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Enhancing Student Information Skills A TQEF Case Study

Enhancing Student Information Skills A TQEF Case Study. John Knowles Library Services and Research Support. The Background. Library interest in information literacy Usually defined as a sequence of skills Place ‘library’ or information skills in a wider learning context

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Enhancing Student Information Skills A TQEF Case Study

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  1. Enhancing Student Information SkillsA TQEF Case Study John Knowles Library Services and Research Support

  2. The Background Library interest in information literacy Usually defined as a sequence of skills Place ‘library’ or information skills in a wider learning context Information Literacy strategies adopted by some UK universities e.g. Cardiff

  3. SCONUL ‘seven pillars’ Recognise information need Distinguish ways of addressing gap Construct strategies for locating Locate and access Compare and evaluate Organise, apply and communicate Synthesis and create

  4. Institutional ‘hooks’ Employability and Skills Policy Transferable skills Personal Development Planning TQEF funding opportunities

  5. Online tutorials? Presented in a learning context Module, induction programme, PDP Should be Queen’s specific Should be subject/School specific

  6. TQEF Bid Project Officer Review existing online tutorials Review software for creating tutorials Provide training for relevant library staff Assist librarians in creating appropriate materials Well defined in terms of needs and objectives Project Officer appointed for 6 months part-time

  7. Initial outcomes Existing material of limited value Too generic, limited extent Adobe Captivate Software adopted ‘Learning objects’ defined Subject specific (3 Schools) Level 1 tutorials Understanding reading lists, finding articles, cases etc

  8. And following on … Software relatively straightforward Limited training needed Strong on screen capture Content for existing inductions used PowerPoints as starting point Flash files created Value of project officer as facilitator

  9. Initial conclusions Tutorials can only be created by staff with: Knowledge of subject area Clear sense of learning objectives Tutorials did not require a technical specialist They did require significant staff time 5 minutes of tutorial may take 1 to 2 days

  10. Some changes in delivery Problems linking effectively into Queen’s Online Delivery of files from web pages an issue ‘flash’ swf files Initial tutorials too long, content not clear before starting the tutorial www.qub.ac.uk/lib/OnlineResources/InformationSkillsTestPage

  11. A change of approach Use of web pages to ‘frame’ files Very brief flash files Queen’s CMS template adopted Developed for Learning Development Service Need to start again …

  12. Using the template

  13. Current position An ‘add on’ to current responsibilities • Problem setting priorities Moving forward • More clearly defined as core responsibility • Within existing team roles? Costs (staff time) vs benefits?

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