Angela Davies & Deborah Taylor
Parallel session 2, Short paper 2.7
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This paper describes the activities of HWB librarians to adapt their teaching approaches in the light of changes to teaching and learning. It will describe how university TEL initiatives were used to develop a holistic programme with a wider range of methods and resources, inside and outside the classroom.
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Information advisers in the Health and Wellbeing team at SHU operated an established and embedded information literacy programme for students at all levels of study. Due to changes in teaching and learning at SHU introduced for the academic year 14/15 we needed to adapt our approach to align with new course structures and module content.
This paper outlines the actions information advisers undertook to introduce a new programme of IL teaching and support. The opportunity to start from scratch encouraged a critical review of past practice, provided an impetus to capitalise on good practice in the sector and led to greater collaboration with academics to ensure we were contributing to desired graduate outcomes and delivering tangible impact.
We will set our activities in the context of curriculum change. For our purposes , we were able to draw on university initiatives such as Changing the Learning Landscape – a framework designed to assist colleagues in identifying different teaching approaches. This gave us a tool to analyse current practice and we will describe how this led us to develop new and creative approaches to skills development both inside and outside the classroom.
We will outline how we structured the new approach into an Information Literacy framework focussed on student led sessions, with the aim of inspiring a curiosity to learn more. “Skills not tools” and “self discovery” became our driving mantras. We will share top tips and will discuss lessons learned from two programme deliveries in 14/15. . We hope the presentation will generate a lively discussion and we will encourage participants to share their own experiences.
Peter Gledhill & Olive Nyaga
Students’ experiences of library resources and services, both on and off-campus has a considerable impact on most students’ time at SHU. Their rating of this experience in the National Student Survey is publicly available information prominently displayed on each course’s Key Information Set data.
Although students rated library resources and services highly in the National Student Survey for 2013 (averaging 89% across the University), there were a few courses within some programme areas that had low satisfaction scores. After some initial discussions within a selected programme with course leaders no obvious reason for these scores was identified. The project aims to identify reasons for low scores, establishing a methodology for similar investigations in other courses and putting in place appropriate actions.
The paper will outline the results of our analysis of;
- NSS data for library resources and services across the university and in particular for courses in the Faculty of Development and Society including student comments
- other student surveys such as PTES
- students’ perceptions of learning resources questions (questions 16,17,18)
- Comparison of courses within the selected programme area with courses that recorded high satisfaction ratings in the NSS
- comparison with competitor institutions’ scores for equivalent courses
- focus groups for current level 4, 5 and 6 students
- student questionnaires
- library stock and expenditure analysis
- students’ behaviour in accessing library resources on and off-campus
- course structures including common modules across the programme
- possible impact of course assessments
- information literacy content, timing and delivery
- student expectations of library services
- messages and information given to students about library resources and services
We will discuss a range of actions that have been put in place and are planned for the coming year including work on setting and managing expectations of students. We will address methodological issues and practical difficulties.
Reference will be made to the literature on university libraries’ responses to student feedback and students’ understanding and interpretation of NSS survey questions.
Our conclusions will be offered including the relative importance attached to each factor in the student experience. We hope that the paper will foster further discussion and ideas from the audience and potential future collaborations.
Claire Abson and Linda Purdy
The co-lab will consider students’ expectations of library resources, drawing on evidence from surveys, focus groups and feedback from staff student meetings. Evidence suggests students expect lecturers to recommend resources and for those resources to be available via the library.
The co-lab will then go on to explore the potential benefits of a resource lists and consider best practice to ensure students gain maximum benefits. We will work with attendees to consider the structure and organisation of the list, the terminology used to categorise materials, and the range of resources which could be included.
The co-lab will draw on examples of good and poor practice and the output from discussions will feed in to development work in LIS, who are currently engaged with procuring and implementing new reading list management software.
Powerpoint presentation: Getting the most out of your library
(A1 – EX21) 11.00
Claire Abson, Jo Dobson, Emma Finney and Deborah Harrop
This poster will address one important aspect of the ‘futures’ conference theme and is aimed at academic staff, support staff and external customers. Studying for a degree develops a student’s understanding and knowledge of their subject, but it is the underlying skills they acquire that make them an attractive employee.
The information seeking and research skills they develop are part and parcel of these very marketable graduate attributes but often they are not explicit, and staff outside LIS are not always clear on the work we undertake with students that is crucial in developing these skills. The poster will highlight the skills we focus on, how we structure our teaching to develop them and how they fit into the attributes that professional bodies and prospective employers are looking for.
We will use feedback from the conference, which we will gather in a variety of ways, to develop the poster to re-use with academic and support staff via faculty events and other forums. For example, we would use a QR code to link to feedback questions via Google docs. We will also envisage using the final version with students/prospective students/their parents, e.g. at Open Days, through contact with other SLS colleagues in the Careers Service.