Lollipops for learning resources. Appleton

Presented at LILAC 2008

Bildung

Lollipops for Learning Resources
Leo Appleton &
Anthony Beal
March 18th, 2008

Overview
• Information Literacy @ West Cheshire College
• Discovering Lollipop
• Information Literacy staff development
@ West Cheshire College
• Project results

Information Literacy @
West Cheshire College
• Learner – thorough induction introduce
catalogue InfoTrac etc
• Two full weeks during induction for all full time
students
• Learning Resources Workshop includes
introduction to the VLE and i-skills
• Quiz at end of LRW with prize of an MP3 player
• Follow up i-skills sessions publicised by
Springboard

West Cheshire College model
40067 39737 42844 41515 38464 34660 31471 24125
25236
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5000
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45000
Total Heritage issues
96/97
97/98
98/99
99/00
2000/01
2001/02
2002/03
2003/04
2004/05
Declining use of print resources

West Cheshire College model
Proof of expanding e-resource use
Full text
retrieval

Actively promote information and
research skills training
• Bespoke
• Springboard
– Planning essays
– Research skills (i-skills)
– Harvard
– Reflective Learning
– Presentation skills
• i-skills embedded into assignments

Learning Resources Staff
• Recently converged, multi-disciplinary service
• No real overall awareness of information
literacy within curriculum areas
• Curriculum liaison and information skills
teaching done by selected staff
• Needed a holistic awareness and approach
• Opportunity for VLE familiarisation

Lollipop Information Literacy
• Prior to the course all staff took part in
Information Literacy discussions
• All Learning Resources staff taking part
• Blended learning
• No charge for the materials that can be
modified as required for hosing institution
• All web based
• At WCC now built into our VLE, Fronter

How important do you think
information literacy is?

How knowledgeable are you about
information literacy?

What have you found most interesting
about Lollipop?
Search terms Opinions of colleagues
Boolean operators Sconul
E-journals Critical evaluation
Authentication Primary/Secondary sources
Web sites Attitudes of curriculum
Plagiarism Gateways
Copyright Intellectual property

How did you find the Lollipop
materials and VLE functions?
Lollipop Content – 90%
Blog – 68%
Discussion – 77%

How familiar are you with the VLE
functions?

Overall success
Would you recommend Lollipop for curriculum staff? 77%
Would you recommend Lollipop for students? 68%
What worked particularly well?
Discussion forums, Different VLE tools,
Tests at the end of each section, Group participation

Conclusions
Generalisations
Lollipop increases perception of information literacy as
‘important’ to learning
Lollipop familiarises staff with information literacy
Lollipop increases staff knowledge about information literacy
Lollipop is an effective way of delivering information literacy
content
Lollipop can be used effectively as a staff development tool
Lollipop can be used to increase awareness and familiarisation of
institutional VLE functionality

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