Embed Size (px)
Citation preview
Integrating information literacy into degree programmes in UCD
Challenges that success brings
Ursula Byrne Lorna DoddHead of Academic Services Liaison Librarian Humanities & Social Sciences Health SciencesUCD Library. UCD Library
What this session will cover….
• UCD – an overview
• Changes in Education
• Information Skills Steering Group
• What exactly do you do? – Marketing
• Example of a programme
• Challenges
5 libraries
3000 study places
100,000 information queries a year
Library budget €11m (4% of University budget) 140 staff (FTE) – (17 Liaison Librarians) Resources budget €3.35m
13,962 attendances at IS sessions
= 561.5 Hours = 707 attendances at EndNote
1.3m volumes (80% on open access)
Access to: 50,000 journals
340 databases
500,000 e-books
Changes in Education
• Increasing gap between 2nd and 3rd level
• Shift toward semesterisation & modularisation
• Inter-disciplinary approach
• Emphasis on development of life-long learning skills
Changes in Education
• New approaches to teaching– Collaborative work– Group project– Self-directed learning– Evidence-based learning– Problem-based learning
• Shift away from didactic teaching means changing role for libraries & librarians
Information Skills Steering Group
– coordinating IS function
– Setting targets
– Identifying resource needs
– Advising senior management
Information Skills Steering Group
4 SUB-GROUPS
– Library wide Induction group
– Online Information Skills Group
– Information Skills for Academics and Postgraduates
– Information Skills for Undergraduate & Taught Postgraduate **
Information Skills for Undergraduate & Taught Postgraduates
Provide skills that enable students become self- directed in their learning
– Appreciation of range of information resources
– Ability to create a research strategy
– Develop skills to exploit information effectively
– Ability to critically evaluate the information found
– Ability to record references effectively & ethically – Bibliographies; EndNote
“What exactly do you do?”
• Increasingly difficult to teach all information to students
• Need to teach students to be able to find and evaluate information themselves
• Need for students to learn about ethical use of information– Plagiarism– Evaluation– Interpretation vs. repetition – Referencing
Delivery of IS within programmes: Methodology
Similar approach in terms of layout and language used within the academic Community
• Programme Overview• Learning outcomes/competencies• Lesson plans• Worksheets• Power-point presentations• Evaluation and Review
IS Programmes 2006/2007
School of Economics Undergraduates 10 x 1hour
School of Economics Postgraduates 4 x 1hour
SILS Postgraduate 6 x 1hour
SILS Undergraduate 9 x 1hour
College of Business & Law – Quinn 12 x 2 hour
College of Arts & Celtic Studies 4 x 2hour
UCD Centre for Teaching & Learning
IS Programmes 2006/2007
Co-ordinator for each programme
Developed “expertise” in different areas
Share drive for storing all programme overviews, lesson plans, worksheets, presentations etc
Information Skills Web-pages
Same information in a different medium
Support Virtual learners
Examples:- Start your assignment – research
question
– Evaluating Websites
– Citation Styles in UCD
– Plagiarism
Example of Programme:School of Economics 2006/2007
3rd year undergraduates10x 1hourLaptop trolley – Carter25 Dell D600 laptopsCompatibility in roomsData projector availabilityAvailability
Example of Programme:School of Economics 2006/2007
53 students registeredAverage attendance - 80% (High 93% - Low 60%)WorksheetsAssessment strategies:
Attendance/participation – 15%Worksheets 40% - Detailed Project outline: 45%
Example of Programme:School of Economics 2006/2007
Worksheets :BookletBuilt up references to add to EndNote Library98% submitted worksheets Average mark achieved = 37/40
Example of Programme:School of Economics 2006/2007
Evaluation: 68% Response from feedback forms
Of those who responded: Worksheets - 75% helpful
11% too difficult – 3% too easy Well thought out/organised - 87% strongly agree Now use Library resources more effectively: 94% Apply what they learned to other courses: 75%
Challenges
• Numbers: 19* Librarians61 hours IS delivered in Programmes20,181 undergrads/taught post grads
• TIME
• Time-tabling / Venues
• Correction of assessments
*17 Liaison Librarians
Challenges
• Traditional Librarian vs. Teaching Librarian• Commitment to other Groups
– PBL; Large Class Project• “Expertise”• Problem of visibility !• Sustainability
