Presentation from LILAC 2014 held at Sheffield Hallam University

1. Strategic Proposal: an
embedded Information
Literacy curriculum
Clare Scott, Faculty Librarian for Arts &
Humanities
Amy Collins, Liaison Librarian

2. Contents
• Why did we need embedded IL
curriculum?
• How did it come about?
• Putting a curriculum together
• Making it happen
• Taking it forward
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©US Federal Government public domain image
http://en.wikipedia.org/wiki/File:10th_SFG_parachute_Mali.jpg
Geronimo! Here
come the
Librarians

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The Library Information
Literacy Session!

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© No known copyright restrictions. Library of Congress http://www.flickr.com/photos/library_of_congress/2179123779
My research is really
important...I’ll just call
the Library about my
referencing session next
week....

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© Reproduced with permission of the University of Sheffield
Dealing with
academics... It’s like
‘herding cats’

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© No known copyright restrictions. George Eastman House
French and English want
me to do 11am on the
10th...Music and German
have double-booked me
too!!!
Me too – a clash
between Philosophy
and History. No
notice to think of a
good IBL session
either!!!

8. How it came about?
• Strategy
• Discussion paper at Faculty Learning and Teaching committee
• Buy-in from Director of Learning and Teaching
• Selling points: contact hours & consistency of student
experience
• Aims
• Improving students searching and referencing skills
• Having an impact on actual student assignments
• Making the Library’s intervention real and relevant for
staff and students
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9. The proposal
• An IL curriculum: learning objectives at each
stage: induction, L1 and L3
• Learning objectives based on ANCIL
• Focus on departmental needs within this
framework
http://commons.wikimedia.org/wiki/File:1815-regency-proposal-woodcut.gif

10. • Presented at Faculty Learning and Teaching
Committee
• Positive response
• Recommendations approved
• Official approval gave us lever to take forward
http://www.rickross.com/ricks-picks-guarantee/

11. Strategic support
gave us a very
good response
from Faculty
Directors of
Learning and
Teaching
Meetings gave us in-depth insight into:
• particular issues of each discipline
• the assignment
• the skills required.
http://loc.gov/pictures/resource/ggbain.10771/

12. On being fully embedded
Instead of… We got…

13. Stats!
• Induction L1:
• 855 students seen across 10 departments
• Slots 10-30 minutes
• Information Literacy L1 students:
• Delivered direct to 549 students
• Indirect impact on 92 students through PGR
tutors

14. Philosophy
• They did all they could…

15. But it wasn’t enough…

16. Taking it forward
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• Working with the faculty to evaluate the
individual sessions
• Getting student feedback
• Getting staff feedback about our impact on
assignment marks
• Planning for next year – using an Action
Research Model

17. Action Research Model: our
pedagogical approach
Plan
Act
Observe
Talk to
Faculty
Reflect
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18. Questions?
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