2. Before today, what has
been your experience of
using a library?
=
(Interactive tools, 2007)
+
Year 1 Undergrad
3. Eureka momentTranspennine train moment
- Use of college, school & public libraries.
- Emphasis on books & to a lesser
extent, IT facilities
Opportunity: limited experience
of libraries
Facilitating the opportunity
- Inspire ourselves, inspire academics,
inspire students
4. Us and them: bridging the gap
Learning taxonomy, not information taxonomy
- Information is a mechanism, not the outcome
- Be learner focused, not inwardly focused on our goals
- Take a holistic approach and place learning in context
Information professional
Learner Academic
Inspiration
SCONUL seven pillars
(SCONUL, 2007)
5. Tailor skills to the curriculum
3 year curriculum
- Develop objectives for course, module and session
- Must learn something new every year
Talk the talk, walk the walk
- Market yourself to academic staff, develop the brand
Outcomes
- Series of sessions on ‘Skills for Science’ module
- Identify specific info needs; for example,
Forensic Scientists undertake law module
- Retention strategy
- Involved in course planning
6. Be inspiration literate
Present centred learning
- Enquiry based for example,
actually research assignments
- Avoid ‘perfect’ searches; it does
not promote learner autonomy
Assessment
- Interactive tools provide
formative feedback
- Achievable short terms
goals & progression
How do they think?
- Don't deliver what they don't
need
- Auditory, visual, kinaesthetic
- Associate material to existing
knowledge
7. Inspiring feedback
Inspire audience to provide
feedback
Get it quick
Stop, start, continue
Use feedback to inspire
yourself
Tackle everyone
(Xollob58, 2008)
8. Peering
Crucial to feedback is
working with
colleagues
Reflection rather
than review
Share knowledge
and practice
Self-evaluation
(Fensterbme, 2008)
9. Just say ‘no’; but suggest an alternative
and better session
Use the ‘L’ word (that’s learning not libraries)
Multipurpose icebreaker that forms an
activity, but also provides trainer with data
Provide incomplete handouts
Speak quietly; “of crucial importance…”
Use verbal/visual association
Focussed feedback – be specific
Don't oversimplify your skills
Top tips
10. What next?
We were inspired
Inspire information as a mechanism – not an
outcome
Something old, something new, something
borrowed, something blue
Inspire by marketing
Inspiring feedback
Co-teaching
Measure
11. References
ANDRETTA, S. (2004). Information literacy: a practitioners guide. Oxford, Chandos.
FENSTERBME (2008). Columbus Flickr Meet Group Photo. [online image]. Last
accessed 28 February at: http://flickr.com/photos/fensterbme/1425536855/.
INTERACTIVE TOOLS (2008). Post it notes. [online image]. Last accessed 1 March at:
http://interactivetools.com/staff/dave/damons_office/IMG_0032.JPG.
REECE, I. and WALKER, S. (2006). Teaching, training and learning. London,
Business Education Publishers.
SCONUL (2007). SCONUL seven pillars of information literacy. [online image].
Last accessed 2 February at: http://www.sconul.ac.uk/groups/information_literacy
/sp/model.html.
XOLLOBO58 (2007). Traffic Lights in Germany. [online image]. Last accessed 5 March
at: http://www.flickr.com/photos/28289142@N00/528204122/.