extending the reach libraries thriving
DESCRIPTION
The Skills@Library team from University of Leeds was recognized for their work on a valuable resource for lecturers teaching such academic skills at the 2012 Librarians’ Information Literacy Annual Conference. While the ready-made instructional materials available on the Skills@Library lecturer pages can greatly benefit librarians teaching information literacy courses, the overarching goal of the project was to help academics and librarians embed broad academic skill instruction into the curriculum. Representatives from the Skills@Library e-learning team will join us during this session to share key takeaways from their work on this project and suggestions for your efforts to introduce information literacy instruction into your curriculum.TRANSCRIPT
Extending the Reach of Your Academic Skills Instruction
July 24, 2012
Best Practices
1. Send questions or comments to Laura Warren, Libraries Thriving Coordinator- [email protected]
2. Share comments and questions throughout the session via the chat box.
3. Continue the conversation on the Libraries Thriving Discussion Forum.
The Skills@LibraryLecturer Pages
Carol Elston
Michelle Schneider
Jade Kelsall
Julia Braham
Julia BrahamJade KelsallMichelle SchneiderCarol Elston
Skills Adviser Learning Technologist Skills AdviserE-Learning Adviser
Introduction
Session Format
Lecturer pages – the history (10 minutes)
Demonstration (10 minutes)
How did we do it? (5 minutes)
How are they being used? (15 minutes)
Questions/discussion (20 minutes)
1.
2.
3.
4.
5.
Why did we do it?
Carol Elstone-Learning Adviser
• LearnHigher – a nationally funded collaboration of UK Universities.
• CETL – Centre of Excellence in Teaching and Learning
The initial idea
• Student pages
• Staff pages
Skills@Library website
Model pre 2010
Working with staff to
embed skills in the
curriculum
Design / teach skills sessions
with academics
Enabling students to
develop their own
skills
workshops one to
one support
online resources
Leeds University Library 2010 Academic Skills Strategyhttp://library.leeds.ac.uk/downloads/AcademicSkillsStrategy.doc
• Embedded in the curriculum- developmental not remedial model
• No extra teaching hours: blended learning, hand over to academics
• Collaborate with academics
All Faculty Team Librarians will be able to deliver the full
range of academic skills, with the exception of Maths
support.
• Online resources
• Generic teaching resources
• Liaise and work more closely with FTLs
The Skills@Library Team will provide strategic direction
and a high level of support to both Faculty Team Librarians and academic staff for this, particularly in the area of
learning technologies
New Skills@Library website
Lecturer pages
What do they look like?
Michelle SchneiderAcademic Skills Adviser
How did we do it?
Jade KelsallLearning Technologist
Layout
The process
Skills advisers review and
adapt existing content
Learning Technologist formats and
uploads
Team leader quality
assures final page
Resources go live
How are they being used?
Julia BrahamAcademic Skills Adviser
Lecturer Webpages: examples of use
A successful partnership: Skills@Library and LUBS
Larissa Bdzola
Head of First Year Management
University of Leeds
A successful partnership
Pre2009 Induction essay (formative) Teaching Writing100% Skills@Library
2009/10 Induction essayTimed essayFinal essay
2010/11 Induction essayPractice essay (formative)Final essay
2011/12 Induction essay part 1(formative)Induction essay part 2Final essay
2012/13 Induction essay part 1(formative)Induction essay part 2Reflective log
100% LUBS
Wk
Content Assessment criteria
0 Set induction essay PresentationStructure
2 Submit induction essay
4 Feedback on induction essay PresentationStructure
5 What does “critical” mean? Being critical in planningSearching for sources and using resources (Library)
SourcesAnalysis
6 Being critical when reading and evaluating sourcesCiting sources correctly (Library)
SourcesAnalysisReferencing
7 Referencing check up Referencing
8 Being critical when thinking and writing AnalysisStructure
9 Being critical when reviewing your own work AnalysisAll
10 Referencing helpdesk & ‘loose ends’ seminar ReferencingAll
11 Submit induction essay part 2 All
Group task
WHAT DOES IT MEAN TO BE CRITICAL?
Working in your wiki groups think about different
aspects of the essay writing process.
How can you show you are ‘being critical’ whilst you:- • find sources• plan your writing• read sources
What?
When?Who?
Where?
How?
Why?What if?
So what?
What next?TopicIssue
description
analysis
evaluation
Critical thinking model
What are you being asked to do?
Verb Meaningdiscuss Investigate or examine by argument. Sift
through evidence - give reasons for and against
analyse Separate an argument into its component parts to reveal the causes or general principles
evaluate Make an appraisal of the worth of something. You can make your own value judgements but back them up with argument and justification
Unpicking an essay title Steps Example
Essay title
Turn it into a debate
statement
Opposing
Add expressions of degree and qualification
Different perspectives
Using theories of motivation, evaluate whether lecturers’ pay should be contingent on their performance.
Lecturers’ pay should be contingent on their performance
Lecturers’ pay should not be contingent on their performance.
Under what circumstances may it be appropriate to pay lecturers based on their performance?
Students: Parent : Academics: School or Faculty Management : Employers : Higher Education Funding Council
Planning to capture ideas
