road to recognition : supporting our students, promoting our pedagogy
DESCRIPTION
TRANSCRIPT
Claire Kidwell, Head Librarian
Information literacy at Trinity College of Music
The Higher Education Academy The UK Professional Standards Framework Recognition process Conclusions
Students - as a formal part of the curriculum within all courses
Staff – as part of the institutional staff development programme
Session 1 - print Session 2 - online
Introduction to holdings
Classification scheme Using the catalogue Collected editions and
thematic catalogues Choosing appropriate
sources Copyright
Grove JSTOR Oxford Reference
Online Naxos Music Library Music Online British Library Archival
Sound Recordings
Covers same online resources as BMus as well as◦ Copac◦ RILM◦ RIPM◦ RISM◦ International Index to Music Periodicals◦ E-Journals
“..developing and disseminating evidence-informed practice and acting as an independent broker to facilitate the sharing of expertise, working with individual academics, subject communities and institutions across the UK”
Associate Fellow Fellow Senior Fellow
Aligns to the UK Professional Standards Framework for teaching and supporting learning in Higher Education
1. Design and planning of learning activities and programmes of study
2. Teaching and supporting student learning3. Assessment4. Developing effective environments5. Integration of scholarship, research and
professional activities with teaching and supporting learning
6. Evaluation of practice
The subject material Appropriate methods for teaching and
learning How students learn The use of appropriate learning
technologies Methods for evaluating the effectiveness of
teaching
Respect for individual learners Commitment to incorporating the process
and outcomes of relevant research, scholarship/professional practice
Commitment to development of learning communities
Commitment to continuing professional development and evaluation of practice
1. Design and planning of learning activities and programmes of study
2. Teaching and supporting student learning3. Assessment4. Developing effective environments5. Integration of scholarship, research and
professional activities with teaching and supporting learning
6. Evaluation of practice + one of areas 1-4
1. Design and planning of learning activities and programmes of study
2. Teaching and supporting student learning3. Assessment4. Developing effective environments5. Integration of scholarship, research and
professional activities with teaching and supporting learning
6. Evaluation of practice
“…colleagues who are either comparatively new to teaching in higher education, have not yet contributed to the full range of HE teaching functions including syllabus design and assessment, or whose roles permanently preclude them from such involvement, instead focusing on other types of service delivery”
Programme design within internal validation teams
Critical Skills
Performance practice
Psychology of performance
Instrumental & vocal teaching
Public presentation
Jazz improvisation
Programme design within internal validation teams
Establishing aims and learning outcomes of information literacy sessions
Sourcing illustrative examples Eliciting feedback and re-planning content
and delivery
Experiential learning model Team teaching Screenshots Hand-outs
No assessment in the formal sense Different approaches to guided searching
and summative exercises Peer assessment – involving the students
Teaching environment Study environment Virtual environment
Subject and professional knowledge Listservs• IAML (UK &Irl)• LIS-INFOLITERACY• LIS-RESEARCHSUPPORT
Conferences
Feedback◦ Students◦ Tutors◦ Colleagues
Debrief
Was it worth it? Yes! Engaging with other teachers Raising the profile of the library within the
institution
