The E-Resources Club Sandwich – Recipes For Successful E-Resource Marketing
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The document discusses e-resource marketing and strategies for overcoming barriers to using online journals in further education. It provides statistics on improvements in areas like full text retrievals and student feedback from a survey. Examples are given of resources that could be used like podcasts, e-book readers, and interactive tools to help disseminate information more effectively.
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The E-Resources Club Sandwich – Recipes For Successful E-Resource Marketing
- 1. © the sniper, http://www.flickr.com/photos/thesniper/432212839/ - Licenced under Creative Commons The e-resources club sandwich recipes for successful e-resource marketing Anthony Beal Eleanor Johnston UKSG 16 th November 2009
- 3. © West Cheshire College
- 4. © Axelv, http://commons.wikimedia.org/wiki/File:Superman_pizza_delivery.jpg - Licenced under Creative Commons Delivering delight
- 5. © West Cheshire College Springboard
- 6. © Newsquest (Herald & Times). Licensor www.scran.ac.uk
- 7. © Djwhelan http://www.flickr.com/photos/djwhelan/8395783/- Licenced under Creative Commons ©University of Glasgow. Licensor www.scran.ac.uk © Gerry McCann. Licensor www.scran.ac.uk © Pollyalida http://www.flickr.com/photos/pollyalida/2318426677/- Licenced under Creative Commons Academic Writing Referencing Reflective Learning Research Skills
- 8. © the sniper, http://www.flickr.com/photos/thesniper/432212839/ - Licenced under Creative Commons mmmmmmmmmmm………
- 9. ©The Scotsman Publications Ltd. Licensor www.scran.ac.uk.
- 10. © rofltosh http://www.flickr.com/photos/atomicbartbeans/2100763009/ - Licenced under Creative Commons
- 11. © West Cheshire College
- 12. © katyscrapbooklady http://www.flickr.com/photos/scrapbooklady/3204969519/- Licenced under Creative Commons Learn Discuss Show Do
- 17. © Andy Roberts,http://commons.wikimedia.org/wiki/File:Thames_Barrier_03.jpg - Licenced under Creative Commons
- 18. Now overcome barriers to use of online journals in FE EBSCO, Emerald and InfoTrac are wonderful resources BUT can be too academic for some users We need an interface that is more level appropriate Vocational journals that are categorised by the vocational subject taught in FE With more colour and “pictures on the cover”
- 21. We like Federated Access It has made life much easier for our learners
- 22. Public domain 'Lopez Portillo Carter review'
- 24. Full Text Retrievals Up 43% ©James Gardiner. Licensor www.scran.ac.uk
- 25. © Kazeee http://www.flickr.com/photos/kazeeee/2789146955/- Licenced under Creative Commons
- 27. Anthony Beal [email_address] Twitter: redsontour Eleanor Johnston [email_address]
Hinweis der Redaktion
- Anthony Introductions The ways that we promote serials are through information literacy. We get students to engage in scholarly information in this way. We also have a special approach to information literacy, in that we include it in a wider student support package, which in itself has been developed over the last couple of years. It has most recently developed into what we call the ‘Tag team club sandwich approach.
- Anthony What is WCC Background and demographics of WCC. Overview of how we rolled out information literacy in the past, and where academic journals sat within this. Explanation of investment into e-journals over the last 5 – 10 years
- Eleanor Building a difference – talk about the vision!!! New way of teaching and learning Explain how integration of study skills, and information literacy is even more important than ever in this new model of learning and academic support.
- Eleanor Our delivery methods compliment the new teaching ethos and showcase innovative teaching methods across the curriculum
- Anthony What is Springboard? Explain how Springboard came about and that tutors wanted to book a ‘Springboard’ as they were not overly concerned in breaking study skills down. We ended up with a package of: Academic writing Information search and retrieval, using e-journals Harvard referencing What tutors asked for is ‘Essay writing, using resources and referencing’. We developed Springboard in response to tutor demand, but also tucked our own e-resources agenda in there, as the filling in the sandwich (hence the club sandwich) This became really popular. Staff and students saw results and confidence straight away. Springboard had become a college wide brand. Initially developed for HE students, but then soon adapted for level 3 students. Just add a different filling! A totally flexible delivery One to one (always offered but now branded) Small groups Tutor requested Student requested
- Anthony Who are we delivering too? As before – started life out as a level 4 support programme. Really well received, as we were able to support our students better in using our own e-resources (and remember that we had purchased some quite major resources – Ebsco, Emerald, Keynote, etc) Needed to maximise the resources, so as well as including them in our general LRC inductions, we also responded to the demand of level 3 tutors who wanted to develop students’ study skills in order to encourage independent learning, to fit in with the college’s new ‘personalised learning’ agenda. Hence the new package developed for Business and child care students – get them using all sorts of e-resources (e.g. European Sources Online)
- Eleanor This is what we teach Academic writing Referencing Research skills Reflective learning
- Anthony Broader how: Tutors recognise the need for referencing We deliver information literacy by the back door Critical evaluation at an appropriate level Search for resources to bring back to the group – books, magazines, online journals, e-books and Intute web pages Reference as teams with the materials they have discovered So that’s how we ended up with the Club sandwich
- Anthony How do we do it? Tag team teaching style It’s really all about our approach to teaching information literacy, within an integrated student support model, and how we have developed this in collaboration with academic staff. These have been our drivers for maximum marketing of e-resources
- Anthony In brief. How do we do this e-resources delivery: Facilitated Limited talking at the group Discussion Activities Group work Newspaper headlines
- Anthony How III The style of the lesson Start with guided conversation to draw out the needs of the group (e.g. Martin Luther King web site., http://www.dhmo.org/ Discussion Activities Group work Newspaper headlines
- Eleanor How to IV From conversation to theory to practical: Talk, learn, show, do
- Eleanor Overcoming barriers – how to teach the club sandwich and get students to learn?
- Anthony Not picked on one publisher but all the databases we use are too sophisticated for many of our learners.
- Anthony
- Anthony
- Eleanor What has been the impact of the unique way in which we promote and market e-journals and e-resources (need a couple of slides with statistics diagrams to show increase in real use of e-resources as a result of initiatives)
- Eleanor
- Eleanor
- Anthony Our success – student survey, how we change our teaching methods Need some anecdotal evidence as to how the impact has been received within teaching and learning practice in the WCC April getting so enthusiastic she added mater5ial and joined inb the facilitating Learners asking to stay and do more work before coffee br4eak.
- Eleanor