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Online Information Literacy with Percy the Penguin
Sara Bird
Gillian Johnston
Our Presentation
• Background
• Our thinking…
• How we created it
• What we created
• Evaluation
• Lessons learnt
• What next?
Background• Started doing IL sessions in 2007/2008 in response to an
enquiry from a school
• 2007/2008 – 230 sixth form students did IL session at library.
• 2013/2014 – risen to 959.
• From Sep 2014-present 830
• From Sep 2013 – June 2014 over 300 independent sixth form visits
0
200
400
600
800
1000
1200
2007-8 2013-14
Total number of sixth form visits
Background
• Vast majority of visits are sixth form and for EPQ, History and English
0
100
200
300
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600
Film/ Media English History EPQ Economics Geog IB
Sixth Form Visits to Library 2013-2014
8
106
267
538
318 19
Background
• We manage visits using a traffic light system to ensure needs of all students and visitors are met
• We are at capacity
• Need for extra level of support
– online information literacy
Why bother?
• At capacity – outreach or online
• Reach wider audience
• Requests from schools: EPQ, History, English, etc.
• Growth of EPQ
• Widening participation
• Use some of the resources in our taught sessions
• Some overlap with first year undergraduate teaching
• Lack of online student led activities aimed specifically at sixth form students
Our thinking….
• ‘Subject’ not taught in schools. Focus upon transferable skills and why need it to pass exams
• Light touch – retro comic feel
• Web pages aimed at teachers but activities for students to do
• Information literacy journey and stand alone activities
• Variety of activities: kinaesthetic, visual, etc.
• Co-produced with teachers, school librarians and students
Video –Why schools were happy to be involved
How did we do it?
Research
Resources
Mock up
Website
Evaluation
• Spoke to teachers and school librarians (main initial audience)• Used our evaluations from teaching and outreach work
• Fed back to University Library working group• Spoke to two local schools (private and LEA) working with (1 teacher, 1 school librarian, 1 head of sixth form)
• Conducted market research (this time with teachers and A level students as they will be using the website, 6 local schools)
• Will feed back to University Library working group• Will feed back to two local schools
• Had conversations with schools• Will use resources in teaching• Will use Google analytics
Web Design
• Collaborative process with education outreach and web development team -decided where need to ‘pay’ for a professional e.g. cartoons
Video – collaborative process
• Two way conversation – some factors education officers didn’t think about, but web-designer did e.g. colour blindness, font size, mobile phone compatible, analytics, etc.
Video – factors to consider
Design of website
Version 1 Version 2
Video - What A-level students thought about the design of the website
What we created
• http://sixthformstudyskills.ncl.ac.uk/
– Libraries
– Finding resources
– Evaluating resources
– Plagiarism
– Referencing
– Having a go!
– Activities
An example: Libraries
Interactive Elements
High Score Wins
Plagiarism Quiz
Videos
Drag and Drop
Teaching tools
Diamond Rank
Games
Jigsaws
Time to play….
High Score Wins
Evaluation
• Google stats – too early to share
• Oral feedback
• Teaching evaluation of those resources we use in our teaching e.g. High Score Wins
What next?
• Teacher/school librarian led again:
– Note taking
– Writing at academic level
Video - What the schools want
• Plans to work with head of writing development centre in full consultation with local schools
Lessons learnt
• Importance of market research• Have a go!• You need to create something for people to be able to evaluate• Make it fun • Must be relevant for teacher/sixth form buy in e.g. closely linked to
EPQ• People are happy to help and offer constructive criticism• Do not be precious!• Website needs to be professional looking – if we value it they value it,
e.g. cartoons • Web address
Video - Web Designer’s advice
Contact details
http://sixthformstudyskills.ncl.ac.uk/
