Presentation delivered by Tony Wilson (University of York) at the training event 'Teaching in HE/ FE for new library professionals: does one size fit all? Tailoring your teaching to fit your target audience' at Heritage Quay, University of Huddersfield, 15th November 2016. Event organised by Academic and Research Libraries Group, Yorkshire and Humberside branch.
Teaching infoskills to Education Postgraduate students- the blending, flipping and testing approach
1. Teaching infoskills to
Education Postgraduate
students – the blending,
flipping and testing approach!
Tony Wilson
(tony.wilson@york.ac.uk
)
2. Challenges when teaching
Postgraduate students
Different experiences/different
backgrounds – you can’t assume
knowledge
Greater number of International
students – Potential language barriers,
different expectations
More diverse resource needs –
interests more niche
3.
4.
5.
6.
7. How did we change things?
Flipping the classroom
Our Teaching & Learning team have developed some Digital Skills Guides
The students were asked to complete 5 Online Tutorials in advance of the workshop
Academic Sources – an overview
Breaking down your search: Keywords and synonyms
Combining your search terms and Boolean Operators
Plurals and variations in spelling: Truncation and wildcards
Critical reading: identifying arguments
8. How did we change things?
Testing the students
Needed some way to test whether
the students understood the
content covered in the tutorials
Used Kahoot – an online quiz tool to
test the students
9.
10. Has it been a success?
Early signs look good!
Numbers are up to full capacity again
But engagement is back again too – questions have returned
The continuity between the sessions appears to be benefitting
students
But
Awaiting module/tutor feedback
Need to see how students do on the Library exercise
11. What hasn’t gone to plan?
We have not been able to focus on Reference Management Software as much
as we would have liked
Time issues – especially in the Information skills workshop
Staff illness
12. Lessons Learned
•Bring related sessions/ colleagues together if you can
•Having tasks that the students need to complete relating to their
assignments makes a big difference – try to avoid your session being stand
alone
•Kahoot is great!
13. Some other top tips
Send out questionnaires in advance of the training then frame session around
responses
Be responsive to your audience – how many are returning students
Check what the students do know (Kahoot great for this!) but, at the same
time, don’t assume that they do know the very basics!
The content won’t necessarily change as much as you think – what will
change, however, is the tone
Likely to be greater focus on services such as Interlending, SCONUL, British
Library
16. Thank you for listening
Library website
www.york.ac.uk/library
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Photographs of University of York Library
buildings, staff and students by John Houlihan
www.johnhoulihan.com
Notas del editor
David
Collaborative project working with the Health Sciences Department over 2014-2015
Opportunity to be involved in curriculum design in the department.
David
Susan
Increased emphasis on digital literacy skills in HE:
Joint Information Systems Committee (JISC) July 2009-2010 funded a review of digital literacy support within universities and collages ‘Learning Literacies in a Digital Ages’ (Beetham, Sharpe & McGill). Resulting in the development of a detail guide providing access to a range of case studies and resources to inspire the strategic development of digital literacies.
Definition of DL used by York
Susan
David
Strong relationship built over many years with the department – with individuals and within meetings etc.
Numerous teaching activities across the department’s programmes and modules – previously three dedicated members of library staff, just one under the new structure
Not looking to make cuts or necessarily any changes, but important to justify/rationalise these offerings – are they still relevant and addressing the right skills?
Example graduate attribute: students to be leaders and change agents within the NHS (SIP instead of dissertation) – practical, not theoretical
David
Strong relationship built over many years with the department – with individuals and within meetings etc.
Numerous teaching activities across the department’s programmes and modules – previously three dedicated members of library staff, just one under the new structure
Not looking to make cuts or necessarily any changes, but important to justify/rationalise these offerings – are they still relevant and addressing the right skills?
Example graduate attribute: students to be leaders and change agents within the NHS (SIP instead of dissertation) – practical, not theoretical
David
Non-traditional background of students
Students make widespread use of support departments – lots of support embedded within modules, but students are also making wide use of appointments etc. – why is that? Referral service beyond the department rather than within? (staff training offered subsequently)
We have focused on UG programmes
David
Now for what we actually did…
David
Now for what we actually did…
David
Get an idea about all intended learning outcomes across the programme and modules
What assessments were associated with each module
How this linked into the skills and understandings outlined in the DL framework
What support was offered for DL skills either by us, by the department or other support services
David
Staff consultation at committee meetings and via individual comments e.g. Board of Studies, UG Programmes Board, Library Committee – benefit of good relationship with department that I regularly attend all of these meetings
Talk shortly about some of the areas which staff and students identified
Susan
Not making assumptions
Susan
Staff digital literacy programme – good feedback on the programme so far – Reference management, Google Apps for Education, Literature searching, copyright, open access (collaborative programme)
Development of online tutorials linked to intended learning outcome for first, second and third year module
Focus of the face to face from entry to more advanced level skills – knowledge transmission to application and consolidation of skills and understandings
