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CILIP 2015
- 1. Enhancing the quality and impact of Library Workshops The winner takes it all #CILIPConf15
- 2. Knowing me, knowing you • Issues • Inspiration • Solutions • Impact
- 3. SOS • Not embedded • Inconsistent • Bad timing • Information skills
- 4. Gimme, Gimme, Gimme • Answers • Facts • References • Reporting back • Easy option • Fear Librarians reinforce this! http://www.flickr.com/photos/nottsexminer/6270679714/
- 5. Is teaching our Waterloo? • Relevance • Too much • Didactic • Uninspiring • Subject • Teaching skills http://www.flickr.com/photos/vicchi/4079403111/
- 6. Björn Again • Less is more • Cloning • Discussion • Learning by doing • Learners, not the taught • Games http://advedupsyfall09.wikispaces.com/Sara+Woodard
- 7. The name of the game • Fun • Quick • Simple • Easy • Need or objective Adapted from Susan Boyle, Lilac 2011
- 8. We had a dream……. Move from “ …lifting and transporting textual substance from one location, the library, to another, their teacher’s briefcases.” To “…searching, analyzing, evaluating, synthesizing, selecting, rejecting…” Kleine 1987 https://farm3.staticflickr.com/2462/3767003528_3137344451_o.jpg
- 9. Greatest Hits • Resources • Keywords • Searching • Evaluation
- 11. Books What are they: A written or printed work of fiction or fact. May be electronic. Good for: Clear overview. Not so good for: Up to date information.
- 12. Journal What are they: A regular publication containing articles on a particular academic subject. Presents new research. Good for: Latest research, critically reviewed by experts. Not so good for: Broad overview of a subject.
- 13. Web page What are they: An information resource which can be easily created by anyone on any topic. Electronic. Good for: Very up to date information. Not so good for: Accurate and reliable information.
- 14. Newspaper What are they: A regular publication containing current events, informative articles, diverse features and advertising. May be electronic. Good for: Daily information. Not so good for: Balanced and well researched information.
- 15. Popular (trade) journal What are they: A regular publication containing new products plus information for a business sector. Good for: Latest product news. Not so good for: Detailed and objective reports.
- 17. The real thing http://www.flickr.com/photos/sidelong/300188454/ Your first piece of coursework for CCM2426 will be based on the Cornish Villages 4G trial. •Keywords •Alternative keywords •More specific keywords •Related subjects
- 18. • Authority • Relevance • Intent • Objectivity • Currency Evaluating information
- 19. How are books arranged in the library?
- 20. “Does it mean anything to you......” • Social • Engaging • Learn • Enjoyment • Safe https://www.flickr.com/photos/johnragai/
- 21. Take a chance on me Marks Attendees Non-attendees Commonest mark 65% 50% Highest mark 90% 75% Lowest mark 40% 40% Bibliography commonest mark 7/10 5/10 •Survey of CCM2426 students •66 attendees, 22 non-attendees
- 22. “If you put me to the test, if you let me try………” Search tools used Attendees Non-attendees Google 68% 63% Wikipedia 38% 27% Summon 68% 40% Library catalogue 30% 59% Evaluation criteria Attendees Non-attendees Current 89% 59% Relevant 76% 59% Academic authority 67% 41% Easy to read 24% 45%
- 23. The winner takes it all • Changes have worked • Teaching is more fun • Impact… ...Library training gets you better marks!
