Enhancing Library Workshops Quality and Impact
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This document summarizes efforts to enhance the quality and impact of library workshops at Middlesex University. It finds that collaborating with subject teachers, making workshops more interactive and skills-based, and using games and activities leads to better student engagement and learning outcomes. Survey results show that students who attend library workshops get higher marks on their assignments and are better at finding relevant and academic sources. The document concludes collaboration between librarians and teachers has improved teaching and positively impacted students' research skills.
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Enhancing Library Workshops Quality and Impact
- 1. Enhancing the quality and impact of Library Workshops Adam Edwards and Vanessa Hill Jan 2014 The winner takes it all
- 2. Knowing me, knowing you • Issues • Collaboration • Inspiration • Solutions • Impact
- 3. SOS • Not embedded • Inconsistent provision • Repetitive • Bad timing • Information skills • Teaching methods
- 4. Librarians and teaching • Relevance • Too much • Tools based • Didactic • Uninspiring • Subject • Teaching skills http://www.flickr.com/photos/vicchi/4079403111/
- 5. Gimme, Gimme, Gimme • Answers • Facts • References • Reporting back • Easy option • Fear Librarians reinforce this! http://www.flickr.com/photos/nottsexminer/6270679714/
- 6. Arrival Teaching qualifications: •PGCertHE @ MDX •Teaching Fellowships •FHEA •TESOL Benefits: •Equivalent •Learning together •Language •Respect •Understanding
- 7. Björn Again • Less is more • Cloning • Discussion • Learning by doing • Learners, not the taught • Games http://advedupsyfall09.wikispaces.com/Sara+Woodard
- 8. The name of the game • Fun • Quick • Simple • Easy • Need or objective Adapted from Susan Boyle, Lilac 2011
- 9. I have a dream Move from “ …lifting and transporting textual substance from one location, the library, to another, their teacher’s briefcases.” To “…searching, analyzing, evaluating, synthesizing, selecting, rejecting…” Kleine 1987
- 10. Super Troupers • School plan • Structure • Menu • Mapping
- 11. Greatest Hits • Thinking about resources • Keywords • Searching • Evaluation
- 13. Books What are they: A written or printed work of fiction or fact. May be electronic. Good for: Clear overview. Not so good for: Up to date information.
- 14. Journal What are they: A regular publication containing articles on a particular academic subject. Presents new research. Good for: Latest research, critically reviewed by experts. Not so good for: Broad overview of a subject.
- 15. Web page What are they: An information resource which can be easily created by anyone on any topic. Electronic. Good for: Very up to date information. Not so good for: Accurate and reliable information.
- 16. Newspaper What are they: A regular publication containing current events, informative articles, diverse features and advertising. May be electronic. Good for: Daily information. Not so good for: Balanced and well researched information.
- 17. Popular (trade) journal What are they: A regular publication containing new products plus information for a business sector. Good for: Latest product news. Not so good for: Detailed and objective reports.
- 18. Find out more MyUniHub > MyStudy > MyLibrary > Library Subject Guides http://libguides.mdx.ac.uk/EIS
- 20. The real thing http://www.flickr.com/photos/sidelong/300188454/ Your first piece of coursework for CCM2426 will be based on the Cornish Villages 4G trial. •Keywords •Alternative keywords •More specific keywords •Related subjects
- 21. Finding resources myUniHub > My Study > My Library > Summon Select Summon and search for information for your project
- 22. Google vs Summon http://www.flickr.com/photos/ennuiislife/3450743002/ Google • Familiar and easy to use • Finds too much information • Fast results • Access from any computer • Access to some books and journals • Designed to sell you things • Search results sponsored • Searches for info from any source • Pay for academic information Summon • Easy to use • Finds lots of academic info • Fast results • Access from any computer • Access to lots of books and journals • Designed to find you information • Search results by relevance • Searches quality resources • Free access to full text
- 24. Evaluating information Imagine you are writing an essay on ‘Network Security’. Have a look at the 4 items that you have been given and consider the following: • Which items are the most relevant to your essay? • Which items would be no use? • Which item has the most academic authority? • Which items might have bias? • Which item is the most current?
- 25. • Authority • Relevance • Intent • Objectivity • Currency Evaluating information
- 26. How are books arranged in the library?
