Information training for all staff: a strategic approach

Hannah Hough

Senior Learning Advisor

Learning & Information Services

Aims of paper:

To: Highlight issues involved in the development of the

St Martin’s College (SMC) research support strategy Discuss the actions taken to implement the strategy

into daily practice Describe specific activities used to engage staff with

information skills Consider the benefits and disadvantages of selected

implementation methods Reflect upon potential strategies for future

implementation of the policy

What you might take away…

Ideas for what might work in your own institution? An understanding of maybe what not to do!

Background to SMC

Affiliated to University of Lancaster Predominantly providing taught courses Large focus on healthcare and education ~ 60 Research Postgraduate students (PT and FT) Varied levels of staff research activity Currently being assessed for TDAP 3 main campuses (+ 3 satellite sites)

Wanting to broaden the College research profile Increase scholarship and research activities (SARA)

Library skills support at SMC

Three faculty liaison teams Distributed across the three main College sites Collaboration essential to provide parity of service

Providing skills support for students Developing guides and workbooks Advocating importance of skills support to staff

New Information Fluency Framework New Research Support Co-ordinator

Information Fluency

Critical thinking skills:• Evaluating the retrieved information• Comparing/contrasting information• Synthesis of understanding/new knowledge

Information literacy: • Identifying what information you require• Knowing what resources are available

• Locating the required information• Using information ethically

Computer literacy: • Technical skills• Navigational skills• Online communication skills

Information Fluency

Information Fluency Framework

Based on the SCONUL (Society of College, National and University Libraries) Information skills model

Outlines 7 ‘stages’ of IF Defines intended learning outcomes for each stage Linked to Blackboard toolkit of teaching materials Structured method of providing support Helps academic staff identify relevant LOs for students

SCONUL. (1999). Information Skills in Higher Education: a SCONUL Position Paper [Online]. London: Standing Conference of National and University Libraries. Available from http://www.sconul.ac.uk/activities/inf_lit/papers/Seven_pillars2.pdf [Accessed 3 May 2005].

Information Fluency Framework Matrix

Stage of Information Fluency Learning outcomes identified by SMC

1. Induction and orientation

An overview of the location and availability of services.

A. Has an awareness of the information available within the College

B. Has the ability to access information when necessary

C. Knows how to receive support from the Library if required

2. Identifying the required information

Identifying exactly what information is required in a given situation.

Having an understanding of what

types of information and resources are available and when they should be used.

A. Analyses the activity and identifies an information need

B. Identifies own knowledge framework on the subject

C. Realistically defines exactly what information is required

D. Modifies the initial information need in order to reach a manageable aim

Information Fluency Blackboard toolkit

Research Support Strategy (2005)

Strategic underpinning for support of SARA: Research specific post Application of IF framework to staff support Service aims for supporting knowledge transfer Improved liaison between the library and faculties

Pro-active development of appropriate resources: Increased provision of online resources Appropriate training materials to support use Research texts collection

Promotion of Research Support Strategy

Support received from College Research, Scholarship and Knowledge Transfer Committee

Research Support Co-ordinator attendance at faculty management meetings with action plan

Promotion of IF framework at College Learning and Teaching Fest

IF promotion leaflets distributed to all staff Promotion of central staff development workshops Promotion of newly acquired resources

Implementation (in progress)

Resources: Increased budget for online databases Book fund dedicated to research texts Review of ILL payments Development of institutional repository

IF: Skills audit and IF perception questionnaire Central IF training sessions Departmental IF training sessions Training materials for independent learning 1:1 sessions and staff inductions

Central staff development workshops For all staff and research students

Information fluency skills: An overview

How to search for information effectively How to evaluate the quality of the information you find How to reference using the Harvard system How to access online information

A quick guide to searching web resources A quick guide to searching databases A quick guide to searching e-books A quick guide to current awareness tools

“Information fluency skills: An overview” session outline

Aims: Raise awareness of current IF staff skills Raise awareness of impact of IF upon SARA Direct staff to appropriate training opportunities

Activities: Ice-breaker exercise of “what is IF” Introduction to IF intended learning outcomes Reflective exercise of personal IF skills Diagnostic quiz Comparison of reflective and diagnostic exercises

Quiz time

Answer each multiple choice question in your head

Wait for the answer

If you are correct you can tick the question number on your scorecard

If you are incorrect, put a cross through the number

Try to get all the questions right in each “zone” on the card

Question 1

Is it possible to access the full text of a journal article via an indexing database (for example Web of Science)?

A) Yes B) No

Answer: B

Question 2

Which of the following criteria should you consider when evaluating the quality of a piece of information?

A) Country of origin B) Length of the document C) Publisher of the document

Answer: C

Question 3

If a completed search retrieved irrelevant results, which of the following options could be the reason for this?

A) One of the search words was a generic term B) One of the search words was a technical term C) One of the search words was too specific

Answer: A

The grid

3 4 2

9 11

14 15 16

1

5 8 6 7

12 10

13

How to search for information effectively

How to evaluate the quality of the information you find

How to reference using the Harvard system

How to access online information

Departmental/divisional training

Development of tailored sessions for staff groups Selection of learning outcomes from IF framework Selection of resources from Blackboard toolkit Development of appropriate exercises

Negotiation with HoD/Chair of group Provided for group of staff at departmental event Integrated with departmental priorities Linked to increasing SARA

Effective aspects of implementation

Increased resource provision to support SARA Extensive training materials available

Complete programme of IF support offered Mix and match provision of central sessions utilised “Information fluency skills: An overview” session

raised staff awareness & received positive feedback

Departmental sessions engaged large groups of staff IF support strategically integrated in some faculties

Staff demonstrating greater awareness of IF Knock-on effect of increased student support

Less-effective aspects of strategy implementation

Low attendance at central training workshops Appropriate timing Effective publicity

Patchy departmental provision Reliance upon faculty management Perceived (un)importance of IF

Future IF implementation strategies

For improved attendance at central workshops: Re-brand to complement specific staff activities Promote electronically, not just via print programmes Reduce number of sessions, increase frequency Offer open workshops/drop-ins

For increased take-up of departmental training: Increase targeting of project/research groups Take additional papers to school committees Ask previously trained staff to advocate support

Take home messages

Assess current staff awareness and concerns Relate strategy to specific faculty activities Promote extensively and keep knocking on doors Attend school meetings and training days to monitor

progress and evaluate staff responses Raise staff awareness to the application of IF/IL Don’t assume staff knowledge Publicise range of resources available to staff If offering workshops ensure these are promoted

effectively and are offered regularly Offer several routes to support