integrating information literacy instruction (ili) into degree programmes at university college...
TRANSCRIPT
Integrating information literacy into degree programmes in UCD
Challenges that success brings
Ursula Byrne Lorna DoddHead of Academic Services Liaison Librarian Humanities & Social Sciences Health SciencesUCD Library. UCD Library
What this session will cover….
• UCD – an overview
• Changes in Education
• Information Skills Steering Group
• What exactly do you do? – Marketing
• Example of a programme
• Challenges
5 libraries
3000 study places
100,000 information queries a year
Library budget €11m (4% of University budget) 140 staff (FTE) – (17 Liaison Librarians) Resources budget €3.35m
13,962 attendances at IS sessions
= 561.5 Hours = 707 attendances at EndNote
1.3m volumes (80% on open access)
Access to: 50,000 journals
340 databases
500,000 e-books
Changes in Education
• Increasing gap between 2nd and 3rd level
• Shift toward semesterisation & modularisation
• Inter-disciplinary approach
• Emphasis on development of life-long learning skills
Changes in Education
• New approaches to teaching– Collaborative work– Group project– Self-directed learning– Evidence-based learning– Problem-based learning
• Shift away from didactic teaching means changing role for libraries & librarians
Information Skills Steering Group
– coordinating IS function
– Setting targets
– Identifying resource needs
– Advising senior management
Information Skills Steering Group
4 SUB-GROUPS
– Library wide Induction group
– Online Information Skills Group
– Information Skills for Academics and Postgraduates
– Information Skills for Undergraduate & Taught Postgraduate **
Information Skills for Undergraduate & Taught Postgraduates
Provide skills that enable students become self- directed in their learning
– Appreciation of range of information resources
– Ability to create a research strategy
– Develop skills to exploit information effectively
– Ability to critically evaluate the information found
– Ability to record references effectively & ethically – Bibliographies; EndNote
“What exactly do you do?”
• Increasingly difficult to teach all information to students
• Need to teach students to be able to find and evaluate information themselves
• Need for students to learn about ethical use of information– Plagiarism– Evaluation– Interpretation vs. repetition – Referencing
Delivery of IS within programmes: Methodology
Similar approach in terms of layout and language used within the academic Community
• Programme Overview• Learning outcomes/competencies• Lesson plans• Worksheets• Power-point presentations• Evaluation and Review
IS Programmes 2006/2007
School of Economics Undergraduates 10 x 1hour
School of Economics Postgraduates 4 x 1hour
SILS Postgraduate 6 x 1hour
SILS Undergraduate 9 x 1hour
College of Business & Law – Quinn 12 x 2 hour
College of Arts & Celtic Studies 4 x 2hour
UCD Centre for Teaching & Learning
IS Programmes 2006/2007
Co-ordinator for each programme
Developed “expertise” in different areas
Share drive for storing all programme overviews, lesson plans, worksheets, presentations etc
Information Skills Web-pages
Same information in a different medium
Support Virtual learners
Examples:- Start your assignment – research
question
– Evaluating Websites
– Citation Styles in UCD
– Plagiarism
Example of Programme:School of Economics 2006/2007
3rd year undergraduates10x 1hourLaptop trolley – Carter25 Dell D600 laptopsCompatibility in roomsData projector availabilityAvailability
Example of Programme:School of Economics 2006/2007
53 students registeredAverage attendance - 80% (High 93% - Low 60%)WorksheetsAssessment strategies:
Attendance/participation – 15%Worksheets 40% - Detailed Project outline: 45%
Example of Programme:School of Economics 2006/2007
Worksheets :BookletBuilt up references to add to EndNote Library98% submitted worksheets Average mark achieved = 37/40
Example of Programme:School of Economics 2006/2007
Evaluation: 68% Response from feedback forms
Of those who responded: Worksheets - 75% helpful
11% too difficult – 3% too easy Well thought out/organised - 87% strongly agree Now use Library resources more effectively: 94% Apply what they learned to other courses: 75%
Challenges
• Numbers: 19* Librarians61 hours IS delivered in Programmes20,181 undergrads/taught post grads
• TIME
• Time-tabling / Venues
• Correction of assessments
*17 Liaison Librarians
Challenges
• Traditional Librarian vs. Teaching Librarian• Commitment to other Groups
– PBL; Large Class Project• “Expertise”• Problem of visibility !• Sustainability
