The Skills@Library team from University of Leeds was recognized for their work on a valuable resource for lecturers teaching such academic skills at the 2012 Librarians’ Information Literacy Annual Conference. While the ready-made instructional materials available on the Skills@Library lecturer pages can greatly benefit librarians teaching information literacy courses, the overarching goal of the project was to help academics and librarians embed broad academic skill instruction into the curriculum. Representatives from the Skills@Library e-learning team will join us during this session to share key takeaways from their work on this project and suggestions for your efforts to introduce information literacy instruction into your curriculum.
2. Best Practices
1. Send questions or comments to Laura
Warren, Libraries Thriving Coordinator-
laura.warren@credoreference.com
2. Share comments and questions
throughout the session via the chat box.
3. Continue the conversation on the
Libraries Thriving Discussion Forum.
4. Introduction
Carol Elston Michelle Schneider Jade Kelsall Julia Braham
E-Learning Adviser Skills Adviser Learning Technologist Skills Adviser
5. Session Format
Lecturer pages – the history (10 minutes)
1.
Demonstration (10 minutes)
2.
How did we do it? (5 minutes)
3.
How are they being used? (15 minutes)
4.
Questions/discussion (20 minutes)
5.
6. Why did we do it?
Carol Elston
e-Learning Adviser
7. The initial idea
• LearnHigher – a nationally
funded collaboration of UK
Universities.
• CETL – Centre of Excellence
in Teaching and Learning
10. Model pre 2010
Working Enabling
with staff to students to
embed skills develop
in the their own
curriculum skills
Design /
teach skills one to
sessions online workshops one
with resources
support
academics
11. • Embedded in the curriculum-
All Faculty Team Librarians developmental not remedial model
will be able to deliver the full
range of academic skills, • No extra teaching hours: blended
with the exception of Maths learning, hand over to academics
support.
• Collaborate with academics
The Skills@Library Team will
provide strategic direction • Online resources
and a high level of support to
both Faculty Team Librarians
• Generic teaching resources
and academic staff for this,
particularly in the area of
learning technologies • Liaise and work more closely with FTLs
Leeds University Library 2010 Academic Skills Strategy
http://library.leeds.ac.uk/downloads/AcademicSkillsStrategy.doc
18. The process
Skills advisers Learning Team leader
review and Technologist quality Resources go
adapt existing formats and assures final live
content uploads page
19. How are they being used?
Julia Braham
Academic Skills Adviser
24. A successful partnership
Pre2009 Induction essay (formative) Teaching Writing
100% Skills@Library
2009/10 Induction essay
Timed essay
Final essay
2010/11 Induction essay
Practice essay (formative)
Final essay
2011/12 Induction essay part 1(formative)
Induction essay part 2
Final essay
2012/13 Induction essay part 1(formative)
Induction essay part 2 100% LUBS
Reflective log
25. W Content Assessment criteria
k
0 Set induction essay Presentation
Structure
2 Submit induction essay
4 Feedback on induction essay Presentation
Structure
5 What does “critical” mean? Being critical in Sources
planning Analysis
Searching for sources and using resources (Library)
6 Being critical when reading and evaluating sources Sources
Citing sources correctly (Library) Analysis
Referencing
7 Referencing check up Referencing
8 Being critical when thinking and writing Analysis
Structure
9 Being critical when reviewing your own work Analysis
All
10 Referencing helpdesk & „loose ends‟ seminar Referencing
All
11 Submit induction essay part 2 All
26.
27. Group task
WHAT DOES IT MEAN TO BE CRITICAL?
Working in your wiki groups think about different
aspects of the essay writing process.
How can you show you are ‘being critical’ whilst you:-
• find sources
• plan your writing
• read sources
28. Critical thinking model
description
Who?
When? Where?
What?
Topic How?
What next?
Issue
So what? analysis
evaluation
Why?
What if?
