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Siobhán Dunne Ursula Byrne
Humanities Librarian Head of Academic Services
DCU Library Humanities & Social
Sciences
UCD Library
Making it real: information literacy & student engagement
28th August 2008
NUI Maynooth
Overview
• Changes in higher education
• Information literacy & achieving learning outcomes
• Case Study 1 – DCU (first years)
• Case Study 2 – UCD (third years)
• Partnership
Changes in Education
• Shift toward semesterisation & modularisation
• New approaches to teaching
• Resulting change in the role of libraries & librarians
• Inter-disciplinary approach
• Development of life-long learning skills
Why is Information Literacy important?
– Slide adapted from presentation by Lorna Dodd, Liaison Librarian, UCD
Is it a named learning outcome or competency in your module descriptor?
Identify information
need
Identify the most
appropriate source
Effectively retrieve relevant
information
Use the information in an ethical way
INFORMATION LITERACY
Evaluate the reliability, relevance, currency &
appropriateness of the
information
First year undergraduates; Core Module
4 partners:
• Computer Services Department
• Library
• School of Applied Languages & Intercultural Studies
• Teaching and Learning Unit
Example of Programme – DCU
Study and Research SkillsSchool of Applied Languages & Intercultural
Studies
Demonstrated need for this module from students
Explicit Learning Outcome:
“The module will contribute to facilitating the transition into a third level learning environment”
Example of Programme: DCU School of Applied Languages & Intercultural Studies
Module Aims
• introduce students to technologies and resources that will underpin their work at university
• enable students to gather, interpret and present information
• introduce students to academic writing skills
• enable students to reflect on their work practice and progress (assessing one’s work)
• foster group work by identifying common goals and working towards individual & group aims
• help students become aware of motivating and organisational factors which affect learning
Library component
• 5 x 1 hr
• Diagnostic assessment
• Continuous hands on element
• Discussion and reflection in each session
• Emphasis on collaboration & peer assessment
• Module content posted on VLE
• Timely feedback to guide learning
Learning Outcome:
Clarify your research topic - using mind mapping
Indentify and locate scholarly & popular information sources
Locate newspapers & journals – both print/online
Evaluate information found Module Aims
•enable students to gather, interpret and present information
•enable students to reflect on their work practice and progress (assessing one’s work)
Hands on Session 4Planning your Search Strategy
• Reflective learning log (30%)
• End of Semester Essay (70%) on the topic of “Academic Writing” - students required to formulate their own research question
Explicit essay criteria
• Employ and cite, AT LEAST three different sources• Use a keyword search in the library catalogue. • Plan your research
Assessment
LETSDCU Library E-tutorial for Students
Overview: UCD, 2006 -
• Where within a programme are IS skills acquired?
• Approach taken : Information Skills Steering Group
• Sub-Group: T&LIS : Delivery of information skills within programmes
• Pick n Mix
• Example : School of Economics
• 30 minutes demonstration/lecture; 30 minutes worksheets
• Changes in module from 2006/07; 2007/08
• Year 1:Lectures 1-6 by Academics ; Lectures 7 – 14 by Library staff “Equip students with skills necessary to write a research proposal”
• Year 2 : Lectures 1-9 by Library staff
Example of UCD Programme:School of Economics
3rd year undergraduates
10x 1hour
Laptop trolley – Carter
25 Dell D600 laptops
Compatibility in rooms
Data projector availability
Trolley availability
Example of Programme:School of Economics – 3rd years
• Create a search strategy
• Identify back-round information
• Use relevant print and electronic journals
• Use relevant databases to locate information
• Locate and evaluate relevant web resources
• Alternative sources to consider – Google Scholar, Open Access publications, e-theses, Gateway sites
• Evaluating information found
• Ethical use of Information
handout
School of Economics programme 2007/2008Library component 30% marks
Workbook = 20% marks• 9 worksheets*
• Demonstration /lecture + relevant worksheets filled in
• EndNote Library = 10% marks• Create an EndNote Library - Week 4
• Each EndNote library contains unique references for each project
• Each EndNote library contains at least one of each the following:– Journal article; Book or book chapter; Newspaper article; Website;
Official document; Reference
• *Worksheet 9 distributed in class
Comparison of two years
2006 – 2007
53 students registered
Average attendance:
80% (Plagiarism session 60%)
Worksheets
92.5% average mark achieved
EndNote Library – not separately marked
Assessment strategies:
Attendance/participation – 15%
Worksheets 40% -
Detailed Project outline: 45%
2007 – 2008
39 students registered
Average Attendance:
76% (Plagiarism session 85%)
Worksheets
81% average mark achieved
EndNote Library 66% average mark achieved
(100% highest; 0% lowest (5 not submitted))
Assessment strategies:
Worksheets = 20%
EndNote Bibliography 10%
Final Project : 70%
Evaluation of Programme over 2 years
Evaluation: Year 1 Year 2
68% Response74.4%
Of those who responded:
Year 1 Year 2
Worksheets 75% helpful 82.8 %
11% too difficult
Use Library more effectively: 94% 89.7%
Apply knowledge to other courses: 75% 89.7%
Making it real
Partnership with Academic community– why embedding IS skills is more successful than the
traditional generic approach
• Appropriate learning experiences - Directly related to students’ work
• Active “hands on” session
• Evaluation forms
• Communication
Student Feedback
The library sessions … taught us how to
make the most of the library and they also
taught us about plagiarism
Worksheet was good for developing project topic and making you read up and find information about the topic.
Happy days, very helpful for research, wouldn’t be a bad idea doing this for 1st years coming in to university
Really good practical sessions. …. A good mix of demonstration and
practice.
More in-depth analysis of databases would be helpful and Endnote would be better if introduced in an earlier class.
More on literature reviews
The library session… explained citing and referencing and I had
never done this before.
Academic StaffFeedback, 2008
“They’ll apply what they have learned to other modules they are taking in Economics, … and have also gained skills that’ll be of benefit in the workplace when they leave [university]”
The embedding of IS within the Economics module has
resulted in students having “a better understanding of the
range of economic resources available, and how to cite these resources correctly”
“Because the skills were linked
to credited course work, the students were
more engaged in the process”
Partnership
• Achieving strategic objectives of the institution
• Delivering information skills across Programmes
• Supporting different forms of teaching – PBL, Large Group teaching etc
Questions?
Contact
Siobhán Dunne: 01 7008327 [email protected]
Ursula Byrne: 01 7167025 [email protected]