gaining the advantage: advocates for literacy: a peer learning approach - wendy stanton, paul fodor...
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04/09/2023 1Event Name and Venue
Gaining the Advantage
Advocates for literacy: a peer learning approach
Wendy Stanton, Ruth Curtis, Paul Fodor
University of Nottingham
April 2014
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Outline
• Role of the Information Literacy Advocates (ILAs)• Nottingham Advantage Award (NAA)• Developing and implementing the ILA module• ILA experience• Library staff experience• Moving forward
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Information Literacy Advocates
Introduced …
In 2013/14 as a 10 credit extracurricularmodule on the Nottingham Advantage Award
Their role …
“To provide support to fellow students to develop their knowledge and essential skills for
information literacy”
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Why peer support?
• Communication• Critical thinking• Self-confidence• Competence• Employability
Stone, R, Cooper, S and Cant, R (2013)
The value of peer learning in undergraduate nursing education: a
systematic review
Nursing http://dx.doi.org/10.1155/2013/930901
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Nottingham Advantage AwardWhat is it?
• Gateway to over 160 extracurricular modules
• Develops student skills and employability
• Unique edge to present to potential employers
• NAA recognised on degree transcript
• 30 credits to achieve NAA
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Why introduce an ILA module?
• New Graduate Nurse Curriculum 2012/13– 1 intake of increased student numbers across two campuses– Focus on student centred/independent learning– Challenge: Increased requests for one to one support?
• Embedded information skills training– Additional sessions integrated within curriculum– Challenge: Simultaneous delivery across 2 centres– Challenge: Larger groups
• Overlap with NAA Peer Mentoringfor Nursing Students module– Realised peer mentors were being
asked to help with library use
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Focus of the ILA module
Why? To support 1st years on the Graduate Nurse Curriculum
Who? Recruit 2nd year nurses and above across both centres with experience of library and information skills
When? Sept to Dec 2013 to coincide with embedded training sessions and a 1st year assignment
What? Participate in training sessions,respond to enquiries,andprovide one to one help
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Implementing the ILA module
•Module specification written
•Feedback from NAA Office
Approval
•NAA website, Peer Mentor Award and School meetings
Marketing
•7 students recruited across sites
•Enrolled via Moodle
Recruitment
•Handbook/supporting material
•Made available on Moodle
Documents
•Half day induction training
•Fortnightly progress meetings
Training
• 10 minute presentation
• Portfolio of evidence
Assessment
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•Module specification written
•Feedback from NAA Office
Approval
•10 Credits awarded (30 credits required for NAA)
•20 contact hours needed
•40 independent study hours expected
•Training requirements
•Assessment requirements
•Learning outcomes to be achieved
Assured NAA Office we could measure skills developed by mapping learning outcomes to evidence
submitted
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•NAA website, Peer Mentor Award and School meetings
Marketing
•7 students recruited across sites
•Enrolled via Moodle
Recruitment
•NAA website
•NAA Peer Mentoring for Nursing Students module
•School of Health Sciences Curriculum meetings
•Learning Community Forum
•Faculty Library User Group
•7 UGs recruited: 4 Nurses, 2 Medical Physiology & Therapeutics, 1 Psychology
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•Handbook/supporting documents
•Made available on Moodle
Documents
•Module handbook
• Induction training material
• Hours tracking sheet
• Enquiry record
• Module evaluation form
All documents made available on Moodle
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•Half day induction training
•Fortnightly progress meetings
Training
• Compulsory half day induction training
• Supporting documentation
• Activities
• Refresher training on search skills and using resources
• Hands on practice
• Discussed ideas for promoting ILA role to peers, generating contact hours and developing an ILA
community
• Compulsory progress meetings with librarians
• Fortnightly – dates provided to students
• Facebook page created to maintain communication
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• 10 minute presentation
• Portfolio of evidence
Assessment
10 minute presentation outlining:
• Achievements and future plans to apply learning
Portfolio of evidence demonstrating:
• Development of IL, reflective and organisational skills
and including:
• 2 in-depth reflections of peer enquiries
• Hours tracking record to show contact hours
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To recap, we expected ILAs to …
• Promote ILA service to peers through own ideas• Develop their IL, reflective and organisation skills• Accumulate 20 hours contact time• Maintain regular contact with library staff • Develop an ILA community
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Promoting the ILAs:Facebook and email
Separate Facebook pages were set up by the
Derby and Nottingham ILAs to support peers on both campuses
and group emails were sent
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Promoting the ILAs: Posters
Posters were displayed in Derby
and Nottingham libraries promoting the
ILA service
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Promoting the ILAs:Library drop in sessions
Little use was made of library drop in sessions by peers
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Promoting the ILAs:Information skills sessions
Actively participated in information skills training sessions in Derby and Nottingham
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Promoting the ILAs:1st year lecture – Derby
In Derby we introduced our ILA role to 1st years on our course at the start of one of their academic lectures
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Promoting the ILAs:Halls of residence – Derby
Living in halls in Derby, I was frequently asked
for help by other students on my course!