29. What are you being asked to do?
Verb Meaning
discuss Investigate or examine by argument. Sift through
evidence - give reasons for and against
analyse Separate an argument into its component parts to
reveal the causes or general principles
evaluate Make an appraisal of the worth of something. You can
make your own value judgements but back them up
with argument and justification
30. Steps Example
Unpicking an essay title of motivation, evaluate whether lecturers’ pay
Using theories
Essay title should be contingent on their performance.
Turn it into a debate Lecturers’ pay should be contingent on their performance
statement
Lecturers’ pay should not be contingent on their
Opposing
performance.
Add expressions of degree Under what circumstances may it be appropriate to
and qualification pay lecturers based on their performance?
Students: Parent : Academics: School or
Different perspectives Faculty Management : Employers : Higher
Education Funding Council
Team considered how to present/format, came up with various optionsUsed our existing CMS structure as that’s what we had available. Uploading wasn’t difficult, but having me do it all speeds up the process.
skills advisers review their existing materials and prepare them for sharing. Workshops and activities came from existing things – nothing was created new, it was all repurposed from current teaching materials. Online resources are existing student resources.Learning Technologist uploads, layout, checks templates are correct Team leader proof reads, double-checks
Dan is a Librarian working with the Faculty of Maths and Physical Sciences. He has used and adapted the Lecturer resources to teach referencing and plagiarismTwo examples of material he has used have included You be the judge activity to encourage students to see if they can recognise plagiarism (see next slide). This activity comes with the answers and can be inserted into workshops of varying lengths etc. A similar activity, called ‘Where do you draw the line’ encourages students to discuss with others what is and isn’t plagiarism.Dan has also used the ‘visual representations of plagiarism’ activity found in the Plagiarism tutorial to explore students understanding of plagiarismHe find that the Lecturer resources help save lots of preparation time and, enjoys the flexibility of resources that he can just pick and use, or adapt.Judith teaches competition law and recently adapted the module to include a group oral presentation into the assessment. As she hadn’t assessed a group presentation before she used the Lecture page resources to help plan the task and to include appropriate assessment criteria. This is an important point. Academics who are subject specialists often introduce assessment criteria that is very ‘content’ specific. They want, and need the students to deliver good presentations, but can forget to include assessment criteria that measures the quality of the presentation or the group process that are involved in creating a successful presentation.She makes the same comments as Dan about how having a bank of resources and activities cuts down preparation time a great deal (see slide 3). She uses the Lecturer resources together with the Student resources and feels that having a bank of support materials that she can refer students to helped her introduce innovative activities students enjoyed doing and greatly improved the quality of their presentations.
Example of one of the activities used by the FTL off the Lecturer pages
Example of an activity used by Law lecturer for presentations skills, taken from the Lecturer pages
Our final example of using the resources is when the University’s Business School redesigned its academic skills module, and adapted resources from the Lecturer pages to ensure discipline specific relevance.
The concept of a ‘successful partnership’ has been used by the Academic, to demonstrate how over a few years, teaching academic skills has shifted from being 100% the responsibility of the Skills Adviser, to now being 100% delivered by discipline specific staff, who dip into and adapt our resources.
This slide demonstrates the number of workshops delivered over the semester, the breadth of content required and the assessment criteria that the content matched up to.In delivering these sessions we used material about note taking and making, using credible sources, taking information from notes and using it to plan and prepare and essay, and thinking about the structure of paragraphs and how they need to be based on having evidence to support a claim and logical reasoning.
This wordle demonstrates the wide range of issues that the Lecturer wanted to cover in her module. The need for relevant and appropriate activities, many of which can be found of the Lecturer pages is clear from this visual representation .
The following five slides demonstrate how an activity to do with interrogating an essay question has been adapted to be relevant to a module on organisational behaviour.Slides on critical thinking were taken from the LearnHigher web site and integrated into curriculum based teaching
Reminder of the significance of instructional verbs
Students think about the essay question in the context of a debate
We used the slides on planning to help students scope their response to the question about Lecturer pay.
Examples of students mind maps. Adapted form the Planning and Preparing workshop on the Lecturer pages