Value and Impact of Librarians’ Embedded IL Teaching on Student Skills Development
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Value and Impact of Librarians’ Embedded IL Teaching on Student Skills Development LIVES Project (Library Impact and Value for Education and Skills) Jacqueline Chelin and Caroline Plaice University of the West of England (UWE), Bristol UHMLG Summer 2014
Value and Impact of Librarians’ Embedded IL Teaching on Student Skills Development
1. Value and Impact of Librarians Embedded IL Teaching on
Student Skills Development LIVES Project (Library Impact and Value
for Education and Skills) Jacqueline Chelin and Caroline Plaice
University of the West of England (UWE), Bristol UHMLG Summer
2014
2. Background to the Project Recent literature holds accounts
of libraries working to evidence the impact of their activities
Oakleaf (2010); Creaser and Spezi (2012); Tenopir and Kaufman
(2012) UWE faculty librarians discussed how they might measure and
evidence the impact of their teaching on student skills development
Curriculum refresh at UWE Bristol UHMLG Summer 2014
3. Project Aim To discover the perceived impact and to identify
the value of four library interventions within the curriculum in
developing student information skills at UWE Bristol. FET Library
Online Workbook FBL Legal Methods Building Legal Information Skills
(BLIS) activity FBL Criminal Law library teaching HLS Critical
Appraisal Skills Problem-based Learning UHMLG Summer 2014
4. Project Objectives To analyse the perceived impact of four
library interventions on students information skills development To
define and promote the value of the impacts measured To gather
feedback on the library interventions to identify possible
enhancements and to improve librarian teaching To investigate the
drivers and barriers to faculty staff embedding library teaching
within their modules UHMLG Summer 2014
5. Methodology Literature review Looked for changes (based on
Markless & Streatfields Impact Implementation Initiative) in:
Behaviour (doing things differently) Competence (doing things
better) Levels of knowledge Attitudes (e.g. confidence, valuing
librarians) Faculty staff and librarian interviews Student focus
groups UHMLG Summer 2014
6. FET Library Online Workbook (FET LOW) Online tutorial
Introduced briefly in a lecture Embedded within UG & Foundation
modules (>550 students) Context specific examples, practice,
exercises Multiple choice assessment 24 hour window Worth 6-14% of
the module mark UHMLG Summer 2014
7. HLS Problem-based Learning Faculty of Health and Life
Sciences Problem based learning MSc Public Health. Critical
Appraisal Skills module 90 minute session in library PC lab,
hands-on Students search the databases using a quasi real-life case
study in groups No direct assessment, although skills are needed
for dissertation literature review UHMLG Summer 2014
8. Findings: Structure, Content and Administration The
methodologyI think that was the best way to be taught reallyI loved
that it was practical HLS student Found the practical application
to a scenario very useful HLS student UHMLG Summer 2014
9. Content relevance and timing Structure Yes 4 [people] in [a]
group[s], so like that was the right amount and they always
concentrated and it was in a similar room, we are confident with
one another, how to go about things, so that was good, that is the
best way HLS student [The Library teaching] fits very nicely with
the lecture on systematic review HLS Lecturer What was goodwas that
[the librarian] actually was live doing a search, so they could
actually see, when you combine search termsI think having that live
demo was probably helpful for the students HLS Lecturer UHMLG
Summer 2014
10. -BUT It wasnt so easy for [the librarian] to pay attention
to everyone and we had different questions, so she had different
things to say to everybody HLS student UHMLG Summer 2014
12. Just under 20% of the HLS comments about impact related to
an increase in confidence in searching for information: I am more
relaxed and comfortable about doing the search HLS student I can
look at the key words in a research title or subject and be able to
confidently use it for the search. HLS student UHMLG Summer
2014
13. - Altered searching behaviour I could find that you have
those palliative care research and comparing with what I was
getting from Google Scholar I think it was better quality HLS
student Now I know that some others could be talking about the same
thing, but they just use different words[or the] spellings might
just be different if you were searching American journalsif I
search on a particular spelling and it is not right I am not
getting what I want, I try another spelling HLS student UHMLG
Summer 2014
14. - Altered attitude towards librarians I think [the
librarian demonstration] shows the students that librarians have
particular skills that others dont necessarily have and they are
hearing it from experts, like I dont think I could have delivered
that lecture to the same standard, certainly not with the same
background of knowledge, so that was good HLS lecturer UHMLG Summer
2014
15. - Improved searching competence Its easier for me now,
before I could be searching around a particular topic and I wouldnt
know what to dobut now I know how to put in the search words,
synonyms, the truncation, that sort of stuff, it is easier to
search now HLS Student UHMLG Summer 2014
16. - Development of new skills before I had a problem on how
to export some of the papers I got after doing the search on the
database but after training I knew how to add those papers to
folders and to export them HLS Student UHMLG Summer 2014
17. Findings: Motivation to Engage Investment for skills needed
in further modules to do a systematic review for my
dissertation[would] involve looking for articles and summarising
them, and so I thought the Library research skills would be the
