Download - NHS May 2015
Adam Edwards and Vanessa Hill
May 2015
Information Literacy Skills Health Education-Kent, Surrey and Sussex
Welcome
09.30-10.00 Refreshments
10:00-10:45 What makes a bad workshop?
10:45-11:00 Break
11:00-13:00 The Winner takes it all
13:00-14:00 Lunch
14:00-15:45 Create a game
15:45-16:00 Questions
16:00 Close
SOS
• Not embedded
• Inconsistent provision
• Repetitive
• Bad timing
• Information skills
• Teaching methods
Librarians and teaching
• Relevance
• Too much
• Tools based
• Didactic
• Uninspiring
• Subject
• Teaching skills
http://www.flickr.com/photos/vicchi/4079403111/
Gimme, Gimme, Gimme
• Answers
• Facts
• References
• Reporting back
• Easy option
• Fear
Librarians reinforce this!
http://www.flickr.com/photos/nottsexminer/6270679714/
Björn Again • Less is more
• Cloning
• Discussion
• Learning by doing
• Learners, not the taught
• Games http://advedupsyfall09.wikispaces.com/Sara+Woodard
The name of the game
• Fun
• Quick
• Simple
• Easy
• Need or objective
Adapted from Susan Boyle, Lilac 2011
I have a dream
Move from
“ …lifting and transporting textual
substance from one location, the library, to
another, their teacher’s briefcases.”
To
“…searching, analyzing, evaluating,
synthesizing, selecting, rejecting…”
Kleine 1987
https://farm3.staticflickr.com/2462/3767003528_3137344451_o.jpg
Example of coursework marking criteria
10% Introduction
15% Overview
30% Critical analysis
15% Discussion
10% Conclusion
10% Referencing
10% Quality etc
Maximum marks for a well
referenced and accurate
description of [subject]
using suitable references
Maximum of 10 marks for a list of
references which is both relevant,
and correctly given in Harvard
style
Maximum of 10 marks for quality,
style of writing and presentation
Books
What are they:
A written or printed work of fiction or fact.
May be electronic.
Good for:
Clear overview.
Not so good for:
Up to date information.
Journal
What are they:
A regular publication containing articles on a particular
academic subject.
Presents new research.
Good for:
Latest research, critically reviewed by experts.
Not so good for:
Broad overview of a subject.
Web page
What are they:
An information resource which can be easily created by
anyone on any topic.
Electronic.
Good for:
Very up to date information.
Not so good for:
Accurate and reliable information.
Newspaper
What are they:
A regular publication containing current events,
informative articles, diverse features and advertising.
May be electronic.
Good for:
Daily information.
Not so good for:
Balanced and well researched information.
Popular (trade) journal
What are they:
A regular publication containing new products plus
information for a business sector.
Good for:
Latest product news.
Not so good for:
Detailed and objective reports.
Find out more
MyUniHub > MyStudy > MyLibrary > Library Subject Guides
http://libguides.mdx.ac.uk/EIS
The real thing
http://www.flickr.com/photos/sidelong/300188454/
Your first piece of coursework for CCM2426 will be based
on the Cornish Villages 4G trial.
•Keywords
•Alternative keywords
•More specific keywords
•Related subjects
Finding resources myUniHub > My Study > My Library > Summon
Select Summon and search
for information for your project
Google vs Summon
http://www.flickr.com/photos/ennuiislife/3450743002/
• Familiar and easy to use
• Finds too much information
• Fast results
• Access from any computer
• Access to some books and journals
• Designed to sell you things
• Search results sponsored
• Searches for info from any source
• Pay for academic information
Summon
• Easy to use
• Finds lots of academic info
• Fast results
• Access from any computer
• Access to lots of books and journals
• Designed to find you information
• Search results by relevance
• Searches quality resources
• Free access to full text
Evaluating information
Imagine you are writing an essay on ‘Network Security’.
Have a look at the 4 items that you have been given and
consider the following:
• Which items are the most relevant to your essay?
• Which items would be no use?
• Which item has the most academic authority?
• Which items might have bias?
• Which item is the most current?
