Dear all
The John Rylands University
Library is currently preparing an audit of all our information skills training
at The University of Manchester and I sent out an email on 14 July asking if
anyone had examples of audits they had used or any information that might help.
I was on leave for most of
September so I apologise for the delay in following this up but will attempt to
summarise the responses for the list.
Thanks again to everyone who
responded either with examples of audits or with interesting questions!
Six institutions provided examples of the audits
conducted by their libraries and sent some information and the templates used
in each case.
The level of detail requested in the templates
varied considerably.
Most institutions used an Excel spreadsheet to record
monthly figures for the training sessions offered, the duration, the number of
library staff delivering training/ number of students attending. The data was
recorded by each subject librarian and was broken down into Faculties and
Schools and then by course. This data is kept primarily for the annual SCONUL
statistical submissions but in one case did also record additional information
such as whether training was formally assessed and whether information literacy
(IL) training was offered beyond the first year UG level.
The most detailed audit templates broke the
information literacy training down into information literacy skills areas
similar to the SCONUL 7 Pillars and then for each skill area recorded information
about the training provided by the School (eg in study skills modules) and the
library, online provision, the level at which the training was given (induction,
UG1, PGT etc) and some detail on method of delivery (eg self-directed study,
online tutorials, lectures, library training sessions).
After consideration, the JRUL has opted to develop
an audit that will be completed for each programme of study and will look at
all the training offered. The audit will ask whether or not the teaching is
embedded in the School curriculum, the number of students on the programme, the
number of staff/ total staff hours each session involves and the category of
training (based on IL competency standards).
This should give us an idea of the percentage of
students receiving embedded IL training and enable us to identify areas of good
practice.
Another interesting comment that was made was about
measuring the impact of IL training, in particular by asking students to agree
or disagree with a statement on how well prepared they are for academic study
after attending IL training sessions.
I hope this makes sense. Please let me know if you
have any questions.
I will be happy to provide more information on the
work we are carrying out at JRUL once the audit is underway.
Regards
Steve McIndoe
Information Skills Co-ordinator
The
M13 9PP
Tel: 0161 275 8730
Email: