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Embedding information literacy in the science curriculum: a collaborative approach

Embedding information literacy in the science curriculum: a collaborative approach. Lecturer, Tutors, Learning Advisor, Librarians, CLD. Karen Lycett and Pam Thornton Edith Cowan University Library. “ Professional Science Essentials” background.

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Embedding information literacy in the science curriculum: a collaborative approach

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  1. Embedding information literacy in the science curriculum: a collaborative approach Lecturer, Tutors, Learning Advisor, Librarians, CLD Karen Lycett and Pam Thornton Edith Cowan University Library

  2. “Professional Science Essentials” background • Curriculum 2012 initiative and 1st year experience. • PSE : New 1st year foundation unit for the School of Natural Sciences • Embedded graduate attributes/Skills required of professional scientists. • New teaching approach: interactive workshop facilitating learning rather than imparting knowledge via lectures. • Skills woven into the curriculum and based around the topic “Nanotechnology” • Collaboration: Lecturer, Tutors, Learning Advisor, Librarians, CLD

  3. Collaborations for Best Practice drop in sessions student activities worksheets “value added” referencing

  4. Planning • Librarians involved in the planning of workshops, projects, activity worksheets and assessments • Library workshop and activities in wk 1 • Established clear aims for the Library workshop • Professional Science Essentials pages on the LibGuides providing online support materials for the unit.

  5. Embedding IL Library Workshops (week 1): • 7 workshops over 2 days, approx 160 students. • PowerPoint presentation with hands on exercises. • Library workshop exercises (2) Librarian ongoing involvement throughout the semester: • Drop in assignment labs • Librarian & Lecturer developed exercises on APA Referencing for use in specific referencing workshops credits: www.freeimages.co.uk

  6. Contributing factors to success of the program • Librarian working as part of a team with common focus, purpose, commitment • Workshops were compulsory • Activity based with students applying concepts in the workshop • Skills delivered in context • High level of student engagement • Highly structured with regular skills audit • Follow up and reinforcement of skills

  7. Student Feedback (Library related) Something I learned in this unit that is useful for my other studies • Sourcing quality materials • Looking for quality references • Improving my referencing ++ (many students) • How to use my Library resources better • How to effectively research topics using reliable information Something that challenged me in this unit • Researching a previously unknown topic • Researching and annotated bibliographies

  8. Future Directions Positive outcomes: • Maximisation of staff resources • Academic skills embedded at the start of the student journey • Strength in collaborations • Possibility of application to other courses Planning in place for next year (semester 1): • Building on the 2012 program • Development of further online materials • In class, drop in sessions

  9. In conclusion : some academic staff responses “The collaboration was so much more than the workshop on the day ” “Continued follow up ensured that we were consistent & accurate in our message” “You were also supportive of student feedback e.g. inviting some students to complete an EndNote workshop” Poster presentations

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