The second SADL workshop covered how students approached assignments, and the tools and techniques they could use to read more efficiently and conduct research more effectively.
3. SADL: what’s in it for you
• Digital Literacy skills
• Tea, coffee, cake, chocolate
• Vouchers
• PDAM statement (good for employability)
• Online Badges to display your skills
• A chance to have a voice
4. Activity: Blogging Task
• Has anyone written a blog post?
• How did you find writing the posts?
• What makes a good blog post, generally?
• Barriers to writing blog posts?
• Feedback?
5. Today: reading and research
• To devise strategies for reading and research
– What to read?
– How much to read?
– Where to find?
• To build on searching for information,
literature and data
• To explore types of information will need to
study
6. Activity: Reading and Research
Think about when you have had an assignment
or if you have one this term
In groups , how do you approach the work?
What do you do?
8. Reading, time management and
organisation skills
• Time management strategies that might help:
– To do lists and setting goals
– Prioritising tasks
– Avoiding distractions (too many windows or tabs!)
– Taking breaks and building in fun
– Avoiding procrastination
• Are there any tools (or tricks) that can help?
9. Reading, time management and
organisation skills
• Note taking apps: OneNote, Evernote
• Post-its, Post-it Plus
• To do list tools: Wunderlist, Trello Any.do
• Outlook tasks and calendars
10. Reading techniques
• Reading a journal article
– In 1 minutes
• Reading a journal article
– In 5 minutes
• What do you do?
11. Reading
1. Know what you want from the text
before you begin reading.
2. Reading as much as you can is not the
point!
3. Share.
4. Manage your readings
Adapted from Claudine Provencher, TLC
12. Active Reading
• Post-it notes!
• Highlighters
• A research diary
Thanks to the Mongoose Librarian
13. Evaluating what you find
online
• Who wrote it? Individual or organisation
• Why did they write it?
• Where is it? URL? .gov, .ac.uk, .edu, .com, .org
• When was it written/last updated?
• http://www.preparingforemergencies.co.uk
14. Beware spoof websites
• Dihydrogen Monoxide:
http://www.dhmo.org/
• Tree Octopus:
http://zapatopi.net/treeoctopus/
• Ova Prima Foundation
http://www.ovaprima.org/index.htm
• More examples from Phil Bradley
15. Activity: Evaluating Information
• What are the characteristics of information
sources that you use?
• How do you assess their quality?
16. Types of resources
• Books / textbooks
• Academic journals
• Newspapers
• Websites
• Government publications
• Data
17. Study Support Materials
• Support in Moodle
– Learning World
– Library Companions
• Library Subject guides
– Statistics | Social Policy | International Relations
| Law
• LSE100 Writing Lab – open to all UGs
18. Student Ambassador Role
• Pick a tools you learnt about today or in
workshop 1
• Share* how you use it to support your studies
• *Write blog post – 100 words, or share something
useful on SADL Facebook group, in Moodle or share
with peers on your course
• Don’t forget to use the #SADLw2
20. A chance to have your say about
IT at LSE….
• Meet Nick Deyes, the Director of IT
Monday 1st December, 1-2pm, OLD 3.21
21. Keep in touch!
• You are digital literacy ambassadors
• Talk to your peers!
• What have you learnt today?
• Workshop 3: Weeks 3 and 5 of Lent Term
Notas del editor
Very short welcome back. Introduce ourselves again
Anyone here that was not able to attend first workshop
It’s very important this its punchy and acts as a sale pitch to explain to the students what they will get out of the project and why they should come back to the next workshop!
Reminder of project aim and how participants all contributing.
Keep it brief!
At end of last workshop we briefly looked at blogging in academia.
Introduced the project blog and discussed key aspects of a good blog post – tone, clear point, eyecatching,…
Thank students for the posts written.
Discussion in pairs
Have you read the blog posts?
Did you write a post?
What perhaps prevented them from writing a post? (Could be practical problems as well?)
Ask for feedback
Building on the first workshop when searched for materials on gender inequality
Remember you searched:
Differences Between Google Scholar and Library Search
Any questions?
Have you used any of these techniques since?
Starting an Assignment
Where to start?
What do you do?
Activity: Think about when you have had an assignment
What do you do?
How do you approach it?
In groups, ensure the groups have a mix of students from different departments – get them to note down on flip chart paper the activities that you do:
Panic!
Read a book?
Google assignment title?
Show our example before they get going on the activity
Ask the group if they use any tools first before moving on to some tools that can help on the next slide
Here are some tools that might be useful that we would like to share with you
Give our the article and ask students in their groups – what would you do if you had 1 minute to read the article?
Then what would they do with 5 minutes
Compare and contrast
Reading goals
Have a clear idea of what information is important and relevant to your lecture / essay / dissertation, and make a list of exactly what you going to search for in your readings
Make strategic choices about which readings you will explore. There is no need to read everything on your reading list.
Exploratory reading
- abstract, conclusion, introduction headings, subheadings
- preface, foreword, inside flap, reviews, table of contents, précis
- titles of tables, graphs, figures
- first sentence of every paragraph
Dedicated reading
exploration summary, the “answers” to your reading goals,
notes on the priority sections, new questions that arose, your reflections on the text.
SHARE - formulate reading goals together, select readings in a group and share your notes, teach someone what you learned from a reading, discuss your reading with your classmates, or a teacher?
Some ways to encourage active reading are to engage with your text.
You may want to do this in a tradition paper way as well
Show some spoof websites
Here are some spoof websites – they do exist – always read the websites – they may appear credible!
10 minutes of activity of pairing up resources using the cards
Students working on their tables
Give our packs – each pack has source types and align the cards
Recap qualities of different types of resources and value to research
We are looking for your views on our resources – training, support materials, guides.
We will be asking them to look at and review in the future.
Have they used these courses before ?
Also we have Library Subject guides which are useful for key resources in your subject
If you really don’t want to, it doesn’t have to be public – you can just email to Arun
But we would like to try and share some ideas and use Tagboard to bring them together (see next slide)
Demo Tag board – the screen shot shows one using the tag LSELibrary
Ask them to share things on Twitter, Instagram, Facebook (but must be public) using the hashtag from today’s workshop #SADLw2
They will get an invite to attend this meeting, please do come along, it’s not part of SADL but an opportunity for SADL students – we will be at the meeting. It’s a chance to find out what you think about IT at LSE, what could be improved, what works? On campus and in the halls