- 26. Adam Edwards a.edwards@mdx.ac.uk Vanessa Hill v.hill@mdx.ac.uk http://bit.ly/GamesMDX
- 27. References • Barzilai, S. and Blau, I. (2014). Scaffolding game-based learning: impact on learning achievements, perceived learning, and game experiences. Computers and Eduaction, 70, pp.65-79. • Boyle, S. (2011) Using games to enhance information literacy sessions, Presented at LILAC 2011. http://www.slideshare.net/infolit_group/boyle- using-games-to-enchance-information-literacy • Danforth, L. (2011). Why game learning works. Library Journal, 136 (7), p.67. • Egenfeldt-Nielsen, S. (2011). What makes a good learning game? E- learn Magazine. Available at http://elearnmag.acm.org/archive.cfm?aid=1943210 [Accessed 12th March 2015] • Howard-Jones, P. (2011). Toward a science of learning games. Minds, Brain and Learning Games, 5 (1), pp.33-38
- 28. • Isbister, K., Flanagan, M. and Hash, C. (2010). Designing games for learning: insights from conversations with designers. CHI2010: remember and reflect, Atlanta, GA, USA. pp.2041-2044. • Kim, B. (2012). Harnessing the power of game dynamics: why, how to, and how not to gamify the library experience. College & Research Libraries News News, 71 (8), pp.465-469. • Kleine, M. (1987). What is it we do when we write articles like this one-or how can we get students to join us? Writing Instructor, 6. pp.151-161. • Sailer, M., Hense, J., Mandl, H. and Klevers, M. (2013). Psychological perspectives on motivation through gamification. Interaction Design and Architecture(s) Journal, 19, pp.28-37. • Walsh, A. (2014). The potential for using gamification in academic libraries in order to increase student engagement and achievement. Nordic Journal of Information Literacy in Higher Education, 6 (1), pp.39-51. • Zagal, J., Rick, J. and His, I. (2006). Collaborative games: Lessons learned from board games. Simulation & Gaming, 37 (1). pp.24-40.
Notas del editor
- Looking at the broader issues surrounding provision of information literacy training in HE How we have been inspired to change the way we teach and address the problems What we have done and how we have developed our provision What impact have we had
- AE and VH (back in 2011) identified a number of issues regarding provision of user education: Not embedded No central coordination of skills within the School Workshops usually provided at request of academic staff on ad hoc basis Inconsistent provision: Which led to inconsistent provision and duplication Eg. rarely see all first year students, but sometimes more than once. Impossible to develop progressive programme of information literacy training Made worse by complex module structure New programme structure is simpler but still no central co-ord. Bad timing: Insufficient time Wrong time, so not relevant to students Information skills: Assumption by academics and students that IT skills = IL skills (find, eval and use info found)
- Student research is finding… Book or journal with the answers Right amount of facts Right number of references Reporting back to teacher Easy option: use Google and Wikipedia as easy Also fear of plagiarising and criticising information, also students who have never written more than 500 words Librarians reinforce this with our Behaviourist approach to teaching. (More about teaching on next slide).
- Is teaching a Librarian’s Waterloo? Relevance: Library workshops often perceived as not relevant to students’ academic work Too much: We want to tell them everything we know Didactic: Obsessed with showing them how to use databases step-by-step….very linear Uninspiring: Bore students/death by Powerpoint Subject: We need to remember that we are teaching information skills and not the subject Teaching skills: librarians not taught to teach……however things are changing (more later) However Middlesex librarians are starting to get teaching qualifications. Benefits: Equivalent qualifications to academic staff = equal footing Learning together: academics and support staff studying PGCert together = gain understanding of each others role, contribution etc Language: use same language Respect: mutual Understanding of the theory behind teaching
- Inspired by ‘Teaching information literacy in HE workshop’. Attended at CILIP. Dec 2010. We teach 3-5 times too much When planning sessions we need to consider what will make the biggest difference given time limit/use online guides We try to clone our expertise We can’t distil our own experience into a one hour session. We don’t need to show students how to search databases, but we do need to show them how to appreciate the value of academic resources, search effectively, evaluate the information found and how to use it ethically Discussion is powerful: Find out how the students already find info, what they already know, what they want Learn/discover together (peer learning): don’t plan searches/demos in advance We can learn a lot about student’s understanding from the questions they ask Learning by doing is empowering: Encourage active participation through a variety of activities eg. trying things out, getting feedback, solving problems, peer discussion, reflecting on mistakes etc No demos: Interaction and exploration Uninvolved students are less likely to learn Students should be learners, not the taught (working together to learn): Our role to support and facilitate Disciplinary context is a key influence on student learning ie. one method does not fit all….devised different sessions for PDE students Games: Inspiration from LILAC 2011- Susan Boyle (UCD) Using games in HE.
