Swansea University Library's Information Literacy Box of Tricks – One size does not fit all - Davies, Taylor & Lloyd-Brown
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Swansea University Library has two main campuses and five libraries total. There are 16 subject librarians who provide instruction to over 13,000 students each year through hundreds of classes, appointments, and contact hours. This document outlines strategies used by subject librarians to engage students through instruction, including low-tech, partially technology-assisted, and fully online methods. It provides examples such as quizzes, online tutorials, and audience response systems. The librarians discuss challenges like class sizes and student technology expectations, and obtaining student and instructor feedback to improve instruction over time.
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Swansea University Library's Information Literacy Box of Tricks – One size does not fit all - Davies, Taylor & Lloyd-Brown
- 1. Swansea University Library's Information Literacy Box of Tricks One size does not fit all
- 2. 2 Main Campuses • Bay Campus • Singleton Park Campus 5 Libraries in total 84% of all our students are undergraduates 14,570 – Total undergraduate students* However by 2025 we are expecting numbers to increase to over 13,000** on Bay campus alone! *https://www.whatuni.com/university-profile/swansea-university/5778/ **https://www.walesonline.co.uk/news/wales-news/astonishing-number-students-who-could-14365502 • Management & Engineering • Arts & Humanities / Human & Health Sciences / Medicine / Sciences / Law / Education
- 3. 12 Full-time 4 Part-time Arranged in subject teams Swansea University Librarians
- 4. Human and Health Science Arts & Humanities Management Law No subject specified Medicine Science ELTS Engineering ICWS During the academic year 2016-2017 Subject Librarians at Swansea University achieved the following: • Saw over 13,000 students. • Delivered 658 classes. • Had over 1200 one to one appointments. • Had over 1800 of contact hours with students. Sessions in total 2016/17
- 5. Session outline: What: Back to basics tricks: Strategies we use that don’t involve technology (just a teaching PC and projector) Quizzes and Treasure hunts: Strategies that involve a bit of technology (eg: phones, audience response systems (clickers) and online tools) Online tutorials: Strategies that are all technology (eg: self-paced online tutorials) How: The 1st half will be a chance to hear about our experiences, the 2nd half will be an opportunity for you to think about how you could apply some of the tricks in your teaching.
- 6. Why? • Increasing class sizes: active learning techniques, creative and sustainable methods of instruction to ensure student engagement (Moran & Mulvihill, 2017; Robb, 2012). • Student expectations of technology (Mestre et al., 2011). • Advantages of using audience response systems (Koppen, Langie, & Froyen, 2013; Plump, & LaRosa, 2017). • Technology can motivate, engage and promote learning (Greer, Hess, & Kraemer 2016; Hoppenfeld, 2012; Wang, 2015).
- 7. Technology Bar: 0% Icebreaker question: How do you feel about having to reference. We used post-its as a visual aid. Using footprints to measure the students impact online. Doubled as an icebreaker and a visual aid. Referencing class with Nursing students (55 students) – Managing your Online presence lecture with psychology students (300 students) –
- 8. Technology Bar: 0% 6th Form taster sessions – How to use a University Library. Lego as a competitive incentive.
- 9. Technology Bar: 0% 2 hour Lead lecture on APA referencing with Nursing students (130 students)!!! *This is a reconstruction for LILAC
- 10. Technology Bar: 50% Clickers • Great for engaging students in class • Anonymous • Overuse in classes • Clicker fatigue from staff and students. https://www.turningtechnologies.com/response-options/lcd
- 11. Technology Bar: 50% Treasure hunt Kahoot.com Always have sweets and/or prizes!!!
- 12. Padlet.com: A cautionary tale Technology Bar: 50% • Great for engaging students in class • Anonymous! • Class needs to be kept under control
- 13. Slido: A cautionary tale Technology Bar: 50%
- 14. Our journey so far…. https://unsplash.com/photos/lRssALOk1fU
- 18. Next steps: Gather more feedback from students and academic staff. Anecdotal feedback so far: • Hard to find in Blackboard (so made open access) • Move to HTML 5 because of flash problems • More tutorials (APA referencing, subject specific) Captivate Pros Cons Looks great Individual license Statistics Problems with statistics (who’s using it) Flexible in comparison to other products we trialled (Xerte, LibWizard) Having to relearn tool Screencast functionality IT issues Technology Bar: 100%
- 19. Group Activity Instructions • Your scenario: You are teaching first year undergraduates. • Using the cards in your envelope, decide on the methods you would like to use to teach the students. WHAT HOW WHERE • You are teaching referencing skills OR • You are teaching searching for journal articles OR • You are teaching an ‘introduction to your library’ class • Without technology OR • With some technology OR • All technology • Lecture theatre (fixed seats) OR • PC Lab (Fixed computers, 30 movable chairs) OR • Flexible small classroom (movable chairs and tables)
- 20. Technology Bar: 100% Think big! Cinematic trailer
- 21. Subject Librarian for Human & Health Sciences, Medicine and Science e.w.davies@swansea.ac.uk @Benfelen Subject Librarian for Management, Engineering & Science g.a.d.lloyd-brown@swansea.ac.uk @GilesLloydBrown Subject Librarian for Human & Health Sciences, Medicine and Science s.m.taylor@swansea.ac.uk
- 22. References Greer, K., Hess, A. N., & Kraemer, E. W. (2016). The librarian leading the machine: A reassessment of library instruction methods. College & Research Libraries, 77(3), 286-301. Hoppenfeld, J. (2012). Keeping students engaged with web-based polling in the library instruction session. Library Hi Tech, 30(2), 235-252. Koppen, E., Langie, G., & Froyen, L. (2013). Replacement of a clicker system by a mobile device audience response system. Proceedings of the SEFI annual conference, Belgium, 41. Retrieved from https://lirias.kuleuven.be/bitstream/123456789/416717/2/28_Sefi_2013.pdf Mestre, L. S., Baures, L., Niedbala, M., Bishop, C., Cantrell, S., Perez, A., & Silfen, K. (2011). Learning objects as tools for teaching information literacy online: A survey of librarian usage. College & Research Libraries, 72(3), 236-252. Moran, C., & Mulvihill, R. (2017). Finding the balance in online library instruction: Sustainable and personal. Journal of Library & Information Services in Distance Learning, 11(1/2), 13-25. https://doi.org/10.1080/1533290X.2016.1223964 Plump, M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for elearning novices. Management Teaching Review, 2(2), 151-158. Robb, M. (2012). Managing a large class environment: Simple strategies for new nurse educators. Teaching and Learning in Nursing, 7(2), 47-50. https://doi.org/10.1016/j.teln.2011.09.006 Wang, A. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217-227.
