Bedding down with the library: embedding the Northumbria Skills Framework Jan Storey & Pam Bailey

1. Bedding down with the library: embedding the Northumbria Skills Framework Jan Storey & Pam Bailey

2. Seagulls to Chips • “We are like seagulls swooping down for chips in a beachfront car park. We have no idea how the chips got there or the dangers in eating it. The aim is to fly in, grab a tasty morsel before our less competitive friends find it, and swoosh out as quickly as possible before anyone sees us.” Brabazon, T. (2008) Library & Information Update, October, pp. 48-49

3. Where do students look for information? • Internet • Wikipedia • Google

7. Northumbria University Learning & Teaching Strategy 2008 • Developing students enabling them to become effective lifelong learners, ensuring they acquire the skills and qualities required for their current programmes, to enhance their employability and to prepare them for the future

8. Library and Learning Services Learning & Teaching Strategy 2007-10 • “To embed IL competencies into the academic curriculum at each level within each programme”

9. Study Skills 2008 – became part of Library & Learning Services Allowed us to develop the Information Literacy Framework into

10. Northumbria Skills Framework • Recognising the need for information • Searching for information • Collecting and synthesising information • Using and applying technology effectively • Thinking critically and reflectively • Organising, applying and communicating ethically

11. How? • Embedding the Northumbria Skills Frameworkin the curriculum • Communicate • Map to modules • Deliver at point of need

12. How? • Contact your Information Specialists to discuss embedding the Northumbria Skills Framework into your courses and modules. • Use the Framework as a guide to identify and agree relevant competencies appropriate to your academic portfolio. • Ensure skills opportunities are iterative and incremental, using a “just in time” approach (not just at induction and repeated at dissertation) • Make use of specifically developed learning “objects” to facilitate students competency development • Incorporate learning “objects” at relevant opportunities in your teaching and learning plan • Ensure all activities are subject focussed and contextualised, incorporating enquiry based or problem solving learning wherever possible

13. 'HEIs, colleges and schools treat information literacies as a priority area and supports all students so that they are able, amongst other things, to identify, search, locate, retrieve and, especially, critically evaluate information from the range of appropriate sources - web based and other - and organise and use effectively, attributed as necessary, in an appropriate medium.[paragraphs 39-40;42;73]‘ “Higher education in a web 2.0 world” . Report of an Independent Committee of Inquiry into the impact on higher education of Students’ widespread use of Web2.0 technologies. (2009) http://www.clex.org.uk/ourfindings.php

14. Skills Plus – accessing generic content

15. Citation searching

17. Customised ContentSearching for peer reviewed journals (AA0500)

18. Customised Content

19. Contextualised at point of need

20. Blackboard Content Collection

21. Library Content Collection

22. Library Content in Bb modules

23. Library Content in Bb modules

24. Signposting Student Support

25. PL0400 (Level 4) Workbook Activities linking to summative assessment

26. Level 5 Workbook Activities Linking to Summative Assessment

27. Library Toolkit in Blackboard

28. Your turn… Please complete the task sheet mapping modules to skills and competencies.