Adam Edwards and Vanessa Hill

May 2015

Information Literacy SkillsHealth Education-Kent, Surrey and Sussex

Welcome

09.30-10.00 Refreshments

10:00-10:45 What makes a bad workshop?

10:45-11:00 Break

11:00-13:00 The Winner takes it all

13:00-14:00 Lunch

14:00-15:45 Create a game

15:45-16:00 Questions

16:00 Close

What makes a bad workshop?

http://www.flickr.com/photos/webtreatsetc/4869256777/

Solutions

Enhancing the quality and impact of Library Workshops

The winner

takes it all

Knowing me, knowing you

• Issues

• Inspiration

• Solutions

• Impact

SOS

• Not embedded

• Inconsistent provision

• Repetitive

• Bad timing

• Information skills

• Teaching methods

Librarians and teaching

• Relevance

• Too much

• Tools based

• Didactic

• Uninspiring

• Subject

• Teaching skills

http://www.flickr.com/photos/vicchi/4079403111/

Gimme, Gimme, Gimme

• Answers

• Facts

• References

• Reporting back

• Easy option

• Fear

Librarians reinforce this!

http://www.flickr.com/photos/nottsexminer/6270679714/

Björn Again

• Less is more

• Cloning

• Discussion

• Learning by doing

• Learners, not the taught

• Gameshttp://advedupsyfall09.wikispaces.com/Sara+Woodard

The name of the game

• Fun

• Quick

• Simple

• Easy

• Need or objective

Adapted from Susan Boyle, Lilac 2011

I have a dream

Move from

“ …lifting and transporting textual

substance from one location, the library, to

another, their teacher’s briefcases.”

To

“…searching, analyzing, evaluating,

synthesizing, selecting, rejecting…”

Kleine 1987

https://farm3.staticflickr.com/2462/3767003528_3137344451_o.jpg

Greatest Hits

• Thinking about resources

• Keywords

• Searching

• Evaluation

Better than Google http:// unihub.mdx.ac.uk / study / library

Example of coursework marking criteria

10% Introduction

15% Overview

30% Critical analysis

15% Discussion

10% Conclusion

10% Referencing

10% Quality etc

Maximum marks for a well

referenced and accurate

description of [subject]

using suitable references

Maximum of 10 marks for a list of

references which is both relevant,

and correctly given in Harvard

style

Maximum of 10 marks for quality,

style of writing and presentation

Thinking about resources

Books

What are they:

A written or printed work of fiction or fact.

May be electronic.

Good for:

Clear overview.

Not so good for:

Up to date information.

Journal

What are they:

A regular publication containing articles on a particular

academic subject.

Presents new research.

Good for:

Latest research, critically reviewed by experts.

Not so good for:

Broad overview of a subject.

Web page

What are they:

An information resource which can be easily created by

anyone on any topic.

Electronic.

Good for:

Very up to date information.

Not so good for:

Accurate and reliable information.

Newspaper

What are they:

A regular publication containing current events,

informative articles, diverse features and advertising.

May be electronic.

Good for:

Daily information.

Not so good for:

Balanced and well researched information.

Popular (trade) journal

What are they:

A regular publication containing new products plus

information for a business sector.

Good for:

Latest product news.

Not so good for:

Detailed and objective reports.

Find out moreMyUniHub > MyStudy > MyLibrary > Library Subject Guides

http://libguides.mdx.ac.uk/EIS

Thinking about keywords

http://www.flickr.com/photos/rossjamesparker/89414788/

The real thing

http://www.flickr.com/photos/sidelong/300188454/

Your first piece of coursework for CCM2426 will be based

on the Cornish Villages 4G trial.

•Keywords

•Alternative keywords

•More specific keywords

•Related subjects

Finding resourcesmyUniHub > My Study > My Library > Summon

Select Summon and search

for information for your project

Google vs Summon

http://www.flickr.com/photos/ennuiislife/3450743002/

Google

• Familiar and easy to use

• Finds too much information

• Fast results

• Access from any computer

• Access to some books and journals

• Designed to sell you things

• Search results sponsored

• Searches for info from any source

• Pay for academic information

Summon

• Easy to use

• Finds lots of academic info

• Fast results

• Access from any computer

• Access to lots of books and journals

• Designed to find you information

• Search results by relevance

• Searches quality resources

• Free access to full text

Evaluating information

Evaluating information

Imagine you are writing an essay on ‘Network Security’.

