Seal of Good Local Governance (SGLG) 2024Final.pptx
Can't I just upload it to the VLE? Designing and embedding information literacy into online and blended learning
1. Can't I just upload it to the VLE? Designing and embedding information literacy into online and blended learning Lyn Parker, Quality and Development Team Manager, University of Sheffield Library
2. Outline E-Learning Information Literacy Design issues for VLEs Course versus Reusable Learning Objects Generic versus specific Online versus f2f – particular blend? Embedding IL in the curriculum Web 2.0 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
3. E-Learning = Enhanced Learning Connectivity to information and to others 24/7 & greater choice over time, place and pace of study Distance, blended, work-based, campus-based Personalisation & Rapid feedback on assessments Active learning through interactive technologies Communities of knowledge, inquiry and learning Learning by discovery in virtual worlds 21st century skills for living and working in a digital age JISC (2009) Effective Practice in a Digital Age, HEFCE. p.8 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
4. Education models applied to VLE “learning should be the key objective, and pedagogy rather than technology should drive the decision-making” “technology does not in itself bring about successful learning.” “rationale for using the tools needs to be clearly articulated to learners” In my experience: VLE often just used to distribute content VLE is constantly evolving so staff development issues How do we engage academics with VLE & with IL? 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
5. What do we mean by Information Literacy? CILIP definition “Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.” http://www.cilip.org.uk/professionalguidance/informationliteracy/definition/ 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
6. Information Literacy: the Skills Requires an understanding of: • a need for information • resources available • how to find information • need to evaluate results • how to work with the results • ethics & responsibility of use • how to communicate or share your findings • how to manage your findings. 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
7. The VLE & IL @ Sheffield: Our Story LibCT project in 2002-03 Reading lists “need to find a balance between spoon feeding the compulsory reading and providing opportunities to find their own material” Information skills strongly supported by academics but Course or Resource? Student motivation strongly dependent on relevance Information Skills Project 2004-06 Design interface for collection of tutorials rather than course Initially worked with 4 departments but rolled out to all students Sept 05 before end of project 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
8. Range of tutorials Started with topics academics considered undergraduates found most difficult searching for information effectively evaluating information found, referencing correctly and avoiding plagiarism Used SCONUL 7 Pillars Model to fill in the gaps Basic and advanced levels Guidance for academics on which appropriate for what Not replicate library web, link where appropriate 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
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10. Not relevant to the specific needs of students on particular courses i.e. not engage with materials
11. Students not apply to other modules, courses i.e. not transfer skillsHow generic is generic: faculty, dept, course Level of granularity required Could we use/reuse national resources? 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
15. Embedding is Key Integration into student modules Support the learning outcomes Owned by academic Not seen as add on by student Information Literacy is explicit Included in assessment where appropriate 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
17. Interactivity ‘I was impressed by the information contained in this WebCT course as it allows one to revisit areas as well as getting an objective measure of one’s knowledge through the quizzes. This presents a good starting point for further learning and its interactive nature allows for active learning.’ Catering for different learning styles Mix of text, screencasts & podcasts Self help quizzes and exercises Learning by doing Different navigation routes 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
20. Develop suitable benchmarks for each year group16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
21. Feedback “We strongly welcome the close collaboration… with colleagues in Library Services.” (Politics) “… continue this important dialogue with the library team and … endeavour to ensure that more credit goes to them.” (English Literature) “… the real differences will be seen in Levels 2 and 3 of this year's entry.”(Politics) “… a marked improvement in these areas, when compared to other cohorts. And they enjoyedusing the resource.” (ScHaRR)
22. Library Department of Information Studies CILASS Information Literacy Network Academics Strategic Engagement 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
23. Departments using ISR 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
24. Michael Habib’s Blog http://mchabib.blogspot.com/2006/08/academic-library-20-concept-models.html
25. Web 2.0 project Improve understanding and awareness of Web2.0 and take up by all library staff Improve communication and collaboration between library staff and the student population Provide guidance to students on how to use web2.0 technologies appropriately and where they fit into information literacy Integrate innovation communication tools with existing communication methods to ensure a unified approach Ensure relevance to encourage engagement 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
28. Higher Education in a Web 2.0 World Report published 12th May by Committee of Inquiry into the Changing Learner Experience http://www.jisc.ac.uk/publications/documents/heweb2.aspx The overall intention is to “enable informed choice in the matter of these tools, and to support them and their effective deployment” 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
29. Points for discussion Why are so many students still lacking basic IL when so much good practice is taking place? “How do we cater for the broad range in students’ levels of access to, familiarity with, and preference for different technologies and technology-based tools?” (Kennedy, 2008) given our own usage and knowledge of the tools? What impact are the new technologies having on the information cycle and academic authority? What does all this mean for us within IL support? 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
30. Strategies and roles 7 Faces of the Library Physical collection of books Learning and social space Website University portal Virtual learning environment Web 2.0 technologies 3D virtual worlds Services Information literacy Information availability Personalisation Seamless access 24/7 delivery Student engagement Marketing 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
32. Resources Information Skills Resource Showcase http://librarydevelopment.group.shef.ac.uk/showcase.html uSpace at the University of Sheffield http://uspace.shef.ac.uk/clearspace/index.jspa Slideshare account http://www.slideshare.net/LynParker Information Literacy website http://www.informationliteracy.org.uk/ CILIP CSG Information Literacy Group http://www.cilip.org.uk/specialinterestgroups/bysubject/informationliteracy 16/07/2009 Lyn Parker, l.a.parker@sheffield.ac.ukEpigeum workshop, Limerick
Editor's Notes
When talked to Padraig about what to cover in my talk, the more I mentioned the more he thought I should include. Problem when sitting down to write the presentation was how to organise. Too much information!Decided to tell our story, where we started from, what questions we asked, what we learnt at each stage, and how we have moved our thinking forward.When introducedWebCT in 2001, there was no standard for inclusion of recommended readings, need for an online reading list system with links to full text material. Discussed whether reading lists are relevant in an electronic environment?Dead links a real potential problemGreater interactivity between library and courses?Library had no remit to offer a credit bearing course in the University. 360 credit courses were already fully committed. Needed to integrate our materials into the subject courses at appropriate places.Also need to revist the skills, remind students what they had learnt previously and move on – spiral approach rather than linear.
