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Anthony BealLILAC conference - Glasgow 11th April 2012

Think before you click?

steps on the road to independent learning

©West C

heshire

 College

Springboard

Academic Support Programme

Academic Writing

Referencing

Reflective Learning

Research Skills

Database trial with learners andteaching staff

Hook into vocational interestsHook into vocational interests

Assessment Plan

RUFDATA

RUFDATA

Saunders, M. (2000). Beginning an evaluation with RUFDATA: theorising a practical approach to evaluation planning. Evaluation, 6.1, 7‐21 

http://www.lancs.ac.uk/fss/centres/cset/eval‐blank/docs.htm

Reasons and purposes

Quality Indicator and Key Prompts

Who Responsible Performance Indicator Evidence

a) Is there active development andpromotion of the role of information literacy skills (IL) in teaching and learning?

b) Does the LRSprovide support for the development of information literacy amongst staff and students?

Curriculummanagers, LRM

Curriculum / QualityManagers ‐ LRM

The development of these skills is included in schemes of work at all levels (CoLRiC M15)

A range of information skills support is available

Learner and staff opinion of theimpact of this provision is sought

IL is established within the teaching and learning strategy and /or key skills policy

Course reviews

Records of IL delivery and or reader development initiatives

Surveys of staff and learners

CoFHE Self-Assessment Toolkit for FELearning Resource Services

Information Literacy specific indicators

Uses

Focus

Data and evidence 

Audience

Timing

Agency

Data Collection

Nothing is what it seems at first

Enjoyed session. Good to discover other class members are feeling the same as myself about accessing information

I feel slightly rushed on the referencing...a full day session would be great

I really enjoyed the session, especially workshop part and feedback from the tutor

Should have had on day 1

...be more organised and write down plans on objectives of my workand reflect on every step I go. Draught and log everything from mistakes to learning new skills

Analysis• 91% positive feedback

• 60% of students showed an improved understanding of study skills

• Of the 111 sessions delivered, 70 were follow‐ups and returns by tutor request 

Reflection• Kick started the process with PiNs

• Plan to introduce: tutor interviews, focus groups, observation

• Difficult to use qualitative data to produce numeric analysis

• PiNs good for anonymity but not for analysing improvement and success

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"A teacher is one who makes himself progressively

unnecessary.“

Thomas Carruthers

http://quoteworld.org/quotes/2456

Anthony Bealab@rsc-northwest.ac.ukTwitter: @redsontour