doriane, Secker, Jane and Bell, Maria (2015) Student ambassadors for digital literacy (SADL):
evaluation & impact report. Learning Technology and Innovation (LTI), London, UK. Available at:
http://eprints.lse.ac.uk/63357/
• LSE SADL Project website and resources (2014) Available at: http://blogs.lse.ac.uk/lsesadl/resources
• HEA (2014) Framework for partnership in learning and teaching. York, Higher Education Academy.
Available at: http://www.heacademy.ac.uk/students-as-partners
• Secker, Jane, Karnad, Arun , Bell, Maria, Wilkinson, Ellen and Provencher, Claudine (2014) Student
ambassadors for digital literacy (SADL): project final report. Learning Technology and Innovation ,
London, UK. Available at: http://eprints.lse.ac.uk/59479/
• SEDA conference (November 2014) Opportunities and challenges for academic development in a
post-digital age– Mark J.P. Kerrigan, Director of Teaching, Learning and Assessment, Anglia Ruskin
University keynote on behalf of the Change Agents Network.
• Bell, Maria and Moon, Darren and Secker, Jane (2012) Undergraduate support at LSE: the ANCIL
report. The London School of Economics and Political Science, London, UK. Available at:
http://eprints.lse.ac.uk/48058/
Editor's Notes
Jane
LSE : specialist social science institution – world class library
Highly ranked for research
Cosmopolitan students - relatively small undergraduate population who rarely attend library training
Traditional teaching and assessment
4 X 1.5 hour interactive workshops
Finding and evaluating information
Reading and academic practices
Managing and sharing information
Managing your online identify
Activities between sessions including blogging
A group project to improve: learning at LSE, learning spaces, peer support and the VLE
Loans of equipment to make video, interview students etc.
Originally funded by the HEA as part of their Changing Learning Landscapes programme from Oct 2013 to July 2014.
2012 audit found UG student support for Information/digital literacy was patchy
Staff assumed aspects of IL were covered by others or students would already know it – this is very dangerous given the diverse student population at LSE. Some students may be tech savvy – some are not – students may use Facebook, students are not experts in their discipline and scholarly practices
Approach to transition was often sink or swim and help offered as remedial or targeted at specific groups such as students who’s first language is not English (this is probably half of them!)
High achieving students also struggle
Bit fish in a small pond – the brightest kid in school until they get to LSE! Where the pond is full of big fish!
Project collaboration –Led by Library and LTI,
Academic depts Volunteered - helped engagement, some quants some qual subjects
40 students (mainly first years)
Four academic departments: International Relations, Law, Statistics, Social Policy
Four senior ambassadors: involved in designing, delivering and evaluating
Two hour workshops on:
Finding information,
Reading and research,
Managing and sharing information,
Managing your digital identity and the digital future
Students worked on group projects and presented them at final event
All participated in project in 2013/14 and keen to take part, paid for their time.
Why now?
2 years
To sustain and move on from project status need to understand what project has revealed, student engagement and learning and what is possible going forward.
Employed a research assistant – Masters student
Data collected from:
Student survey
Interviews with:
Students, Academics from departments, LSE Students’ Union, Teaching staff
Other metrics - – blog stats, publications, conferences
Make the point that SADL contrasted to how they felt they were taught in general at LSE (sage on stage)
Maria
Positive
Students would recommend their friends get involved in the project.
Students found the course helpful and they were able to apply the content their studies.
Constructive feedback as well
There was uncertainty about the role of the student ambassador and how to carry out the peer support role beyond their immediate friends.
Limited impact & issues with scaling up project in it’s current form without more departmental/institutional support
Empowered e.g. presenting at conferences with staff, developing new skills
The students themselves recognised the need for departmental support and gave lots of suggestions as to how student ambassadors could gain more visibility, recognition and profile at the school particularly through the involvement in school wide events.