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Abstracts of Papers
/ Presentations
Creating a
reusable, online information literacy tutorial for researchers: A collaborative
approach
POWERPOINT SLIDES (PDF format)
Chris Bark (Coventry University) and Liz Martin (De Montfort University)
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In
response to the constantly changing information landscape, researchers at all
stages of their career are required to develop their knowledge of new
technologies and to constantly update their information skills. The RIN Report,
‘Minding the Skills Gap’, identified the important role which librarians play in
helping researchers to acquire these skills. In
response to this report, librarians from the Midlands attended an Emalink
seminar in 2009, from which a project group was formed to address issues raised
and to discuss the development of an online tutorial. Participants included
Loughborough University (the lead institution), Nottingham, Coventry and De
Montfort.
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This session will
demonstrate how the four HE Institutions worked collaboratively to develop the
following modules for the pilot tutorial: journals and journal articles;
bibliometrics; other forms of publishing, and networking - with the aim that
they could be repurposed by any institution. The session will focus on the
issues associated with working in a collaboration, teasing out the advantages
and the challenges that it has brought.
Information Literacy in a Cold Climate
POWERPOINT SLIDES (PDF format)
Dr
Jenny Brine (Lancaster University)
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In many institutions, Information Literacy
(IL) has high-level support. There may be an IL policy, and IL teaching may be
embedded in course structures with IL assignments being formally assessed. But
what can be achieved where there is no institutional support? Can library staff
still improve the student experience through IL training? How can the effect on
students’ learning be assessed in these conditions? Lancaster University Library
operates in such an environment, with subject librarians providing a variety of
IL resources and activities and using their links with departments and
individuals to promote online tutorials and workshops. |
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This paper will describe some of the strategies used to encourage
take-up of IL, discuss the difficulties encountered, and reflect on how
provision might be improved in the near future.
Getting
your foot in the door – library liaison and research skills in university
departments.
POWERPOINT SLIDES (PDF format)
Nicola
Conway (University of Durham)
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Research skills are a fundamental part of
university life, yet it is often a challenge to get library input into modules
designed to give students these skills. Liaison librarians have the knowledge to
work with students on researching effectively for their university projects and
can provide them with life- long skills for researching after they have
completed their course. Despite this, liaison librarians are often an underused
resource, with library input into courses limited to a single hour long session,
often in the first week of a student’s university career. |
An increase in library involvement in
research skills teaching for undergraduate and postgraduate students at Durham
emphasises how a growing number of lecturers are concerned with implementing
life-long learning study skills and a realisation of how the library can
supplement their teaching.
This seminar is a case study specifically
examining a compulsory Scholarly Skills Exercise at Durham University, taken by
all level one Classics & Ancient History students, in which the library is
involved. The seminar will also examine the importance of maintaining a presence
within departments in order to sustain library involvement with research skills,
and stress the on-going nature of the support the library can provide.
Collaboration between Centre for Enhancement of Learning and Teaching
(CELT) and Library and Learning Resources to improve the Student
Experience.
Christiana Titahmboh
POWERPOINT SLIDES (PDF format)
and Jenny Eland
POWERPOINT SLIDES (PDF format)
(Birmingham City University)
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This presentation will outline
how collaboration between CELT, the Library and academics can contribute
towards improving the learning experience of the students. The first
part of the presentation will look at how this came about and highlight
the success stories that have enhanced not only the student experience
but have provided the time and space for reflection and evaluation and
personal development.
The second part of the presentation will
look at how the collaboration with CELT took an Academic
Librarian on a journey through the process of reflecting on and
reviewing of her practice.
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It will examine how by applying some of the
tips and techniques gained from the CELT courses the students’ learning
experience could be transformed for the better, thus enabling the
students to develop the key transferable skills which they will apply
throughout their studies and beyond.
I
did it my way or did I? Developing an interactive information literacy
framework.
POWERPOINT SLIDES (PDF format)
Greta Friggens (University of Portsmouth) :
Follow up for conference
(PDF format)
& Follow up I
made a difference
(PDF format)
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This seminar will attempt
to demonstrate the potential value of information literacy (IL) in enhancing the
student experience. 2011 has proved to be a most rewarding and enlightening
year for me. The highlight was to be nominated for and receive a runner-up
award in the category ‘Outstanding Learner Support’, in the first student-led
teaching awards ceremony here at the University of Portsmouth. The seminar will
focus on how this award and a University initiative, ‘Leading Change’, bolstered
my confidence in seeing the fruition of a long standing idea for developing the
University Library’s information literacy framework into an interactive learning
object –
UPLift! Library Information Tips.
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The framework could be
used by students, regardless of location, perhaps as a tool for PDP. It could
provide colleagues at collaborative institutions with the tools to confidently
support students using the same framework as colleagues at the University.