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Supporting peers
We helped our peers with a range of enquiries:
• Searching for books on the library catalogue• How to print and scan documents• How to reference material in assignments• Structuring a keyword search• Searching for journal articles on a database• Accessing online resources• How to structure a lab report!
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Difficulties experienced by ILAs
Accumulating 20 contact hours• Why? Fewer peer requests for help than expected as not all
courses had assignments due Sept to Dec 2013• Why? Coincided with clinical placements and coursework
deadlines
Maintaining regular contact with librarians• Why? Coincided with clinical placements and coursework
deadlines
Developing one ILA community• Why? ILAs based across two campuses• Why? Some ILAs missed group induction
training and never met other ILAs
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Development of skills
“I have improved on certain transferable
skills … communication, researching
and supporting others”
“My information literacy skills have
dramatically improved and I feel so much
more confident to use these skills in my own
learning.”
“I have developed my literacy and peer
support skills which are essential as a
nursing student and for future practice”
“I learned how to really explain myself effectively and how to
transfer my knowledge in the best way.”
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Did the ILAs make a difference?
The ILAs …• Actively participated in information skills sessions• Volunteered to help out on the subject enquiry desk• Provided 121 support for student nurses, referred by
library staff during busy periods
Their peers …• Responded positively to
ILA support in trainingsessions
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Was it hard work?
• Recruiting students– Spreading the word
• Preparing the documentation– Module specification, training material,
supporting documents
• Communicating with ILAs and maintaining momentum– Regular emails and Facebook messages needed to prompt
and encourage progress meetings with library staff
• Assessing final presentations and portfolios– IL skills developed and learning outcomes met?– Individual feedback provided
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Assessment: Learning outcomes
1. Knowledge and understandingLiterature searching – Types of resources – Quality information – Basic library services
2. Intellectual skillsDevelop search strategies – Identify keywords and
subject headings – Retrieve relevant material – Record references
3. Professional practical skillsEmployability – Continuous professional development
4. Transferable skillsCritical evaluation of information – Communication – Organisation – Independent learning
Critically reflect on 2 peer enquires and their ILA role
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Knowledge and understanding
All students showed good
knowledge and understanding
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Intellectual skills
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Professional and transferable skills
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Organisation skills
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Contact hours
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Reflection
First enquiry By the end of the ILA module
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Worth the effort?
Various stakeholders benefited:
• ILAs, who proved effective development of – IL skills and confidence– Transferable, lifelong skills– Additionally, Paul was nominated for the 2013-14 NAA
Personal Development prize!– All ILAs were awarded 10 NAA credits!
• Students, who developed– IL skills and knowledge through peer support
• Library staff, who gained additional help– During information skills training sessions– On the subject enquiry desk– In dealing with requests for 121 help
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Taking the ILA module forward
• Widen recruitment to include additional courses• Extend module running time to accommodate
clinical placements• Repeat induction training session to ensure all
ILAs are given the opportunity to meet each other• Arrange group follow-up sessions to review
progress and training needs and to facilitate development of an ILA community
• Enlist experienced ILAsto help train new recruits
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Any questions?