most helpful for my projectso I thought it would be beneficial for
my dissertation HLS student just to enhance my ability to learn new
things like continuing to present good work HLS student UHMLG
Summer 2014
18. Practical elements ... [the thing I liked best about the
session was that] we actually did it ... we were given the topic
and we were guided through searching different databases. HLS
student Partnership working with academic colleagues UHMLG Summer
2014 You were told it would be very necessary to attend those
sessions if you were to succeed in the moduleyes [the module leader
who told us that] HLS student
19. Findings: Drivers to Embedding Library Skills Teaching -
The librarian/faculty staff relationship - Improving student
engagement - Curriculum refresh Just knowing academics in general,
I think, as so much is electronic now, if they can find the papers
they want electronically, they they perhaps dont have so much
contact with the Library because there is less need to HLS lecturer
I think the new curriculum has probably got something to do with
the fact that ... it was really opportune ... to introduce
something very practical, giving the students an opportunity to
practice what they had just learned, and it all fitted together
really well. HLS librarian UHMLG Summer 2014
20. - Ease of implementation Staff resource - Evidence of
library intervention success being made available to faculty staff
so that they are aware of the library offering It was quite early
on in the module, and I think it was quite a good ice breaker and
for me to get to know them a bit better, not just me stood there
lecturing them HLS lecturer this is a course I took over from
someone else that had been running for a long timeand the Library
teaching sort of fits in HLS lecturer UHMLG Summer 2014
21. Findings: Barriers to Embedding Library Skills Teaching
Lack of staff time and large staff workloads Faculty staff
attitude: students already have information literacy skills Lack of
curriculum time Lack of awareness of the library offering Lack of
opportunity to develop staff relationships UHMLG Summer 2014
22. Building Partnerships: What We Do Inherited relationships
Attend faculty meetings Meet regularly with academic staff Pop up
Library Regular library refresher sessions for staff New staff
Welcome emails Involvement in induction sessions or IL training for
new module leaders UHMLG Summer 2014
23. Recommendations Produce recommendations/toolkit for best
practice for building relationships with faculty staff Expand the
reach of tailored, embedded, assessed library interventions Develop
UWEs information literacy framework to incorporate library
intervention best practice Develop a Library Learning and Teaching
Strategy, to include creation of a set of recommendations/toolkit
for best practice for library IL skills teaching UHMLG Summer
2014
24. Impact for Health and Life Sciences Growth of PBL approach
in other programmes, and at other levels of study UHMLG Summer
2014
25. Searching activity UHMLG Summer 2014 In pairs, discuss what
the theme (s) of this picture is (are) Identify keywords that would
use in a search Try them in SportsDiscus How many relevant results
can you find? Can you access the full text? By Tsutomu Takasu
(Flickr: Joan Gamper Trophy) [CC- BY-2.0
(http://creativecommons.org/licenses/by/2.0)], via Wikimedia
Commons
26. Starting Point What can you see in the picture? E.g. Fruit
Note down 5 words that are more specific. E.g. Apple List 5 words
that are related. E.g. Nutrition By InterestingPics (Own work)
[CC-BY-SA-3.0 (http://creativecommons.org/licenses/by- sa/3.0)],
via Wikimedia Commons
27. UHMLG Summer 2014 HLS online workbook Academic Liaison
checklist Use of new evaluation form Enthusiasm to revisit skills
Foundation in Teaching and Learning programme
28. Sticky note reflection on measuring our value and impact
Your contributions at Conference on 2 themes: What we do now and
What we would like to do UHMLG Summer 2014
29. Questions? Jacqueline Chelin, Deputy Librarian and Learning
and Teaching Fellow, [email protected] Caroline Plaice,
Faculty Librarian: Health and Applied Sciences,
[email protected] www.uwe.ac.uk/library UHMLG Summer
2014
30. References Shreeve, S., Chelin, J., Delaney, E., Hamley, J.
and Plaice, C. (2013) Value and Impact of Librarians Interventions
on Student Skills Development (Library Impact and Value For
Education and Skills: LIVES) Project: Phase 1 Report [online]. UWE.
Available from: http://eprints.uwe.ac.uk/21776 [Accessed 03 April
2014]. Shreeve, S. and Chelin, J. (2014) Value and Impact of
Librarians Interventions on Student Skills Development. New Review
of Academic Librarianship, 20. pp. 204-232. Creaser, C. and Spezi,
V. (2012) Working together: evolving value for academic libraries
[online]. Loughborough University and SAGE. Available from:
http://libraryvalue.wordpress.com/report [Accessed 10 April 2012].
Oakleaf, M. (2010) Value of Academic Libraries: A Comprehensive
Research Review and Report [online]. Chicago: Association of
College and Research Libraries. Available from:
http://www.acrl.ala.org/value/?p=36 [Accessed 10 April 2012].
Markless, S. and Streatfield, D. (2006) Gathering and supplying
evidence of the impact of UK university libraries on student
learning and research: a facilitated action research approach.
International Journal of Information Management. 26, pp.3-15.
Tenopir, C. and Kaufman, P. (2012) The Lib-Value Project: Value,
Outcomes and Return on Investment of Academic Libraries [online].
Institute of Museum and Library Services. Available from:
http://libvalue.cci.utk.edu/content/lib-value-project [Accessed 03
APril 2012]. Savery, J.R. (2006) Overview of Problem-Based
Learning: Definitions and Distinctions. Interdisciplinary Journal
of Problem-Based Learning [online]. 1(1), pp 9-20. [Accessed 01
July 2014]. UHMLG Summer 2014
