To develop the digital literacy skills of undergraduate business students, direct links to bespoke library resources were added to module assessment guidelines within the VLE at Edinburgh Napier University. The resources were developed with the academic module leader and made use of videos to illustrate the process of data collection as well as specific links to the relevant academic repositories. A pilot of 270 students examined students’ use of the library specific tools with data collected through the VLE system logs. This information can be linked to student performance in the different assessments to establish if there is any link between tool usage and performance.
Outlines the introduction of a new Information Literacy framework at Maynooth University Library, designed in direct response to the introduction of a new undergraduate curriculum which places a key focus on the development of ‘critical skills’ that will prepare students for work, life and citizenship. Central to the new curriculum is a fundamental emphasis on students developing skills that will enhance their employability. The University also produced a new set of Graduate Attributes which state that “graduates are expected to be… capable of gathering and critiquing information from a variety of sources”. This new curriculum created a significant opportunity for the Library to create a structure that supports the development, evaluation and assessment of information literacy skills for all students.
This presentation will describe the process of developing the new framework, outline why a blended approach was chosen and shows how the framework is designed to support both the development and assessment of critical skills which enhance employability and citizenship.
Explores the marked change in attitudes to finding online information from researchers at the University of Bolton following the launch of its discovery tool, Discover@Bolton. There is a direct correlation between subject enquiries made to librarians and recorded search terms from Discover@Bolton whilst the number of searches is significantly higher than the number of visits to the service suggesting that students come to Discover@Bolton and stay there. This presentation will explore the ways in which any student engaging in any research is encouraged to apply the information literacy skills they already possess.
Used Qualtrics survey software to undertake structured interviews with Cranfield researchers to raise awareness of current issues, to find out how much researchers knew about the services and support offered at Cranfield, to identify gaps in the support offered and to reach researchers who never or rarely interact with the Library. Discusses how engagement and buy-in from colleagues was obtained, the benefits of doing the interviews and provides an overview of the results and gaps identified. Delegates will be invited to explore how structured interviews might be approached in their own institution.
This presentation will showcase initiatives relating to employability and information literacy, including our collaboration with other skills providers in the University to provide joined up skills development activities. One example of this is our work with the Careers Service and University of Sheffield Enterprise to provide support for commercial awareness. We have developed and are piloting a workshop which has been delivered within and outside of the curriculum as part of the Library’s new information skills workshop programme. We will also refer to case studies on employability and information literacy. The case studies include quotes from various members of our alumni, who were interviewed about the impact Information Literacy skills have had on improving their performance in the workplace.
The University of Leicester Library is involved in several schemes whereby post-16 students on widening participation schemes are given a taster of University study. This presentation will focus on the development of the information literacy sessions, their impact and evaluation, lessons learnt and future plans and tips for delegates to develop their own interventions with post-16 students. A blended learning approach was used with follow-up material available on a VLE for student use after the face-to-face session. Strategies for evaluation included formative assessment to gauge the impact on student learning and usage data of the physical Library and of the VLE.
Sheffield University Library is fully embedded in the Doctoral Development Programme (DPP) offering a series of 9 workshops repeated throughout the year. Workshops are continually evaluated via online feedback which is subsequently reviewed to inform future plans. The presentation will focus on the experience of delivering ‘fast-track’ workshops which bring related themes together; the results of student assessment of the value and impact of the DPP particularly in light of the online materials developed to support students who are part-time and at a distance; the experience of collaboration with Careers and the Research and Innovation Service to bring a collaborative approach to specific areas; and the co-ordinated approach to marketing the Library’s offer to its research students.
Coventry University Library contributes one module, Information: fact or fiction, to the University’s credit-bearing compulsory employability programme, Add+Vantage. This is an 11 week, undergraduate module that takes evaluation of information as a core theme. In 2014 the Academic Liaison Team was relocated into the Disruptive Media Learning Laboratory and the opportunity was taken to update the module so that it became a shared venture between the whole team. The module now emphasises employability with students visiting the Library of Birmingham to explore its Business Information Service and students making use of apps like Evernote to submit their observations for formative feedback. The module ran from September to December, it has been evaluated and feedback from both students and library staff will be incorporated into further changes for 2016.
We undertook an evaluation exercise of an online library induction programme at Cardiff University with a group of Year 1 Dentistry students. The full cohort completed a pre-test covering attitude statements and knowledge questions. The cohort was then divided into two randomized groups. One group received a face-to-face library induction and the other group followed an online library induction tutorial. The cohort then reconvened 5 days later and completed a post-test of the same knowledge. Data analysis revealed that the face-to-face group had improved slightly compared to the online group which has implications for future development of the online induction materials. The presentation will suggest how Cardiff University Library Service plans to make use of the results in future.