- 27. 004.19 PRE Books are arranged….. Computing Design Design Animals Animals Computing History History History 004.19 ABE 004.19 CR0 004.19 PRE
- 28. Take a chance on me Marks Attendees Non-attendees Commonest mark 65% 50% Highest mark 90% 75% Lowest mark 40% 40% Bibliography commonest mark 7/10 5/10 •Survey of CCM2426 students •66 attendees, 22 non-attendees
- 29. “If you put me to the test, if you let me try………” Search tools used Attendees Non-attendees Google 68% 63% Wikipedia 38% 27% Summon 68% 40% Library catalogue 30% 59% Evaluation criteria Attendees Non-attendees Current 89% 59% Relevant 76% 59% Academic authority 67% 41% Easy to read 24% 45%
- 30. On and on and on •Roll-out framework •Develop activities •Improve attendance •Revalidation •Moodle
- 31. The winner takes it all • Successful collaboration • Changes have worked • Teaching is more fun • Impact… ...Library training gets you better marks!
- 32. http://www.flickr.com/photos/naturalturn/3264726560/ Mamma Mia it’s…………… Adam Edwards a.edwards@mdx.ac.uk Vanessa Hill v.hill@mdx.ac.uk http://bit.ly/GamesMDX
- 33. When all is said and done • Boyle, S. (2011) Using games to enhance information literacy sessions, Presented at LILAC 2011. http://www.slideshare.net/infolit_group/boyle-using-games-to- enchance-information-literacy • Kleine, M. (1987), What is it we do when we write articles like this one-Or how can we get students to join us?, Writing Instructor 6, 151. • Markless, S., (2010), Teaching information literacy in HE: What? Where? How?, presented at King’s College London, 9/12/10. [Notes taken at the event.] http://bit.ly/GamesMDX
Editor's Notes
- Intros Looking at the broader issues surrounding provision of information literacy training in HE How collaboration with other professionals has enabled us to improve our practice eg. Learning technology experts, LDU, academics and students How we have been inspired to change the way we teach and address the problems What we have done and how we are developing our provision What impact have we had
- AE and VH identified a number of issues regarding provision of user education: Not embedded workshops traditionally provided at request of academic staff on ad hoc basis which leads to inconsistent provision complex module structure No central coordination of skills within the School Inconsistent provision: rarely see all first year students Repetitive: Impossible to develop progressive programme of information literacy training, so end up repeating what we’ve already covered for 2nd and 3rd years Bad timing: Insufficient time Wrong time, so not relevant to students Information skills: Students know how to use technology, but lack ability to find, evaluate and use the information found Teaching methods (more next slide)
- Is teaching a Librarian’s Waterloo? Relevance: Library workshops can be too generic and not relevant to students and what they are doing Too much: we want to tell them everything we know Tools based: obsessed with showing them how to use databases Didactic: follow instructions correctly, step-by-step Uninspiring: bore students/death by Powerpoint Subject: Librarians fear teaching subjects they are unfamiliar with, so over complicate. What we need to remember is that we are teaching information skills and not the subject Teaching skills: librarians not taught to teach……however things are changing
- Student research is finding… Book or journal with the answers Right amount of facts Right number of references Reporting back to teacher Easy option: use Google and Wikipedia as easy Also fear of plagiarising and criticising information, also students who have never written more than 500 words Behaviourist librarians reinforce this
- Librarians have arrived……the importance role is starting to be recognised Teaching qualifications: PGCertHE @ MDX: traditionally not open to librarians Single long 60 credit module, so no stopping off points Now revalidated as 15+15+30 credit modules (DE version for overseas campuses) 2x15 core skills for Librarians and Support Staff Teaching Fellowships Originally learning Support Fellowships (Teaching F’ships for academics) Changed to TF for all c 8 years ago Recognises contribution to teaching in the Uni Active community within MDX, conferences etc FHEA: Alternative route/equiv to PGCertHE TESOL Benefits: Equivalent qualifications to academic staff = equal footing Learning together: academics and support staff studying PGCert together = gain understanding of each others role, contribution etc Language: use same language Respect: mutual Understanding of the theory behind teaching
- Inspired by ‘Teaching information literacy in HE workshop’. Attended at CILIP. Dec 2010. We teach 3-5 times too much When planning sessions we need to consider what will make the biggest difference given time limit/use online guides We try to clone our expertise We can’t distil our own experience into a one hour session. We don’t need to show students how to search databases, but we do need to show them how to appreciate the value of academic resources, search effectively, evaluate the information found and how to use it ethically Discussion is powerful: Find out how the students already find info, what they already know, what they want Learn/discover together (peer learning): don’t plan searches/demos in advance We can learn a lot about student’s understanding from the questions they ask Learning by doing is empowering: Encourage active participation through a variety of activities eg. trying things out, getting feedback, solving problems, peer discussion, reflecting on mistakes etc Uninvolved students are less likely to learn No demos: Interaction and exploration Students should be learners, not the taught (working together to learn): Our role to support and facilitate Disciplinary context is a key influence on student learning ie. one method does not fit all….devised different sessions for PDE students Games: Inspiration from LILAC 2011- Susan Boyle (UCD) Using games in HE.
