strategic proposal for an embedded information literacy curriculum - scott & collins
DESCRIPTION
Presentation from LILAC 2014 held at Sheffield Hallam UniversityTRANSCRIPT
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Strategic Proposal: an embedded Information Literacy curriculum
Clare Scott, Faculty Librarian for Arts & HumanitiesAmy Collins, Liaison Librarian
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Contents
• Why did we need embedded IL curriculum?
• How did it come about?• Putting a curriculum together• Making it happen• Taking it forward
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©US Federal Government public domain image http://en.wikipedia.org/wiki/File:10th_SFG_parachute_Mali.jpg
Geronimo! Here come the Librarians
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The Library Information Literacy Session!
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© No known copyright restrictions. Library of Congress http://www.flickr.com/photos/library_of_congress/2179123779
My research is really important...I’ll just call the Library about my referencing session next week....
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© Reproduced with permission of the University of Sheffield
Dealing with academics... It’s like ‘herding cats’
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© No known copyright restrictions. George Eastman House
French and English want me to do 11am on the 10th...Music and German have double-booked me too!!!
Me too – a clash between Philosophy and History. No notice to think of a good IBL session either!!!
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How it came about?
• Strategy • Discussion paper at Faculty Learning and Teaching
committee• Buy-in from Director of Learning and Teaching• Selling points: contact hours & consistency of student
experience
• Aims• Improving students searching and referencing
skills • Having an impact on actual student assignments• Making the Library’s intervention real and
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The proposal
• An IL curriculum: learning objectives at each stage: induction, L1 and L3
• Learning objectives based on ANCIL• Focus on departmental needs within this
framework
http://commons.wikimedia.org/wiki/File:1815-regency-proposal-woodcut.gif
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• Presented at Faculty Learning and Teaching Committee
• Positive response• Recommendations approved• Official approval gave us lever to take
forwardhttp://www.rickross.com/ricks-picks-guarantee/
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Strategic support gave us a very good response from Faculty Directors of
Learning and Teaching
Meetings gave us in-depth insight into:• particular issues of each discipline • the assignment• the skills required.
http://loc.gov/pictures/resource/ggbain.10771/
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On being fully embeddedInstead of… We got…
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Stats!
• Induction L1: • 855 students seen across 10
departments• Slots 10-30 minutes
• Information Literacy L1 students: • Delivered direct to 549 students• Indirect impact on 92 students through
PGR tutors
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Philosophy
• They did all they could…
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But it wasn’t enough…
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Taking it forward
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• Working with the faculty to evaluate the individual sessions
• Getting student feedback• Getting staff feedback about our
impact on assignment marks• Planning for next year – using an
Action Research Model
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Action Research Model: our pedagogical approach
PlanAct
ObserveTalk to Faculty
Reflect
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Questions?
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