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Ensuring LSE undergraduates gallps to success: emerging findings from the SADL project
- 1. Ensuring LSE undergraduates gallop to success: Emerging findings from the SADL project Ellen Wilkinson, Jane Secker and Maria Bell
- 2. Background to project 2012 Audit of undergraduate support at LSE Used ANCIL as audit tool Report: Bell et al 2013 Teaching & Learning Assessment Committee report and recommendations 2013 Literature review: Embedding digital and information literacy into undergraduate teaching 2013 LSE Digital and information Literacy Framework 2013 HEA Changing Learning Landscape workshop on digital literacy strategies… ….HEA Funding call….
- 3. Project aims To explore the role of Student Ambassadors for Digital Literacy (SADL) To explore how aspects of digital and information literacy can be embedded into the curriculum in two academic departments To develop a set of resources on finding, managing and evaluating information To share best practice on embedding digital, academic and information literacies into the curriculum
- 4. Digital Literacy JISC definition: “By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society: for example, the skills to use digital tools to undertake academic research, writing and critical thinking; as part of personal development planning; and as a way of showcasing achievements.”
- 5. Project launch Collaborative Project: Library Centre for Learning Technology(CLT) Teaching and Learning Centre Student Union IT Training Engagement with 2 academic departments Social Policy Statistics
- 7. Research practices questionnaire Research: where do you start? How did you learn to use your favourite research tool? What do you think of the Library search tools? Assessing quality: library resources and internet resources? Identify strengths and weaknesses of your research practices Purdy, J. P. (2013) “Scholarliness as Other: How Students Explain Their Research-Writing Behaviors”. In McClure, R. & Purdy, J. P. The New Digital Scholar - Exploring and Enriching the Research and Writing Practices of NextGen Students. Information Today, New Jersey
- 8. Research practices questionnaire “I go on to Moodle to find if there are any relevant links that Professors have posted online. If there are recommended articles that are in the library, I will search for it. Otherwise, I will google scholarly articles to see if anything has been written about it.” “Researching my first essays, I used google scholar - it doesn't involve much learning, the simplicity is what makes it a useful first step.” “I think it's comprehensive, but sometimes it's hard to find to narrow it down and to find the most relevant information.” “I scan the title and abstract to assess which are the most relevant.” “Mostly use one from amongst the top 5 of the Google hits. But mostly on the relevance of the url and the first few lines that can be read on google hits page.” “I think I am good at research to the extent that I can find lots of resources and get the relevant articles instead of going aimless and overwhelmed by the information. My weakness is that I am still lack of all kinds of tools and knowledge of websites to do a good job on very scholarly research.”
- 9. Workshop 1: Introduction to the SADL project: finding and evaluating information Workshop 2: Reading and writing in your discipline Workshop 3: Managing and sharing information Workshop 4: Managing your digital footprint All resources on project website: http://blogs.lse.ac.uk/lsesadl/resources/ Workshop overview
- 10. Workshop 3: Managing and sharing information How do you keep up to date, manage, store and cite your information?
- 11. Workshop 4: Managing your digital identity Digital Footprint: why does it matter?
