Next Workshop: 29 April 2009
Time: 1.30-3.30
Venue: Cadman Conference Room, Cadman Building, Staffordshire
University, College Road, Stoke.
For information on finding the Cadman Conference room, please see the
Stoke Campus Map
<http://www.staffs.ac.uk/assets/stoke_campus_map_tcm44-3815.pdf>
PLEASE NOTE THE CHANGE OF VENUE FROM PREVIOUS WORKSHOPS.
Note: Car Parking is limited at College Road. Please notify us in
advance if you are coming by car so that a space can be reserved for
you. Please email [log in to unmask] <mailto:[log in to unmask]> .
This workshop will take the theme of Information Literacy Design.
Speakers are:
* Nancy Graham,
<http://www.staffs.ac.uk/suilcop/events/index.php#graham> University of
Birmingham
* Keith Puttick
<http://www.staffs.ac.uk/suilcop/events/index.php#puttick> ,
<http://www.staffs.ac.uk/suilcop/events/index.php#puttick> Principal
Lecturer, Staffordshire University Law School
Book a place: on-line booking form
<http://www.staffs.ac.uk/suilcop/bookingform>
Nancy Graham
Presentation Title: Designing Reusable Learning Objects for Information
Literacy: the BRUM project at The University of Birmingham.
Abstract
This talk will focus on aspects of designing re-usable learning objects
(RLOs) to support information literacy (IL) training.
The Birmingham Re-Usable Materials (BRUM)
<http://brumproject.blogspot.com/> Project ran from 2006-2007 at The
University of Birmingham and its aim was to create a suite of bite-size
learning objects for academics to use with their students to support the
teaching of information skills. The learning objects ranged from Choose
your own Adventure style PowerPoint slides on evaluating information
through to audio guides to our eLibrary.
Many things influenced the design of the RLOs, including the findings of
the SPIRE project's Online Tool Use Survey
<http://tallblog.conted.ox.ac.uk/wp-content/uploads/2007/03/survey-summa
ry.pdf> on the use of new technology and wanting to engage with students
on traditionally dry topics such as referencing.
The talk will also focus on the need to create learning objects that are
as adaptable as possible, in order to encourage other librarians to
re-use and re-purpose our material. Sharing and re-purposing of IL
learning material is an issue amongst IL trainers and good and
thoughtful design can have a positive impact on this.
Brief outline of talk
Presentation:
* Background and findings of BRUM
* Aspects of RLO design (including software used, pedagogy and
metadata)
* Impact of design on re-usability for wider IL community
Open discussion:
* Next steps - an IL RLO community of practice?
Keith Puttick
Presentation title: Enquiring Minds: Information Literacy in the Design,
Completion and Assessment of Student Research Tasks.
Abstract
The theme of our seminar will be student research skills, and the
Information Literacy (IL) element of student research tasks. After a
brief presentation outlining the work being done by Enquiring Minds (a
two-year project looking at current practice and developments in the
design, use, and assessment of student research tasks) we will be
considering two issues. First, are we giving our students sufficient
opportunities in their final year/Level 3 to continue developing and
deploying the skills that QAA stipulate that graduates should have?
Second, what kinds of research task should students undertake if they
are to satisfy the university's prescribed 'outcomes' for Enquiry
(Research) at Level 3? Namely, the ability to 'Deploy accurately
established techniques of analysis and enquiry and initiate and carry
out projects within the field of study - and evaluate the use of
Information Literacy, including the ethical use of information.' Judging
by some of the high quality work undertaken by our students (and
students from other universities participating in the EMs small-group
pilot projects), many students are clearly up to this task. Indeed, some
seem to thrive on such project work. Interim results, we think,
certainly seem to justify the argument that lecturers and information
specialists can and should be doing more to bring undergraduates into
'the community of researchers'. But can this be said (yet) of all
students studying at Level 3? The demands on students, as well as
lecturers and information specialists, are considerable. As Alison Pope,
our lead researcher in the EMs team on this has said, IL is 'part of a
bigger picture; part of a jigsaw puzzle which includes other literacies
(including for example, academic, media and digital) ; new ways of
approaching learning through critical thinking, reflective practice,
collaborative learning and the key skills agenda - all of which
contribute to independent learning'.
In the face of a daunting array of source materials that can be readily
accessed from the web, data bases, and other sources, what strategies
can lecturers and information specialists develop to try to ensure that
student researchers access what is really required; and then do what is
needed in terms of properly evaluating and using the materials?
When lecturers design research tasks, what steps should be taken to
address IL requirements, and otherwise help to make a reality of the
idea that students should be 'information literate'? And how should we
be factoring information literacy into research skills assessments
(formative as well as formal) and marking schemes?
For part of the session we'll be going into small-group mode to consider
these points.
Best wishes,
Geoff
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