How to lead the students to necessary academic skills

1. Studentsin theacademicjungle How to lead the students to necessaryacademic skills Jungle - Taranaki, New Zealandimage by Claude@Munich Astrid Heltne and Toril Sigstadstø

2. Setting the scene • EU perspectives: • The Lisbon summit 2000: Knowledge economy by 2010 • The Bologna process • Ongoing EU project“Lifelong Learning Society in Europe” • Norwegian perspective: • ”National qualificationsframework”Ministryof Education and Research, 2009 • BI perspective: • Bachelor and Master reforms

3. National qualificationsframeworkMinistryof Education and Research, 2009 Skills – Bachelor (1st cycle) Skills – Master (2nd cycle) Analyse and relatecritically to a varietyofinformationsources and usethese in order to structure and formulateacademic arguments (Ourtranslation) • Be able to find, evaluate and citeinformation and subjectrelatedliterature in order to clarify a researchquestion.

5. The googlegeneration • Born after 1993 • Constant connectivity – always ”online” • To find information –they go to the internet = Google (Wikipedia) • They scan, flick and power browse their way around. • Theyshare: files, music, pictures, movies, assignments, essays… ....everyting! British Library and JISC, 2008

6. The googlegeneration’sinformationbehaviour • Web searching: little time spent in evaluatinginformation, either for relevance, accuracy or authority • Poorunderstandingoftheirinformationneeds: do not know what to search for • The informationliteracyhas not improvedwiththewideningaccess to technology British Library and JISC, 2008

7. Informationliteracy “Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner” From Chartered institute of library and information professionals (CILIP) Also called: “information skills” or “Information for learning”

8. Why is information literacy important? • Pre-requisite for student-centred learning • Academic integrity in the use of information and the avoidance of plagiarism • Enables students to take advantage of the information resources available • Contributes to students' ability to think critically • Key to lifelong learning in our knowledge society • Increasingly demanded by employers Cardiff University

9. Informationliteracy at BI throughlibraryglasses • Student handbook • BI webpagesoncheating • Librarywebpages • Aspectsofinformationliteracy skills integrated in certaincourses by lecturerswith or withoutlibraryinvolvment • Assessment • Typical feedback from students: • BI is not consistent in how and when to citesources • ”Whyhaven’twebeenintroduced to thisbefore?” • Lackofsystematicapproach dispersed, focusvary and initiativedependsoncourseresponsible or lecturer

10. Cases ofgoodpractice BI: Study skills course, 1st yearbachelor • Optionalcoursetaken by 10% ofthe students • Content: General study skills, including essay writing, search for literature and reference techniques • Staff involved: pedagogical staff, librarian

11. Cases ofgoodpractice BI course: Market communication, final bachelorproject: • Focus: Training students to workindependently search for and citeliterature • Staff involved: Lecturer and librarian • Sessionoutline: • Classromsessionwithlecturer and librarian • Libraryworkshop Idunn Bøyum, Kjell R. Bygnes

12. Cases ofgoodpractice Østfold university college: Research methodologyin socialsciences • Focus: secondarysources, how to search for and evaluatesources, citing and referencing • Staff involved: lecturer and librarian. • Planning, lectures, assignments and examination • One part ofthe 3 hours final exammade and graded by thelibrarian Boger og Tufte. 2009.

13. Cases ofgoodpractice University of Sheffield: Architechture curriculum (undergrad. – grad. – phd) • Aim: Integratingstudy skills intothewholeprogramme • identifyed gaps and contradictions in theexisting curriculum including all threecycles • Identifiedanchorpointsoneachlevelwhereinformation skills should be introduced, trained and assessed. • Staff involved: faculty, librarian, students • Activities: induction, essay writing, workshops, self-helpquizzies, formal assessment Walker and Harrison, 2009.

15. Informationliteracy skills Principlesofgoodpractice • Cross institutionalinitiative • Identify relevant courses for embedment and assessment during a programme • Criteria for assessmentmadeclear to the students • Online tutorials to support classroomteaching LILAC 2009, Bent and Stockdale. 2009.

16. Literature list and furtherreading • Bent and Stockdale. 2009. Integrating information literacy as a habit of learning - assessing the impact of a golden thread of IL in the curriculum.Journal ofInformationLiteracy(preprint) • Boger, Torunn Skofsrud og Geir C. Tufte. 2009. Erfaringer fra samarbeid mellom fagseksjon og bibliotek i emnet samfunnsvitenskapelig forskningsmetode. Uniped (32)1: 52-58 • Bowler, M. and Kori Street. 2008. Investigatingtheefficacyofembedment: experiments in informationliteracyintegration. Reference service review, 36 (4): 438-449 • informationbehaviourofthe researcher of the future. A ciber briefing paper. 2008. http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf • National QualificationsFrameworkhttp://www.uhr.no/documents/kvalifikasjonsrammeverket.pdf • IL toolkit: Newcastle University. http://www.ncl.ac.uk/library/staff/infolit/toolkit/ • EU-project: http://lll2010.tlu.ee/ • Bologna –prosessen: http://www.ond.vlaanderen.be/hogeronderwijs/bologna/about/ • cases presented at LILAC 2009 (www.lilacconference.com) , • Sconul; sevenpillarsofinformationliteracy. http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html