Presented at LILAC 2009

1. Presenters:
John Ridgway
Head of Library Liaison (Learning & Teaching)
Stephen Gough
Liaison Librarian (Learning & Teaching)
Birmingham City University
Contact: john.ridgway@bcu.ac.uk
stephen.gough@bcu.ac.uk
Guest Access: http://moodle.bcu.ac.uk/course/view.php?id=200
Developing an Information Literacy VLE at
Birmingham City University

2. RoLEx
Redesign of the Learning
Experience

3. Background
• Approval of the new Birmingham City University
Learning and Teaching Strategy aligned to the new
Vision and Corporate Plan – November 2007.
• Decision to change the module framework for
undergraduate programmes from a 12 credit module to
15 credit (or multiples thereof) module – February 2008

4. BCU Learning & Teaching Strategy
• 1. Facilitate a smooth transition to & through BCU for all
students
• 2. Gain a high level of student engagement with the learning
process
• 3. Offer flexible approaches to leaning
• 4. Meet the needs of a diverse student group
• 5. Develop highly employable students who are aware of their
responsibilities to their profession & to society
• 6. Develop & support staff to achieve high academic &
professional standards
• 7. Provide the most appropriate & effective learning
environment

5. Restructuring of BCU Library & Learning
Resources
• Move away from a faculty-based approach
• Three core areas of activity:
• Collection Management
• Enquiry Services
• Learning & Teaching

6. Learning & Teaching Strategy
• Provide a variety of modes in the delivery of L&T to
reflect the varied learning styles, needs & expectations of
students
• Produce a generic information skills package which can
be adapted into subject specific resource bases
• Conduct a thorough review of the entire
induction/transition programme

7. Background to work in Faculty of Health
• Longstanding involvement in courses.
• Limited staff time available to effectively embed and develop information
literacy programmes.
• 2006: CETL invited the Library to apply for a Faculty of Health Fellowship.
• Two Library staff made a successful joint application and were appointed,
initially for one year, to develop information literacy programmes using the
University VLE (Moodle).
Developing an Information Literacy VLE at
Birmingham City University

8. The student perspective
• Confronted by a wide variety of information sources and interfaces
• Expectation to deploy skills they do not have or recognize
• Pressure to maintain information competence beyond qualification
The tutor perspective
• Pressure on timetables, little space for “new” modules
• Number of students
• Course validation process limits changes that can be made
• Expectation that skills will have been developed elsewhere
Developing an Information Literacy VLE at
Birmingham City University

9. AIMS
• to expand the learning opportunities by developing an on-line module
without traditional constraints of classroom or time – “flexible learning”.
• to embed information literacy in Personal Development Programmes and
Evidence Based Health Care modules at levels 4, 5 and, where appropriate,
6 and higher
• to include self-assessment and provide Faculty with the means to track
cohort / individual development
• to provide students with the opportunity to develop skills underpinning the
development of academic and professional competence
Developing an Information Literacy VLE at
Birmingham City University

10. • Generic to Health and Social Care
• Make customisation possible
• Embed in PDP modules
• Engage with tutors
• Learning outcomes
Developing an Information Literacy VLE at
Birmingham City University
Method:

11. Level 4 (1st
year)
Information Sources
Preparation
Finding Books
Finding Journals
Using the Web
Level 5 / 6 (2nd
year +)
What is Evidence?
Finding Evidence
Revision points to level 4
Module Structure
Developing an Information Literacy VLE at
Birmingham City University

12. • All courses now access information literacy
modules. (Including Post-grad)
• Take-up is 80%+ by students.
• Tutors now actively promoting student
engagement.
Results:
Developing an Information Literacy VLE at
Birmingham City University

13. • Fellowships gave us the time to develop:
– Our skills
– Our knowledge
– Talk to tutors
• Constant monitoring to adapt IL programmes in
line with educational need.
• Tutors actively promoting student engagement.
• Flexible approaches to delivery essential.
• Be an active part of the learning process for the
students – not just “Library Staff”.
Discussion / Conclusion:
Developing an Information Literacy VLE at
Birmingham City University
http://moodle.bcu.ac.uk/course/view.php?id=200