from 0 to 100% in a year - embedding information literacy in a complex setting sonja haerkoenen...
TRANSCRIPT
From 0 to 100% in a year - embedding Information Literacy in a complex
setting
Sonja Haerkoenen
Cardiff University
Sonja Haerkoenen, Cardiff University
Overview School setting
Previous IL provision
Negotiation process
Practical implementation
Lessons learned
What next?
Sonja Haerkoenen, Cardiff University
School settingSchool of European Studies5 sections
French German Hispanic Studies Italian Politics
5 separate library representatives5 different organisational structures5 varying pedagogical approaches
Sonja Haerkoenen, Cardiff University
Previous IL provision
Brief Cephalonian Method induction during registration week
No information literacy teaching Some experimentation with
voluntary sessions
Sonja Haerkoenen, Cardiff University
Negotiation processTimeline (1)
December 2006 Initial strategic meeting
January 2007 Library representatives consult within sections Agreements with 2 sections, 2 possible, 1 no
February 2007 Attendance of section staff meeting Agreements with 3 sections, 1 possible, 1 no
Sonja Haerkoenen, Cardiff University
Negotiation processTimeline (2)
April 2007 Student consultation, attendance of Board of Studies meeting Agreements with 3 sections, 2 possible
May 2007 Further internal discussions thanks to enthusiastic members of academic staff Agreements with 4 sections, 1 possible
June 2007 Follow-up emails to library representatives and other key members of staff Consensus – Agreements with all 5 sections
Sonja Haerkoenen, Cardiff University
Negotiation processEnabling local solutions (1)
Talk to keen members of academic staffArrange trials for individual modulesGet staff and student feedbackMaintain a continuous presence in SchoolBring all stakeholders together
Sonja Haerkoenen, Cardiff University
Negotiation processEnabling local solutions (2)
Demonstrate advantages of embedding ILPresent examples of hand-outs/slidesAllow time for discussion amongst
colleaguesMaintain the need for consistency and
cohesionHighlight flexibility re. individual section
requirements
Sonja Haerkoenen, Cardiff University
Negotiation processEssential skills (1)
Good knowledge of IL theoryPositive outlookEnthusiasmA variety of ideasAwareness of School environment
Sonja Haerkoenen, Cardiff University
Negotiation processEssential skills (2)
Flexible approachFair attitudeAbility to take on coordinating roleOrganisation skillsFirm presencePersistence…
Sonja Haerkoenen, Cardiff University
Practical implementation – setup
One lecture per sectionCore, compulsory modulesOnline tutorials on citing referencesWorkshops in groups of max. 20 studentsTailored to reflect module contextOne section to trial direct skills assessment
Sonja Haerkoenen, Cardiff University
Practical implementation – content
Basic IL skills quiz in the lectureTechniques for searching databasesCiting references online tutorialsVoyager exercises to find books + journalsPractical examples of websitesDiscussion on evaluating informationGetting more help and support
Sonja Haerkoenen, Cardiff University
Practical implementation – timeline
German end Oct 07, 40 students, 4 workshops Italian end Oct 07, 58 students, 5 workshops French mid Nov 07, 64 students, 6 workshops Politics mid/end Nov 07, 130 students, 8
workshops Hispanic end March 08, 120? students, 6
workshops
Overall teaching commitment:5 lectures + 29 workshops (≈ 410 students)
Sonja Haerkoenen, Cardiff University
Lessons learned
Positive student reaction:
Student interest in compulsory sessions assisted negotiations (consultation + feedback from previous voluntary workshops)
75% would recommend attending these sessions to colleagues
86% found the sessions useful 95% thought the topics were covered clearly
and effectively
Sonja Haerkoenen, Cardiff University
Lessons learned
Room for improvement:
Some overlap for joint honours students Students prefer sessions a.s.a.p. in
academic year Should be fully integrated into timetables, not
additional or in reading week Basic IL covered, follow-up in year 2 needed
for advanced skills Considerable staff effort to organise slots and
create customised materials
Sonja Haerkoenen, Cardiff University
What next?
Harmonise sections re. timetabling sessions(in scheduled module contact hours)
Coordinate with academic colleagues to move all workshops into semester 1, Oct-Nov
Discuss follow-up workshops in year 2
Gather feedback from academic staff on improvements in students‘ work
Investigate formalised assessments School-wide
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Sonja Haerkoenen, Cardiff University
Thank you for your interest and attention!
Sonja [email protected]