Damned if we do damned if we don’t : how to address sustainability in the delivery of information literacy components in UCD. Authors: Lorna Dodd, Valerie Kendlin
This document discusses the challenges of sustainably delivering information literacy components at University College Dublin (UCD). It outlines UCD Library's current successful approach of fully integrating information literacy into academic modules, but notes this comes at a high cost of resources. Suggestions for making delivery more sustainable going forward include developing online tutorials, utilizing flexible library staff teams, taking a program-level rather than module-level approach, and setting limits on the number of instruction sessions. The goal is to keep the library central to student learning while addressing staff fatigue issues.
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Damned if we do damned if we don’t : how to address sustainability in the delivery of information literacy components in UCD. Authors: Lorna Dodd, Valerie Kendlin
1. Damned if we do and damned
if we don’t …
How to address sustainability in the delivery
of information literacy components in UCD
Lorna Dodd Valerie Kendlin
Liaison Librarian Deputy Head of Academic Services,
Human Sciences Business & Law,
University College Dublin, University College Dublin,
Belfield, Dublin 4, Belfield, Dublin 4,
Ireland Ireland
Lorna.dodd@ucd.ie Valerie.kendlin@ucd.ie
3. Outline
• Current approach to information literacy
• Benefits and Challenges
• Suggestions for sustaining delivery into
the future
4.
5. Current Approach
• Assessed module with specific assignment
Sometimes graded by Library staff
• Library skills component mandatory
Fully integrated into module
• Library coordination
One member of T&LIS group manages all aspects
of library’s involvement
Content delivered by wider T&LIS Group
Each module supported by Library Assistant team
7. Examples
• Problem/Enquiry Based Learning
1st year English & Spanish
Library workshops integrated into ‘problems’
• 3rd year Economics
Final Year project
Focused workshops & assessed worksheets
15%-30% of final grade
• Skills for the Humanities
First years
Introduction to library resources, using Internet
appropriately, using information ethically
Assessed worksheets
9. “Without close liaison with the library from the earliest stages, EBL in
English simply would not have happened, and our contact with library staff
has definitely improved the module design and delivery.”
Dr. Danielle Clarke, School of English, Drama & Film & former VP for Teaching
& Learning
“…the library’s involvement in the module facilitates the development of the
students as effective learners. The students can then face into further
and ongoing studies with confidence and commitment. “
Dr. Feargal Murphy, VP for Teaching & Learning
“Collaborating with UCD Library staff has enabled a blend of experience
and expertise which would have been otherwise impossible;…”
Dr. Claire McGuinness, School of Information & Library Studies
"Involving the librarian challenges us to ‘think outside the box’ rather than
being driven by content alone resulting in a more dynamic and creative
approach“
Ms. Alison Clancy, School of Nursing, Midwifery & Health Systems
10. We have Success!!!!
Information Literacy is embedded in modules
Academics understand the value of librarians and IL to
the student experience
11. But at what price…?
• Average of one extra module each year
• 89% T&LIS information skills delivered by 5 librarians
• Huge administrative work attached to each 50 minute class
• Leading and co-ordinating the work of group almost a full-
time job
• Staff fatigue
12. The more we
do the more is
asked of us…
…Have we
become victims
of our own
success?
17. How do we make it sustainable?
• Online Tutorial - VLE
Little cost involved
Plagiarism Tutorial in UCD VLE
First launched 2008/09
Technical Skills not required
Useful for generic skills – which we still deliver
• Online Tutorial – Stand Alone
Can be very expensive
Technical expertise required
May be better for meeting specific needs
• Good complimentary tool
Blended approach
18. How do we make it sustainable?
• Flexible teams of staff – Library structure
Currently Liaison Librarians ‘dedicated to specific
Schools
Developing new strategic plan
Utilising the whole team – e.g. experience and skills of
Library assistants
• Programme rather than module approach
Complexity of organisation i.e. BA
Look at overlap i.e. Business & Spanish
Staggered delivery by year/level
Intervention at point of need
• Maximum no of sessions agreed in advance
Communication with Schools
Created 2006 - every year workload has increased TLIS Group-Teaching & Learning Info Skills Group comprised of teachintg librarians from across the LL team (several disciplines) and from different units in library
Approaches LL, Head of Department – other contact they know. Often have heard what we do in other modules. T&LIS leader & LL will liaise with academic to identify what they need and the best way to go about it. This often happens a bit late i.e. Spanish – so we can be limited in what we can do. However, we always endeavour to support where we can and maintain consistent standards etc.
Assessed module and specific assignment – Library skills component mandatory – not optional so students see added value Librarian “co-ordinator” to manage the admin and quality control of library part – library can’t be “weak link” in module! UCD Strategic Objectives – lifelong learning and “graduateness”
Assessed module and specific assignment – Library skills component mandatory – not optional so students see added value Librarian “co-ordinator” to manage the admin and quality control of library part – library can’t be “weak link” in module! UCD Strategic Objectives – lifelong learning and “graduateness”
PBL – forces academics to use library more, close community in UCD – snowball effect. Led to developing better relationships with each School Comment – would briefly mention the logistics challenges of English and how we mobilised the LLs and the library assistatns so when you picked up Spanish, the system worked Change in module co-ordinator, fewer sessions & worksheets, lower percentage of grade
Upskilling of individuals – becoming very familiar with one area eg Plagiarism, Advanced Google etc etc Teambuilding and collegiality – working with other colleagues, building working relationships and working with Library Assistants increases sense of common goals etc Troubleshooting ability/problem solving- can approach
Other staff do help but it is minimal due to other commitments/workloads Preparation, worksheets, answer sheets, lesson plans, grading Timetabling, backup, liaising with academics, room booking On top of busy work load, year after year, after year
Britney – more success than her wildest dreams – where does it leave you! We could use Man Utd. Most successful financially club in the world which led to American investors becoming interested – Heavily desired by UK clubs to bring Football to a relatively new market - now broke!!!
Economic climate looms heavily over all these issues!! Laptop trolley etc. Assessing effectiveness and evaluation “ critical friend” difficult to introduce (peer review) no standard evaluation form for all sessions due to staffing (electronic form came a cropper due to Tony’s departure – needs to be reviewed urgently) TLIS do a quick and dirty module evaluation form which works well as a quick snapshot of a module, however and is designed to get the issues around a module’s delivery out of the module co-ordinator’s head while it is still fresh
Will we be seen in a very traditional light again? When/if things improve how will we convince academics we are more than a repository for books? Will it make us seem unreliable?
View this slide in slide show to see properly!!!! Example of plagiarism tutorial vs. more expensive options. Cannot replace face to face instruction and benefit of meeting friendly librarian. Risk of even less understanding of librarians role if the become less visible
If Obama can pass the health care reform bill surely we can overcome this challenge?