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Anthony BealLILAC conference - Glasgow 11th April 2012
Think before you click?
steps on the road to independent learning
©West C
heshire
College
Springboard
Academic Support Programme
Academic Writing
Referencing
Reflective Learning
Research Skills
Database trial with learners andteaching staff
Hook into vocational interestsHook into vocational interests
Assessment Plan
RUFDATA
RUFDATA
Saunders, M. (2000). Beginning an evaluation with RUFDATA: theorising a practical approach to evaluation planning. Evaluation, 6.1, 7‐21
http://www.lancs.ac.uk/fss/centres/cset/eval‐blank/docs.htm
Reasons and purposes
Quality Indicator and Key Prompts
Who Responsible Performance Indicator Evidence
a) Is there active development andpromotion of the role of information literacy skills (IL) in teaching and learning?
b) Does the LRSprovide support for the development of information literacy amongst staff and students?
Curriculummanagers, LRM
Curriculum / QualityManagers ‐ LRM
The development of these skills is included in schemes of work at all levels (CoLRiC M15)
A range of information skills support is available
Learner and staff opinion of theimpact of this provision is sought
IL is established within the teaching and learning strategy and /or key skills policy
Course reviews
Records of IL delivery and or reader development initiatives
Surveys of staff and learners
CoFHE Self-Assessment Toolkit for FELearning Resource Services
Information Literacy specific indicators
Uses
Focus
Data and evidence
Audience
Timing
Agency
Data Collection
Nothing is what it seems at first
Enjoyed session. Good to discover other class members are feeling the same as myself about accessing information
I feel slightly rushed on the referencing...a full day session would be great
I really enjoyed the session, especially workshop part and feedback from the tutor
Should have had on day 1
...be more organised and write down plans on objectives of my workand reflect on every step I go. Draught and log everything from mistakes to learning new skills
Analysis• 91% positive feedback
• 60% of students showed an improved understanding of study skills
• Of the 111 sessions delivered, 70 were follow‐ups and returns by tutor request
Reflection• Kick started the process with PiNs
• Plan to introduce: tutor interviews, focus groups, observation
• Difficult to use qualitative data to produce numeric analysis
• PiNs good for anonymity but not for analysing improvement and success
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"A teacher is one who makes himself progressively
unnecessary.“
Thomas Carruthers
http://quoteworld.org/quotes/2456
Anthony Bealab@rsc-northwest.ac.ukTwitter: @redsontour
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