Take a chance on me
Marks Attendees Non-attendees
Commonest mark 65% 50%
Highest mark 90% 75%
Lowest mark 40% 40%
Bibliography
commonest mark
7/10 5/10
•Survey of CCM2426 students
•66 attendees, 22 non-attendees
“If you put me to the test, if
you let me try………”
Search tools used Attendees Non-attendees
Google 68% 63%
Wikipedia 38% 27%
Summon 68% 40%
Library catalogue 30% 59%
Evaluation criteria Attendees Non-attendees
Current 89% 59%
Relevant 76% 59%
Academic authority 67% 41%
Easy to read 24% 45%
On and on and on
•Develop activities
•Outreach
•Teaching qualifications
•Dprof
http://bit.ly/GamesMDX
Arrival (what we now know)
• Digital Literacy is not Information Literacy
• Digital Natives are not different
• Students want a well rounded education
Super Troupers
• Using games
• Image
• Think bigger
• Embedded
Image courtesy of Jörg Weingrill Flickr (cropped)
The winner takes it all
• Changes have worked
• Teaching is more fun
• Impact…
...Library training gets you better marks!
Create a game
• Reflect on our games
• Think about games you know
• Brainstorm ideas
• Create game (1 hour)
• Complete form
• Prepare presentation (15 mins)
• 5 min presentation
Adapted from Susan Boyle, Lilac 2011 http://www.flickr.com/photos/ajourneyroundmyskull/4788590225/
004.19 PRE
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004.19 ABE 004.19 CR0 004.19 PRE
References • Badke, W. (2010). Why information literacy is invisible. Communications
in Information Literacy, 4 (2), pp.129-141.
• Bennett, S., Maton, K., and Kervin, L. (2008). The ‘digital natives’
debate: a critical review of the evidence. British Journal of Educational
Technology, 39 (5), pp.775-786.
• Boyle, S. (2011) Using games to enhance information literacy sessions,
Presented at LILAC 2011. http://www.slideshare.net/infolit_group/boyle-
using-games-to-enchance-information-literacy
• Chen, K., and Lin,P.. (2011). Information literacy in university library user
education. Aslib Proceedings: new information perspectives, 63 (4),
pp.399-418.
• CIBER. (2008).Information behaviour of the researchers of the future.
UCL, London.
http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_ke
ynote_11012008.pdf
• Fieldhouse, M. and Nicholas, D. (2008). Digital literacy as information savvy: the
road to information literacy. In: Lankshear, C. and Knobel, M. (eds). Digital
literacy: concepts, policies and practices. New York, Peter Lang Publishing
Group, pp. 47-72.
• Helsper, E. J., and Eynon, R. Digital natives: where is the evidence? British
Educational Research Journal, 36 (3), pp. 503-520.
• Jones, C., Ramanau, R., Cross, S. and Healing, G. (2010). Net generation or
Digital Natives: is there a distinct new generation entering university? Computers
and Education, 54, pp.722-732.
• Kennedy, G., Judd, T., Dalgarnot, B. and Waycott, J. (2010). Beyond natives
and immigrants: exploring types of net generation students. Journal of Computer
Assisted Learning, 26, pp.332-343.
• Kleine, M. (1987). What is it we do when we write articles like this one-or how
can we get students to join us? Writing Instructor, 6. pp.151-161.
• Margaryan, A., Littlejohn, A., and Vojt, G. (2011). Are digital natives a myth or
reality? University students’ use of digital technologies. Computers and
Education, 56, pp.429-440.
• Norgaard, R. (2003). Writing information literacy in the classroom:
pedagogical enactments and implications, Reference and User Services
Quarterly, 43 (3), pp. 220-226
• Norgaard, R. (2004). Writing information literacy in the classroom:
pedagogical enactments and implications, Reference and User Services
Quarterly, 43 (3), pp.220-226.
• Palfrey, J., and Gasser, U. (2008). Born digital: understanding the first
generation of digital natives. Basic Books, New York.
• Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9 (5),
pp.1-6.
• Webber, S and Johnston, B. (2013).Transforming information literacy for
higher education in the 21st century: a lifelong learning approach. In:
Developing people’s information capabilities: fostering information literacy in
educational, workplace and community contexts (Library and Information
Science volume 8), Emerald Group Publishing, pp.15-30. In: Lankshear, C.
and Knobel, M. (eds). Digital literacy: concepts, policies and practices. New
York, Peter Lang Publishing Group, pp. 47-72.