Presented at LILAC 2009

1. A higher rate of interest and a
better return on their investment
Matthew Borg & Deborah Harrop
Deborah Harrop
Emma Finney

2. Elephant in the room libraryx
SCONUL seven pillars
(SCONUL, 2007)

3. What did we do?

4. = very = fairly
confident
= I struggle
sometimes
= help
Where would you look to begin researching an assignment?
= books= journals = Google = unsure
How confident do you feel about finding information resources?
A longitudinal study: we asked...

5.  Learners to think as researchers and
practitioners
- Exploratory, analytical and evaluative skills
 Support writing skills
- Tailored to the genre and discourse
- Not just an introduction, middle and
conclusion
 Digital fluency
- Develop confidences and
competences
The proposal

6. The investment
 Free writing
- Write little and often
- Organising knowledge
 Range of interactions
- 1-2 many relationship
through taught sessions
- 1-2-1 relationship via
online presence
 Peer support
- Knowledge sharing
- Ongoing peer review
 Reflective quiz
- Consolidate learning
- Feedback mechanism
 Research principles
- Develop platform for
information; for example wiki,
PowerPoint slide
- Brainstorming
- Portfolio of information

7. The million dollar question
 Did we make an impact?
- Where would you look to begin
researching an assignment?
- How confident do you feel about
finding information resources?
week
1
week
10
journals 0% ?
books 19.56% ?
Google 76.08% ?
uncertain 4.36% ?
no response n/a ?
week
1
week
10
very 5.88% ?
fairly confident 54.90% ?
struggle 33.33% ?
help 5.88% ?
no response n/a ?
Week
1
Week
10
very 5.88% 11.32%
fairly confident 54.90% 65.09%
struggle 33.33% 18.86%
help 5.88% 1.88%
no response n/a 2.91%
week
1
week
10
journals 0% 25.46%
books 19.56% 56.60%
Google 76.08% 42.45%
uncertain 4.36% 0%
no response n/a 1.88%

8. Listening to the evidence
"The information given was good & very helpful. Yes it can be
boring but that can't be helped. The information was needed."
"Although the internet gives a wide range of information
its not always the best. Wikipedia is not always true."
"The skill lies in being able to refine the search
results to get to the particular topics you want."
"Logical and methodical searching is the best
way to find information."
"Skills we'll use throughout our university life."
“I am quiet confident but will need some feedback
from my draft to ensure I’m on the right lines.”

9. Added value
 Get learners to set up their own wiki
 Provide communication guidance
 Encourage lecturers to contribute
 Build partnerships to draw in appropriate
specialism
 Develop paper & online data collection methods
 Identify how to analyse your
data…before you collect it
 Utilise free online tools
 Design measurable outcomes

10. What next?
 Facilitate an incremental undergrad
and post graduate curriculum
 Develop online content
 Continue longitudinal study
 Ongoing evaluation with module leader
and academic support tutor
 Next academic year: do something new!

11. What next?

12. References
GODWIN, P. and PARKER, J. (eds.) (2008). Information
literacy meets library 2.0. London, Facet Publishing.
MARTIN, A. and MADIGAN, D. (2006). Digital literacies for
learning. London, Facet Publishing.
ROBSON, C. (2002). Real world research. 2nd ed., Oxford,
Blackwell.
WILLIAMS, J.M, and GOODWIN, S.P (2007). Teaching with
technology: an academic librarian's guide. Oxford, Chandos.
BEJUNE, M.M (2007). Wikis in Libraries. [online].
Information Technology and Libraries, 26 (3), 26-38.
Article from Health Source: Nursing / Academic Edition
last accessed 5 March 2009 at http://web.ebscohost.com.