Faculty librarians could incorporate or adapt sections to support their teaching
in classroom or virtual situations. Teaching staff could link out to the
framework or embed parts of it into the VLE to support their information related
learning outcomes. One of the most useful learning points from the programme,
for me, was about collaboration: collaborating with library colleagues,
colleagues in the wider University and building the confidence to make new
contacts within and beyond the University. The seminar will endeavour to
encourage others to develop the self-belief required to make things happen, with
effective collaboration and enthusiasm which can only have a positive effective
on enhancing the student experience.
Preparing Health & Social Care Students
for University - why this approach?
POWERPOINT SLIDES (PDF format)
Neil Donohue and Monica Casey (Salford University)
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Over the past 2 years the Library Academic Support
team for Health & Social Care at Salford University have offered
pre-induction sessions to all new students before they register with the
University. With the implementation of the pan-University Information
Literacy strategy, this year we took a more focused and collaborative
approach by arranging a full day programme developed between library and
academic staff. Themes included were: how to study; understanding
information literacy and introduction to referencing; accessing ICT;
assessment.
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In total some 300 students attended over 6 days, with sessions jointly
delivered by academic staff and library Academic Support Librarians.
Activities included presentations, games and evaluations using voting
pods.
This presentation will highlight the feedback from
both students and staff involved in the day on the process, organisation
and content. The day wouldn’t have succeeded without collaboration from
the Schools, Student Union and Library. In particular it will
demonstrate how information literacy has made an impact on preparing
students, thus enhancing student experience.
The University of Roehampton and
Cengage Learning e–Book Project.
POWERPOINT SLIDES (PDF format)
Anne Pietsch,
Robert Manderson (Roehampton University) and Jason Bennett (Cengage Learning)
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In July 2010, the University of
Roehampton Library & Learning Services Department and Cengage Learning partnered
in a two-year collaborative research project to study the impact of eBooks on
the student experience in terms of learning, achievement and teaching. The
research was conducted with a view to developing a detailed understanding of
lecturer & students’ use of eBooks, and their functionalities, so that this
could be used to further develop information literacy skills and detailed
guidance in respect of eBooks use, and thus enhance students’ learning
experiences.
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We have collected, and analysed focus group, interview, questionnaire, and
observation data which have enabled us to establish initial findings, and
recommendations, structured around distinct library, product development, and
pedagogy perspectives, which impact upon students’ information literacy in
respect of eBooks.
These initial findings will be used to inform the second year
of this collaborative project where a cohort of 300 Psychology undergraduates,
and a small group of computing students will be the subject of the research, and
whose findings will be reported in July 2012.
For this workshop, we propose to share our project methodology and its initial
findings with a view to stimulating discussion, and an exchange of ideas with
respect to the appropriateness of eBooks in other university settings by
presenting these from the perspectives of the library, eBook vendor, and the
eBooks consumers, in the form of students and lecturers. It would be our
intention to further stimulate discussion by sharing some examples of how we
have embedded eBooks into the curriculum and linked these to particular learning
activities.
eLearning,
Innovation and Information Literacy at the University of Birmingham.
POWERPOINT SLIDES (PDF format)
Dr
Sarah Pittaway and Catherine Robertson (Birmingham University)
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Whilst information literacy
can and should enhance the student experience, teaching it in a way that engages
students can often be a challenge. Adding to this, timetabling sessions with
large cohorts of students can make it difficult to offer a teaching experience
that highlights the importance of information literacy. At the University of
Birmingham, a group of Subject Advisors have been responding to this challenge
by creating interactive eLearning modules using an open source tool, Xerte.
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In
this session, we aim to share our experiences of using Xerte in the 2011/12
induction period. Subject Advisors working with such diverse schools as
Medicine, History and Business have prepared Xerte modules to address such
training needs as deciphering reading lists, catalogue searching, using eLibrary
and searching bibliographic databases. We will demonstrate some of the modules
we have created, focusing in particular on some of the benefits we anticipated
in preparing this material for students, including: the interactive tools that
encourage ‘learning by doing’, its usefulness for distance learners and students
with learning or visual disabilities, and the possibility of creating reuseable
learning objects.
Reconfiguring induction: The creation and implementation of an e-pre-induction
and a library trail at De Montfort University.
POWERPOINT SLIDES (PDF format)
Kaye Towlson (De Montfort University)
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This workshop will enable participants to
reflect on their own library induction practices using the DMU experience as a
reflective model. The workshop will share the experience and evaluation of the
recent review and reconfiguration of library induction practices at DMU. This
review led to the development and delivery of a more student-centred model of
induction comprising an e-pre-induction module and induction library trail. It
will facilitate an opportunity for reflection and sharing of participant’s own
induction practice and future development. Participants will reflect on their
own induction practice and identify changes or potential future developments to
enhance the student led nature of delivery.
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