What is EndNote?

1. Developing Digital Literacy in EndNote: Train the Trainer PilotJamie FinchInformation Advisor, Cardiff Metropolitan University

2. What is EndNote? • Bibliographic management software • Powerful research tool for evidencing assignments • Build full text library of references • Organise & add research notes • Use them in Word in any style • Automate a manual process – never lose a reference again

3. What does EndNotelook like? EndNote Desktop Software EndNote iPad App

4. EndNote & Digital Literacy • In context of growing digital collections / web technologies, these tools are out there • Staff & students place importance on learning them (Kharbach, 2014) • Teach EndNote but also teach the process – IN, SORT, OUT • Growing Web 2.0 functionality – reference sharing & collaboration e.g. virtual reading groups • Other benefits: avoid plagiarism, aid to reference construction, information management (Curtis, 2010)

5. Rationale for Change • Lead trainer but only part time • Need to empower others to meet future demand • Fits with my performance aims & Cardiff Met’s strategy to improve research output quality • Students received training but few gone on to use EndNote • No feedback or assessment in existing training

6. EndNote Train the Trainer Aims Devise a robust & tested EndNote Train the Trainer Programme • Empower others to support researchers with EndNote • Improve how students manage references by using EndNote • _________________________________ • Explore how software & EndNote is taught? • What is most useful about EndNote that will drive student learning of it? • _________________________________ • To ‘hard wire’ a method of feedback, assessment & evaluation • To continuously improve both workshop content & teaching method Teach EndNote in a way that students would remember & use Explore how to get feedback from students & give it back to them

7. 3 Phases of Pilot Practice Month

8. The Muddiest Point • Classroom Assessment Technique (CAT) used at end of each phase • Developed by Mosteller (1989) for stats course • Good fit for EndNote sessions: unobtrusive, quick, simple method • Students given 5 minutes to jot on post it notes ‘muddy’ or unclear points

9. Phase 1 – Build Knowledge • Training needs analysis: IT and referencing competency, emotions & wish list • Design presentation & frame learning outcomes • EndNote training workshop to build core knowledge • Muddy points: Judith & Julie wanted to practice • Followed by ‘practice month’

10. Phase 2 – Assess ‘Practice Month’ • Formative assessment of their EndNote libraries • Discuss how delegates would adapt my slides • “I have brought my wellies to get knee-deep in muddy points” (Julie) • “You only find out muddy points when you try the software and your memory needs to function” (Judith) • Explore concerns about their new trainer roles “How do you get to Carnegie Hall? Practice, practice, practice!” (Jack Benny?)

11. Phase 3 – Teaching & Peer Observation New trainers: Judith & Julie • Friendly & informal joint session by Judith & Julie for two other staff • Peer observation of Judith & Julie by me • Nicol’s 7 principles of effective feedback used • Muddy points: practice (Tim) & PDFs (Philip) • Slides acted as aide-memoire New ‘students’: Philip & Tim Peer observation & support: Me

12. Reflections • Pilot proven to be robust model of training future EndNote trainers • Phased nature was its greatest strength • Slides memorable & facilitated student learning • Practice is key to learning • Feedback hard-wired into sessions: get to know learners & develop sessions • Muddiest Point Technique a good fit, but a bit negative

13. The Future • Pilot first step in longer process of improving EndNote training • Roll out in Learning Centres • Judith & Julie sharing their knowledge • Academics keen to incorporate EndNote in student inductions, PDP Modules, staff training, etc. • Questions?

14. Bibliography • Angelo, T. A. and Cross, K. P. (1993) Classroom assessment techniques : a handbook for college teachers. The Jossey-Bass Higher and Adult Education Series 2nd ed. edn. San Francisco: Jossey-Bass Publishers. • Biggs, J. B. and Tang, C. S.-k. (2011) Teaching for quality learning at university : what the student does. 4th ed. edn. Maidenhead: McGraw-Hill/Society for Research into Higher Education/Open University Press. • Curtis, H. 2010. Reference Management and Digital Literacy [Online]. Wolverhampton: University of Wolverhampton. Available: http://www.slideshare.net/helencurtis/reference-management-and-digital-literacy-4558483 [Accessed 31/05 2014]. • Dreyfus, S. E. and Dreyfus, H. L. (1980) A five-stage model of the mental activities involved in directed skill acquisition, Berkeley, CA: DTIC Document. Available at: http://www.dtic.mil/cgi-bin/GetTRDoc?Location%E2%80%83=U2&doc=GetTRDoc.pdf&AD=ADA084551(Accessed: 15/09/2013). • Gosling, D. and Moon, J. (2002) How to use learning outcomes and assessment criteria London: Southern England Consortium for Credit Accumulation and Transfer. Available at: http://www.seec.org.uk/wp-content/uploads/2013/seec-files/Learning%20Outcomes%20&%20Assessment%20Criteria.pdf(Accessed: 12/03/2014). • Harrison, M., Summerton, S. & Peters, K. 2005. EndNote training for academic staff and students: The experience of Manchester Metropolitan University Library. New Review of Academic Librarianship, 11,pp.31-40. • Kharbach, M. 2011-14. 10 great tools for academic research you should know about [Online]. Canada: Educational Technology and Mobile Learning. Available: http://www.educatorstechnology.com/2013/06/10-great-tools-for-academic-research.html [Accessed 04/06 2014]. • Kolb, D. A. (1984) Experiential learning : experience as the source of learning and development. Englewood Cliffs ; London: Prentice-Hall. • Kolb, A. Y. and Kolb, D., A. (2005) 'Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education', Academy of Management Learning & Education, 4(2), pp. 193. • Mosteller, F. (1989) The "Muddiest Point in the Lecture“ as a Feedback Device: Derek Bok Center for Teaching and Learning, Harvard University. Available at: http://isites.harvard.edu/fs/html/icb.topic771890/mosteller.html(Accessed: 13/10 2013). • Nicol, D. J. and Macfarlane‐Dick, D. (2006) 'Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice', Studies in higher education, 31(2), pp. 199-218. • Nicol, D. (2010) 'From monologue to dialogue: improving written feedback processes in mass higher education', Assessment & Evaluation in Higher Education, 35(5), pp. 501-517.