Further to my email about this, a number of extremely helpful people
responded and a few others have asked me to summarise the findings:
- liaison with academics/finding the hooks to get them interested in having us
help (plagiarism works) and essentially making the academics - especially
directors of studies who have major influence over student's lives - realise
that we can do an awful lot for them!
- Possible strategies once you have got it agreed with depts. that embedded
teaching is good:
http://library.qut.edu.au/services/teaching/infolit/teaching.jsp
- UWE have just developed an IL policy, which includes examples of good
practice. The document is on the website at
http://www.uwe.ac.uk/library/info/academic/toolkit/docs/il_policy_paper.pdf
IFLA strategy. http://www.ifla.org/files/hq/papers/ifla75/94-hepworth-en.pdf
The Psychology librarian at the Uni of Bedforshire has working with the
Psychology dept to completely embed info skills teaching into the curriculum.
It's part of a research project, now in its second year, the interim findings
from which were presented at the HEA conference last year so that
presentation should be available online (Robertson and Gaitan). They use
PebblePad to assess student learning - they complete exercises at Levels 1
and 2. Submission of these tasks at Level 2 is from this year worth 5% of the
grade for that unit (the programme is embedded within a core unit at each
level) - so far this has proved to be a big incentive in students completing the
tasks, as compared to last year! Providing individual feedback is very time-
consuming though.
Hope this helps.
Lisa
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