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From 0 to 100% in a year - embedding Information Literacy in a complex setting

From 0 to 100% in a year - embedding Information Literacy in a complex setting. Sonja Haerkoenen Cardiff University. Overview. School setting Previous IL provision Negotiation process Practical implementation Lessons learned What next?. School setting. School of European Studies

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From 0 to 100% in a year - embedding Information Literacy in a complex setting

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  1. From 0 to 100% in a year - embedding Information Literacy in a complexsetting Sonja Haerkoenen Cardiff University

  2. Overview • School setting • Previous IL provision • Negotiation process • Practical implementation • Lessons learned • What next? Sonja Haerkoenen, Cardiff University

  3. School setting • School of European Studies • 5 sections • French • German • Hispanic Studies • Italian • Politics • 5 separate library representatives • 5 different organisational structures • 5 varying pedagogical approaches Sonja Haerkoenen, Cardiff University

  4. Previous IL provision • Brief Cephalonian Method induction during registration week • No information literacy teaching • Some experimentation with voluntary sessions Sonja Haerkoenen, Cardiff University

  5. Negotiation processEssential skills (1) • Good knowledge of IL theory • Positive outlook • Enthusiasm • A variety of ideas • Awareness of School environment Sonja Haerkoenen, Cardiff University

  6. Negotiation processEssential skills (2) • Flexible approach • Fair attitude • Ability to take on coordinating role • Organisation skills • Firm presence • Persistence • … Sonja Haerkoenen, Cardiff University

  7. Negotiation processEnabling local solutions (1) • Talk to keen members of academic staff • Arrange trials for individual modules • Get staff and student feedback • Maintain a continuous presence in School • Bring all stakeholders together Sonja Haerkoenen, Cardiff University

  8. Negotiation processEnabling local solutions (2) • Demonstrate advantages of embedding IL • Present examples of hand-outs/slides • Allow time for discussion amongst colleagues • Maintain the need for consistency and cohesion • Highlight flexibility re. individual section requirements Sonja Haerkoenen, Cardiff University

  9. Negotiation processTimeline (1) • December 2006 Initial strategic meeting • January 2007 Library representatives consult within sections • Agreements with 2 sections, 2 possible, 1 no • February 2007 Attendance of section staff meeting • Agreements with 3 sections, 1 possible, 1 no Sonja Haerkoenen, Cardiff University

  10. Negotiation processTimeline (2) • April 2007 Student consultation, attendance of Board of Studies meeting • Agreements with 3 sections, 2 possible • May 2007 Further internal discussions thanks to enthusiastic members of academic staff • Agreements with 4 sections, 1 possible • June 2007 Follow-up emails to library representatives and other key members of staff • Consensus – Agreements with all 5 sections Sonja Haerkoenen, Cardiff University

  11. Practical implementation – setup • One lecture per section • Core, compulsory modules • Online tutorials on citing references • Workshops in groups of max. 20 students • Tailored to reflect module context • One section to trial direct skills assessment Sonja Haerkoenen, Cardiff University

  12. Practical implementation – content • Basic IL skills quiz in the lecture • Techniques for searching databases • Citing referencesonline tutorials • Voyager exercises to find books + journals • Practical examples of websites • Discussion onevaluatinginformation • Getting more help and support Sonja Haerkoenen, Cardiff University

  13. Practical implementation – timeline • German end Oct 07, 40 students, 4 workshops • Italian end Oct 07, 58 students, 5 workshops • French mid Nov 07, 64 students, 6 workshops • Politics mid/end Nov 07, 130 students, 8 workshops • Hispanic end March 08, 120? students, 6 workshops • Overall teaching commitment:5 lectures + 29 workshops (≈ 410 students) Sonja Haerkoenen, Cardiff University

  14. Lessons learned • Positive student reaction: • Student interest in compulsory sessions assisted negotiations (consultation + feedback from previous voluntary workshops) • 75% would recommend attending these sessions to colleagues • 86% found the sessions useful • 95% thought the topics were covered clearly and effectively Sonja Haerkoenen, Cardiff University

  15. Lessons learned • Room for improvement: • Some overlap for joint honours students • Students prefer sessions a.s.a.p. in academic year • Should be fully integrated into timetables, not additional or in reading week • Basic IL covered, follow-up in year 2 needed for advanced skills • Considerable staff effort to organise slots and create customised materials Sonja Haerkoenen, Cardiff University

  16. What next? • Harmonise sections re. timetabling sessions(in scheduled module contact hours) • Coordinate with academic colleagues to move all workshops into semester 1, Oct-Nov • Discuss follow-up workshops in year 2 • Gather feedback from academic staff on improvements in students‘ work • Investigate formalised assessments School-wide Sonja Haerkoenen, Cardiff University

  17. Thank youfor yourinterestandattention!Sonja HaerkoenenHaerkoenenS@cardiff.ac.uk Sonja Haerkoenen, Cardiff University

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