- 12. Over to you….. • What are the benefits and challenges of a student ambassador / mentor scheme? • How best to you facilitate peer to peer support either face to face or online? • Please share any good practice examples from your own institution
- 13. Findings and observations • Collecting rich data about students’ practices • Challenge any assumptions and generalisations about students as they are all different and have developed different strategies for study Contrasts between disciplines - Statistics students don’t tend to use Library resources - Social Policy students read extensively Sharing – cautious about where and how Enthusiasm for engagement / involvement in a support role is boundless – untapped resource
- 14. Students’ needs and reflections • Student video data suggests students learnt to find, evaluate and manage information • Students also found out about resources and support we already had! • Benefits of a network to meet others from another department and other years • Peer support role valued - sharing tools / apps • End of project questionnaire will hopefully reveal more
- 15. Lessons learnt Student Ambassador for Digital Literacy role – clear expectations Developing relationships with students takes time Workshops require: Defined aims and objectives A lot of preparation time Appropriate learning space
- 16. Lessons learnt cont’d Platform for students to share ideas? Expected greater engagement with the blog Exploring alternatives – Facebook Group, Moodle forum Increase publicity outside project to academic departments and other students to gain momentum
- 18. SADL Season 2 Greater clarification of Student Ambassador role required Finding a platform where Students happy to share Aim to roll out to 2 further departments Staff development workshops planned Need to collect more data: quantitative as well as qualitative
- 19. Further reading and resources Bell, Maria and Moon, Darren and Secker, Jane (2012) Undergraduate support at LSE: the ANCIL report. The London School of Economics and Political Science, London, UK. Available at: http://eprints.lse.ac.uk/48058/ Karnad, Arun (2013) Embedding digital and information literacy into undergraduate teaching. Centre for Learning Technology (CLT), London, UK. Available at: http://eprints.lse.ac.uk/51221/ LSE Digital and Information Literacy Framework (2013) Available at: http://bit.ly/1gq63IO LSE SADL Project website (2014) Available at: http://blogs.lse.ac.uk/lsesadl/
- 20. Thank you Find out more at http://blogs.lse.ac.uk/lsesadl/ SADL Resources http://blogs.lse.ac.uk/lsesadl/resources/ @LSESADL Jane Secker j.secker@lse.ac.uk @jsecker Ellen Wilkinson e.wilkinson@lse.ac.uk @elleneka102 Maria Bell m.bell@lse.ac.uk @bellmari
Notas del editor
- Jane LSE : specialist social science institution – world class library Highly ranked for research Cosmopolitan students - relatively small undergraduate population who rarely attend library training Traditional teaching and assessment
- Jane Be brief ANCIL and audit results: Not embedded Belief that IL is important: find, evaluate and manage Some good practice but inconsistent Time main barrier Students ‘should’ have IL skills Information use largely driven by reading lists and resources in Moodle
- Jane To explore how aspects of digital and information literacy can be embedded into the curriculum in two academic departments To develop a set of resources on finding, managing and evaluating information that can be embedded into courses in Moodle or used in face to face teaching To explore the role of Student Ambassadors for Digital Literacy to help ensure the resources are fit for purpose and meet the needs of students To share best practice on embedding digital, academic and information literacies into the curriculum with the teaching and learning community at LSE.
- Jane In the first workshop we gave the students 3 definitions for Digital Literacy and asked them to choose one. “the ‘savvyness’ that allows young people to participate meaningfully and safely as digital technology becomes ever more pervasive in society.” (Future lab) “By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society; for example, the skills to use digital tools to undertake academic research, writing and critical thinking: as per personal development planning: and as a way of showcasing achievements.” (JISC) “Digital and information literacies are the skills, knowledge and understanding that underpin our ability to learn, undertake research and to teach in a digital age. It is vital that LSE students and staff develop critical, creative, discerning and safe practises when engaging with information in the academic environment.” (LSE definition) They chose the JISC one overwhelmingly
- Jane Project collaboration – why all of these? Led by Library and CLT Why 2 academic depts chosen? Qualitative & quantitative Good working relationship - helped engagement
- Student recruitment – looking for 10 students from each department What we did? Created a person spec and students had to apply Student Union support ‘Shout outs’ in class Email / Moodle Twitter Effective? Got 20 students. Range of years Incentives Statement on HEAR record Amazon vouchers – attendance at workshop and participation in additional activities e.g. Candi, HEA events Badges – online badges (Mozilla open badges) Wanted to give them real badges but apparently they’re not cool (Maria?) Pre & post -project questionnaire: research practices 4 meetings / workshops: Student Ambassadors to attend Blog: team sharing & wider dissemination tool
- Jane What? Purdy Questions used Why did we do this? To explore scholarly practices or understanding of scholarly practices of our ambassadors before the project started. Asked them to identify strengths and weaknesses as a researcher Purdy, James P. (2013) “Scholarliness as Other: How Students Explain Their Research-Writing Behaviors”. In McClure, Randall and Purdy, James P. The New Digital Scholar - Exploring and Enriching the Research and Writing Practices of NextGen Students. Information Today, New Jersey
- Jane Examples of responses Show evidence of good practice Common issues: distraction; being unfocussed; too much; unsure about assessing quality of sources but know they should be. What will do later? Post project questionnaire will re-examine and assess impact of project
- Ellen A flavour of a workshop Meetings with students initially envisaged as focus groups Then thought that rather than just seek information from students, should also provide development for students – 2 way Interactive activities Provide input Quick win – skill they leave with
- Ellen Range of different software used – other posters with further tools Students shared with us and each other – asked about tolls they didn’t know about and were interested in trying these out.
