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Strategic contacts for curricular integration of information skills

This study explores the strategic contacts necessary for integrating information skills into the curricula of various colleges at the University of Edinburgh. It examines the involvement of key groups and individuals, external drivers, and opportunities for developing strategic contacts. The aim is to enhance the library service to meet the differing requirements of learners, teachers, researchers, and clinicians.

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Strategic contacts for curricular integration of information skills

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  1. University of Edinburgh Library Strategic contacts for curricular integration of information skills Marshall Dozier & Fiona Brown 10th European Conference of Medical and Health Libraries

  2. Background • Colleges at the University of Edinburgh • Medicine and Veterinary Medicine (CMVM) • Science and Engineering • Humanities and Social Sciences • Library liaison mirrors College structure • User population in CMVM = 5550 • 2968 undergraduates and postgraduates • Ratio of liaison librarians to students 1:989 • Learners, teachers, researchers and clinicians – with differing requirements from the library service

  3. Opportunities for developing strategic contacts • Times of change • Key groups or individuals • Involvement in work external to the library • External drivers

  4. Times of change • Changes to curricula • Self-directed learning in veterinary medicine • Staff changes • Year 1 biomedical sciences course leader

  5. Key groups and individuals • Boards of studies • Student feedback requesting more skills training used to support timetable change • Teaching organisations • Information skills training discussed between teaching organisations • Learning technology • Support for development of online skills tutorials • Academic champions • Critical appraisal in coursework

  6. Involvement in work external to the library • Study skills programme • Inclusion of information skills • Problem/Case Based learning facilitation • Authors of scenarios include prompts to practice skills • College projects • Personal Development Portfolio • Educational discourse • Teaching certificate led to MSc module

  7. Externaldrivers • Governing bodies • Launch of Personal Development Portfolio at information skills session • Funding bodies • Induction for new postgraduate research students and postdoctoral researchers • Examples from other Schools/Colleges • Collaboration with another University

  8. Concerns • Importance of skills? – a given • Over-commitment • Clinical years • Balance between being keen and pestering

  9. Where now / next? • Informal networking • Integrating ourselves • Measuring the effectiveness of the training • Learning outcomes development • Pilot survey

  10. Contacts for Pilot Survey Marshall Dozier marshall.dozier@ed.ac.uk Fiona Brown f.brown@ed.ac.uk

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