Editor's Notes
- Introduction by speakers
- Suzanne - Swansea University Library service is based on 2 main campuses, running 5 Libraries in total. We have diverse subject areas but things are changing and numbers are increasing.
- Elen - We are split into subject teams, Arts, Humanities, Criminology & Law / Human and Health Sciences, Medicine & Sciences / Management / Engineering & Sports Sciences / Adult Education.
- Elen - Last year we saw a large number of students and we need to concentrate on how we can support all students in a sustainable way, especially in light of student growth. The majority of demand is from the College of Human and Health Sciences (Psychology, Nursing, Social Work, Midwifery, Paramedics, Social Policy, Osteopathy).
- Giles - Session outline
- Suzanne – Research has shown…
- Giles – We were asked to deliver a referencing class with Nursing students. As an icebreaker we used post-it notes, which was very engaging, a great visual tool and allow the teacher to tailor the session and populate the FAQ blog afterwards to encourage self-sufficiency in students. We were asked to deliver a lead lecture to 300 psychology students. To break up the lecture we devised an exercise to encourage new students to talk to each other and discuss their social media footprint. Great visual tool.
- Giles – Wanted to do something beyond the normal treasure hunt to try and make 6 formers experience of an academic library fun and engaging. Decided to award a piece of Lego for every correct answer on the quiz. Helped to keep them focused as they had to come to me with an answer to get their next piece of Lego. They would then have to create something library related with their pieces and the best creation would win a tub of sweets. Initially I was worried that they may be a bit old for Lego but they soon got very competitive and a flourishing black market in Lego pieces was created. They came up with some really creative things - a book cannon and a library spa. We had great feedback from their teachers who commented on how enthused they were after the session.
- Elen & Suzanne – We were asked to deliver a 2 hour lead lecture to 130 students. Devised a class and co-taught with Academic Success Programme on Paraphrasing and referencing skills. How do you teach referencing without PCs? We still wanted an exercise so we prepared the lecture theatre and corridor with referencing stations (1 book, 1 journal article, 1 online document) and split the class in 2. Half completed the paraphrasing exercise and half the referencing stations then swapped. Positives: Very energetic and fun The next problem we had was how to continue momentum in getting the answers from the class. We used balloons and A3 sheets and students came to the front to hold up the answers, using balloons as punctuation. Very visual and memorable.
- Suzanne – Use of clickers in our classes but we have experienced clicker fatigue
- Elen – Traditional treasure hunt used in inductions to break up a 1.5 hour class. We encourage Active learning but we wanted to use something other than clickers to get answers. So we use Kahoot instead, which is very popular and competitive. There always needs to be a prize, even if only some sweets or a pen.
- Giles - Can be mounted in our Library Guides.
- Giles – We've moved from running relatively small induction classes to inductions in large lecture theatres. Wanted to maintain engagement from the students so we use Slido to answer questions and have the students take part in polls. It's generally worked very well with first year management students but we've had issues with Geography and engineering students. We've learnt that we have to have a second person at a computer who can delete inappropiate questions. We're generally quite lenient and things are only taken off if they're offensive or prove to be too distracting. Past themes for irrelevant topics have included Harambe the gorilla, Harry Potter and the odd big up for me.
- Suzanne – Where we are so far…
- Giles -
- Giles -
- Elen – We had training from SALT (Swansea Academy of Learning & Teaching). This changed our outlook on tutorial planning, it’s not the tool that is important it’s what you are trying to achieve. Storyboard what you’d like to achieve then match it to a tool.
- Suzanne/Giles/Elen – There are pros and cons to using Captivate.
- Suzanne/Giles/Elen – Class exercise and get feedback.
- Giles – Cinematic trailer
- Suzanne – Hand out IL packs