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Curiouser and curiouser: How curriculum change can inspire a creative approach to information skills development

Angela Davies & Deborah Taylor

Parallel session 2, Short paper 2.7

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Short Abstract
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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Detailed Outline
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.

285 – Reactions to Workshops in the Undergraduate Nursing Curriculum – David Wood

Lecturers should aspire to provide excellent quality in their provision of teaching in higher education and ought to constantly reflect and evaluate both the effectiveness of their teaching and the value of the curriculum. Innovation is an evolutionary concept, continually unfolding and responding to a rapidly changing world (Burnes, 2004). This particularly applies to the higher education nursing curriculum. And at a time when drop out rates are high and undergraduate nurses embark on university programmes in ever greater numbers, teaching students in large lecture groups may be a false economy, without also backing that teaching up with smaller group activities.  This paper considers the implementation of changes to the delivery of a sociological module within the undergraduate nursing curriculum. When introducing innovation in any organisation it is useful to be aware of models of managing innovation. The diffusion of innovations model put forward by Rogers (2003) was used during this process.  The number of large group lectures was reduced replacing them with smaller group workshops, an elementary innovation, but one that produced particularly positive results. When these changes were evaluated a majority of students stated that they enjoyed the discussion sessions and other workshop activities. Some of the students praised the module delivery for ‘promoting interactive learning’ and a large number felt that their understanding of the subject had increased. After reflecting on this experience of innovation, it could be argued that changing the delivery method of this module has made a significant contribution to the module and to the undergraduate nursing curriculum.