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Beyond ECDL: basic and advanced ICT skills for the new library professional

Beyond ECDL: basic and advanced ICT skills for the new library professional. Alan Poulter and David McMenemy Graduate School of Informatics University of Strathclyde. Overview. new multimedia-centred ICT module, called Fundamentals of Information and Communication Technology (FICT)

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Beyond ECDL: basic and advanced ICT skills for the new library professional

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  1. Beyond ECDL: basic and advanced ICT skills for the new library professional Alan Poulter and David McMenemy Graduate School of Informatics University of Strathclyde

  2. Overview • new multimedia-centred ICT module, called Fundamentals of Information and Communication Technology (FICT) • work up to challenging ICT skill content in a progressive manner, foster deep learning/self-directed study • weekly and post-module surveys • success in matching the needs of future library professionals?

  3. FICT and FIBT • MSc courses in Information and Library Studies (ILS) and Information Management (IM) were redesigned • Fundamentals of Information and Communications Technology (FICT) added to ILS course, Fundamentals of Business Information Technology (FBIT) added to the IM course, underpin later modules • Identical except for minor assessment component

  4. Aims of FICT 1/2 • position multimedia as the core of ICT • use web and HTML as the delivery medium for multimedia • start with basic content (e.g. file formats, saving and retrieving files), progress to advanced levels (e.g. troubleshooting, installing/removing software) • accommodate students beginning with different skill levels but attaining a common high skill level by module end

  5. Aims of FICT 2/2 • Lecture stream but tutorial focus • Tutorial handouts: • ‘conceptual’ not ‘click-by-click’ • intended as too big to complete in session • as ‘universal’ as possible • Assessment to be relevant and ‘stretching’: • Exam (long and short answers, seen/unseen) • Multiple choice test • Practical assignment

  6. Content of FICT 1/3 • 1: Essential ICT Skills – using a web browser, introduction to ECDL, copying/deleting and naming files, using an emailer/newsreader, netiquette • 2: Searching the web – basic search engine use, basic query construction, information quality on the Internet, search engine types  • 3: Introduction to online databases – searching Lexis-Nexis, finding UK/European legal information

  7. Content of FICT 2/3 • 4: HTML and Javascript – creating HTML with a text editor, basic page formatting, images, links, tables, frames, basic Javascript • 5: Multimedia – image formats and basic editing, sound and video formats, streaming media, file compression, downloading and installing software • 6: Security/troubleshooting – desktop management, installing/uninstalling hardware and software, backups, encryption, anti-virus software, troubleshooting

  8. Content of FICT 3/3 • 7: Spreadsheets (Excel) – designing worksheets, entering data, addressing, constants and formulae • 8: Databases (Access) – viewing/adding/editing/sorting data, data queries, producing reports, linking tables • 9: Dreamweaver – basic page formatting, images, links, tables, frames

  9. Evaluation of FICT 1/4 • Weekly survey on previous week’s tutorial, however ‘questionnaire fatigue’ set in. Question: • Usefulness/difficulty of each session

  10. Evaluation of FICT 2/4 • Had to use a locked down general purpose university computer laboratory which did not allow plug-ins to be downloaded: • “Very frustrating when you could not download the plug-ins - this prevented us from seeing how the multimedia functions actually worked and wasted a lot of time.” • Similar problem with session on installing software/troubleshooting

  11. Evaluation of FICT 3/4 • Final survey undertaken two months after FICT had been completed, and after students on the ILS course had completed their compulsory placement • 31 of 54 ILS students, and 12 of 28 IM students responded, over half the students on the combined courses. Questions: • Had FICT increased skills, did it support later modules on the course? • On reflection what were the least/most difficult sessions?

  12. Skills Gained vs Previous Experience

  13. How Useful Has Module Been in Other Studies

  14. Web Searching – How Difficult?

  15. Multimedia Lab – How Difficult?

  16. Evaluation of FICT 4/4 • A crucial aspect was how much of what was taught was relatable to real world scenarios, and to this end, questions were also asked related to ICT use while on placement: • Percentage of time each student estimated they spent using ICT while on placement • Percentage of time supporting the public in using ICT • Most useful parts of the module on the placement?

  17. Placement – Time using ICT

  18. Placement – Time by Sector Using ICT

  19. Conclusions 1/2 • Students comfortable with multimedia theme, however: • “Until you showed us Encarta with its text, sound and images, I didn’t get it” • most students perceived progression in, and relevance of, topics • FICT hampered by teaching facilities, students somewhat resistant to ‘self-teaching mode’ however: • “The troubleshooting [session] needs more one-to-one tutoring, although in a job situation an IT support system would be available, hopefully!” • ICT skills certainly needed on rest of course

  20. Conclusions 2/2 • Only basic ICT skills useful on placement (i.e. file handling, web searching) • How useful will be the skills learnt in employment?

  21. QUESTIONS?

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