- Games should be: Fun Quick -10 mins Simple - easy to prepare Easy to grasp and play- no complicated rules Meet a specific need or objective
- To put all this in context……Wider programme of activity that we were engaged in at the time School plan: A couple of years ago we worked with EIS LTSL and AWL (LDU) to integrate info lit training and academic writing and other skills in to the wider employability skills framework devised by EIS Gives more clout to our contribution easier to approach staff if our contribution is part a school plan and easier to get appropriate time Structure: avoided overlap and duplication by identifying specific programmes rather than modules within structure Agreed menu of sessions (working with Lib colleagues): Small team met and considered all the things we teach Identified key elements (next slide): Resources, keywords, searching and evaluation Created a game/activity for each element Mix and match elements Coordinate content with LDU to avoid duplication Mapping Mapped these sessions against CBI employability skills framework (more next slide) eg. finding and evaluating information = problem solving Plagiarism and search strategy = communications and literacy Finding info for projects = self-management
- Small team met and considered all the things we teach Identified key elements Created game/activity for each element Mix and match elements Coordinate content with LDU to avoid duplication Thinking about resources game in an academic context ( 3 x versions TAR, Sources and Scenario) Keywords: using image to get students thinking about keywords (specific, alternative, related) and then using real example The real thing: relate learning to a project Searching (hands on) mainly use Summon = frees up time to concentrate on info skills Evaluation using sample search results (website, newspaper article, trade journal, academic journal) and Criteria game for 3rd years. PDE students: have taken interactivity much further eg. taking items from special collections into their studio (think about how they can use them), letting them discover art and design collections themselves at HE (mini project) etc. Now rolling out, so developing alternatives for 2nd and 3rd years and PGs
- Hand out exercise Thinking about resources. Groups 10 mins
- Good for: broad/general overview of subject Edited for quality and accuracy Not so good for: May not be specific enough Can be out of date
- Good for: Up-to-date Specialist/focussed Present latest research Edited for accuracy/quality (peer reviewed) Lots of references Not so good for: Can be hard to locate/access Expensive May be too specific May be at wrong level
- Good for: Easy to use/search All subjects covered Can be very up-to-date Mobile Not so good for: No editorial control Unreliable sources Can be created by anyone Material can lack provenance Can be out-of-date Not everyone has access
- Good for: Up-to-date Edited Readily available (latest copies especially) Not so good for: Can be bias Can be unbalanced Can be sensationalist Hard to get hold of/access (back issues)
- Good for: Latest information Current events Concise info Product news Often available online with RSS/Twitter etc Not so good for: Detail Objective information ie. can be bias, adverts, preferential products etc Often hard to find old issues Back issues/archive
- More information about the range of resources available on the Library Subject Guide.