- Games should be: Fun-enjoyable Quick -10 mins Simple - easy to prepare and cheap Easy to grasp and play- no complicated rules Meet a specific need or objective
- What we did: Back to basics-we considered what we need to teach Identified key elements (next slide): Resources, keywords, searching and evaluation Created a game/activity for each element Mix and match elements Coordinate content with LDU to avoid duplication Created a menu of workshops i.e. what we would cover in each year Have developed alternatives for 2nd and 3rd years and PGs The framework for every workshop: Thinking about resources game in an academic context ( 3 x versions TAR, Sources and Scenario) Keywords: using image to get students thinking about keywords (specific, alternative, related) and then using real example The real thing: relate learning to a project Searching (hands on) mainly use Summon = frees up time to concentrate on info skills Evaluation using sample search results (website, newspaper article, trade journal, academic journal) and Criteria game for 3rd years. PDE students: have taken interactivity much further eg. taking items from special collections into their studio (think about how they can use them), letting them discover art and design collections themselves at HE (mini project) etc.
- Hand out exercise Thinking about resources. Groups 10 mins
- Good for: broad/general overview of subject Edited for quality and accuracy Not so good for: May not be specific enough Can be out of date
- Good for: Up-to-date Specialist/focussed Present latest research Edited for accuracy/quality (peer reviewed) Lots of references Not so good for: Can be hard to locate/access Expensive May be too specific May be at wrong level
- Good for: Easy to use/search All subjects covered Can be very up-to-date Mobile Not so good for: No editorial control Unreliable sources Can be created by anyone Material can lack provenance Can be out-of-date Not everyone has access
- Good for: Up-to-date Edited Readily available (latest copies especially) Not so good for: Can be bias Can be unbalanced Can be sensationalist Hard to get hold of/access (back issues)
- Good for: Latest information Current events Concise info Product news Often available online with RSS/Twitter etc Not so good for: Detail Objective information ie. can be bias, adverts, preferential products etc Often hard to find old issues Back issues/archive
- Example of a real student project and how we get students to think about their keywords. What are the keywords? Cornish, villages, 4G, trial What are the alternative keywords? Cornish: Cornwall, West Country, West of England Villages: Village, rural communities, countryside 4G: Fourth generation technology, cellular wireless standards, networking technology, Trial: test, evaluation What terms can you use to make your search more specific? Internet access Fixed and mobile subscribers Frequency and bandwidth Infrastructure BT and Everything Everywhere Routers, antennas, and dongles Radio spectrum IP based mobile broadband Services eg. ultra-broadband internet access, IP telephony, gaming services, streamed multimedia LTE (Long term evolution) IMT (International mobile telecommunications) advanced compliance What are the related subjects? Rural internet access UK digital agenda, Digital Britain Digital inclusion Telecommunications 3G and 2G Laptop computer wireless modems, smart phones, mobile devices 00:50
- Rather than a tick box approach to info evaluation we use a game. Authority : Who is the author? What is their knowledge base/qualifications? How have they carried out their research? Relevance : Is this what I need? Will it answer my question? Is it at the right level? Intent : What is the purpose of information e.g. financial gain, propaganda, academic etc? Objectivity : Balanced view? Opposing views represented? Links to supporting information? Currency: How old is this information? When was it last updated and by whom?
- Ask students what they think? Before we explain, run DEWEY GAME.
- Games are an activity engaged in for diversion and amusement to reach an ‘end’ involving rules and competition. Games work because: Social, communal, collaborative: all participants work together to win (or loose). Collective and peer learning. Making decision together. Engaging: when games used in a learning environment they can increase engagement as well as interest, motivation, retention and the use of high order thinking skills, allowing people to demonstrate their intellectual abilities. Learn: Burgun believes that games teach us how to learn, enabling us to build on existing skills, formulate tactics, second-guess our thinking and develop a strategy. Enjoyment: They make learning fun. Safe: Games can alleviate some of the fear that students experience when using a library > experiment in a safe environment. Therefore use of games in our workshops empowers students to make decisions based on prior knowledge, plan a course of action, solve outcomes, learn and consolidate new info.
- Those who attended average 65%, rather than 50 % for non attendees ie. 15% higher Attendees 7/10 for bibliography, rather than 5/10 ie. 20% difference
- AE Resources used shows better choice of resource by attendees….in the case of this project, very little current info, so Library catalogue not a good choice Evaluation criteria shows better understanding by attendees ie. Academic authority and currency seen as impo rather than easy to read.
- Changes to methods have worked: survey shows that we have made an impact, plus many colleagues have used and adapted our workshops for their students Teaching is more fun for students and for us But we can now say... ...Library training gets you better marks
- VH Any questions
- AE