- Ellen Range of different software used – other posters with further tools Students shared with us and each other – asked about tolls they didn’t know about and were interested in trying these out.
- Ellen First activity – flip chart paper Second activity – post it notes Finally activity share any examples in report back Working in groups of 3-5 people
- Jane Challenge any assumptions and generalisations about students as they are all different and have developed different strategies for study Students from different disciplines have different academic practices but there is merit in bringing them together Statistics students don’t tend to use library resources, but this was a great way of learning about what their needs are around data, stats help etc. Hard for students to share things. Hard to bring up – not going to bring up Mendeley in the pub on a Friday night Librarians find digital tools much more interesting and are likely to share with each other than students do! We are more likely to talk about Mendeley in the pub on a Friday night – Maria Srudents very enthusiastic – want to share and even lead sessions for fellow students – need help facilitating this. The engagement in the workshops has been very high – the students are motivated and want to particpate. There’s been no drop off in attendance and some students have been involved in other activities – Candi (parternship with 6th form college to give a level students flavour of uni and develop research skillls) – and speaking at and HEA event held at LSE in May.
- Jane Challenge any assumptions and generalisations about students as they are all different and have developed different strategies for study Students from different disciplines have different academic practices but there is merit in bringing them together Statistics students don’t tend to use library resources, but this was a great way of learning about what their needs are around data, stats help etc. Hard for students to share things. Hard to bring up – not going to bring up Mendeley in the pub on a Friday night Srudents very enthusiastic – want to share and even lead sessions for fellow students – need help facilitating this. The engagement in the workshops has been very high – the students are motivated and want to particpate. There’s been no drop off in attendance and some students have been involved in other activities – Candi (parternship with 6th form college to give a level students flavour of uni and develop research skillls) – and speaking at and HEA event held at LSE in May.
- Ellen Set clear expectations about the role of digital literacy ambassadors Are the students an ambassador, a champion, a mentor for others? Be prepared for trust to take time to develop – students will open up as they get to know you Workshops need a lot of planning and resources to ensure they are engaging and interactive – plan for plenty of activities and opportunities for you to learn from the students! Early workshops need to be structured – makes students more comfortable. Can get more flexible as project goes on once they gain confidence and get to know us and each other Learned how to teach Ugs, activities – adapted resources made available as OERs from Adam Edwards, Middlesex and Matt Borg, Sheffield Hallam and space has an impact on the atmosphere you are creating – if you want informal, then don’t use a board room!
- Ellen The platform to allow students to share ideas with each other needs thinking through and it is probably best to ask them at the outset of the project what they want to use! We expected greater engagement with the digital space – we used a blog, but on balance we should have asked the students what they wanted (a Facebook Group) Ensure you circulate wider publicity, engage academic departments in recruitment but also as the project progresses so that staff and other students know about the work of the ambassadors – students very keen that we disseminate to other students and their teachers. Space
- Jane Learned from SADL project: http://goo.gl/excVSG Student Ambassador role: http://goo.gl/yOmTt2 Updated Digital Footprint: http://goo.gl/DKlOjE
- Jane
- Just show the slide (no time to talk to it)