- Example of a real student project and how we get students to think about their keywords. What are the keywords? Cornish, villages, 4G, trial What are the alternative keywords? Cornish: Cornwall, West Country, West of England Villages: Village, rural communities, countryside 4G: Fourth generation technology, cellular wireless standards, networking technology, Trial: test, evaluation What terms can you use to make your search more specific? Internet access Fixed and mobile subscribers Frequency and bandwidth Infrastructure BT and Everything Everywhere Routers, antennas, and dongles Radio spectrum IP based mobile broadband Services eg. ultra-broadband internet access, IP telephony, gaming services, streamed multimedia LTE (Long term evolution) IMT (International mobile telecommunications) advanced compliance What are the related subjects? Rural internet access UK digital agenda, Digital Britain Digital inclusion Telecommunications 3G and 2G Laptop computer wireless modems, smart phones, mobile devices 00:50
- Need to carry out a literature search: Finding the information available on a subject Finding information to inform, underpin and shape your research Finding what has already been written on a subject Analyzing, evaluating and making judgements about the info found Identifying the main trends Finding appropriate information: the information needs to be suitable for your need ie. right level, current if important, sufficient breadth or detail etc
- Searching is followed by a discussion about the advantages of using Summon to find info rather than Google. Google Familiar and easy to use Finds too much information Fast results Access from any computer Access to some books and journals Designed to sell you things eg. shoes Search results sponsored…no accident that Wikipedia, Amazon etc at top of search results Searches for info from any source Pay for academic information Summon Easy to use Finds lots of academic info Fast results Access from any computer Access to lots of books and journals Designed to find you information: up-to-date, focussed/specific Search results by relevance Searches quality resources eg. Peer reviewed journal articles, conference proceedings , research etc Free access to full text ie. Information not freely available elsewhere
- Introduce the importance of evaluating information for quality What do you think about this quote by Abraham Lincoln?
- Divide class into group Hand out worksheet and 4x items. Discuss. No right or wrong answers. All items found by doing a search on Network Security. Which items are most relevant: Academic journal and Wiki most relevant. Newspaper article is sensationalist and trade journal is a review of software. Which items would be no use: Newspaper article useless, and trade journal probably not unless needed to know about software packages. Which item has the most academic authority: Academic journal. It has biography of authors, references, in-text citations and uses academic language. Article has been peer reviewed. Wikipedia has refs, but don’t know who has added information. Are any of the items bias: Newspaper Trade journal is reviewing software and may be swayed by advertisers. Which item is the most current: Wikipedia Academic journal is very out-of-date 2004 Would not use any of them and would continue search. Discuss the importance of evaluating the information that you find.
- Authority : Who is the author? What is their knowledge base/qualifications? How have they carried out their research? Relevance : Is this what I need? Will it answer my question? Is it at the right level? Intent : What is the purpose of information e.g. financial gain, propaganda, academic etc? Objectivity : Balanced view? Opposing views represented? Links to supporting information? Currency: How old is this information? When was it last updated and by whom?
- Ask students what they think? Before we explain, run DEWEY GAME.
- Books arranged in subjects Each subject has a number, so books on same subject are at same number on the shelves We use a 3 letter suffix (usually first 3 letters of authors name) to help you find books within a number Books arranged alphabetically by suffix within each number
- Those who attended average 65%, rather than 50 % for non attendees ie. 15% higher Attendees 7/10 for bibliography, rather than 5/10 ie. 20% difference
- Resources used shows better choice of resource by attendees….in the case of this project, very little current info, so Library catalogue not a good choice Evaluation criteria shows better understanding by attendees ie. Academic authority and currency seen as impo rather than easy to read.
- We’ve rolled out framework to 2nd years, and next year to 3rd years and developed additional games Develop activities so appropriate for level and not repetitious Have developed further versions of the games for 2nd and 3rd years and PGs. Improve attendance: any ideas…..problem is not just ours Revalidation and new courses in our school an opportunity to embed our teaching further Simpler course structure, so easier to see all students without duplication Have been able to influence the Learning Outcomes to include info lit skills CSD4040 LDU and Libs have been given 12 hours to teach info and academic skills and listed as course tutors. Working closely with AWL (LDU) to develop sessions for CSD4040 Working with Steve Chilton (Learning Technologist) to develop online courses, support etc Moodle: old VLE being phased out and Moodle introduced. Opportunity to reassess our contribution and influence content. Working closely with Educational Development Unit (Steve Chilton)
- Successful collaboration is getting things moving plus team teaching Changes to methods have worked: survey shows that we have made an impact, plus many colleagues have used and adapted our workshops for their students Teaching is more fun for students and for us But we can now say... ...Library training gets you better marks
- Any questions