Have a look at the 4 items that you have been given and

consider the following:

• Which items are the most relevant to your essay?

• Which items would be no use?

• Which item has the most academic authority?

• Which items might have bias?

• Which item is the most current?

• Authority

• Relevance

• Intent

• Objectivity

• Currency

Evaluating information

Take a chance on me

Marks Attendees Non-attendees

Commonest mark 65% 50%

Highest mark 90% 75%

Lowest mark 40% 40%

Bibliography

commonest mark

7/10 5/10

•Survey of CCM2426 students

•66 attendees, 22 non-attendees

“If you put me to the test, if

you let me try………”

Search tools used Attendees Non-attendees

Google 68% 63%

Wikipedia 38% 27%

Summon 68% 40%

Library catalogue 30% 59%

Evaluation criteria Attendees Non-attendees

Current 89% 59%

Relevant 76% 59%

Academic authority 67% 41%

Easy to read 24% 45%

On and on and on

•Develop activities

•Outreach

•Teaching qualifications

•Dprof

http://bit.ly/GamesMDX

Arrival (what we now know)

• Digital Literacy is not Information Literacy

• Digital Natives are not different

• Students want a well rounded education

Super Troupers

• Using games

• Image

• Think bigger

• Embedded

Image courtesy of Jörg Weingrill Flickr (cropped)

The winner takes it all

• Changes have worked

• Teaching is more fun

• Impact…

...Library training gets you better marks!

http://www.flickr.com/photos/naturalturn/3264726560/

Mamma Mia it’s……

Create a game

• Reflect on our games

• Think about games you know

• Brainstorm ideas

• Create game (1 hour)

• Complete form

• Prepare presentation (15 mins)

• 5 min presentation

Adapted from Susan Boyle, Lilac 2011 http://www.flickr.com/photos/ajourneyroundmyskull/4788590225/

How are books arranged in the library?

004.19 PRE

Books are arranged…..

Co

mp

ut

in

g

De

si

gn

De

si

gn

An

im

al

s

An

im

al

s

Co

mp

ut

in

g

Hi

st

or

y

Hi

st

or

y

History

004.19 ABE 004.19 CR0 004.19 PRE

Adam Edwards

a.edwards@mdx.ac.uk

Vanessa Hill v.hill@mdx.ac.uk

http://bit.ly/GamesMDX

References• Badke, W. (2010). Why information literacy is invisible. Communications

in Information Literacy, 4 (2), pp.129-141.

• Bennett, S., Maton, K., and Kervin, L. (2008). The ‘digital natives’

debate: a critical review of the evidence. British Journal of Educational

Technology, 39 (5), pp.775-786.

• Boyle, S. (2011) Using games to enhance information literacy sessions,

Presented at LILAC 2011. http://www.slideshare.net/infolit_group/boyle-

using-games-to-enchance-information-literacy

• Chen, K., and Lin,P.. (2011). Information literacy in university library user

education. Aslib Proceedings: new information perspectives, 63 (4),

pp.399-418.

• CIBER. (2008).Information behaviour of the researchers of the future.

UCL, London.

http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_ke

ynote_11012008.pdf

• Fieldhouse, M. and Nicholas, D. (2008). Digital literacy as information savvy: the

road to information literacy. In: Lankshear, C. and Knobel, M. (eds). Digital

literacy: concepts, policies and practices. New York, Peter Lang Publishing

Group, pp. 47-72.

• Helsper, E. J., and Eynon, R. Digital natives: where is the evidence? British

Educational Research Journal, 36 (3), pp. 503-520.

• Jones, C., Ramanau, R., Cross, S. and Healing, G. (2010). Net generation or

Digital Natives: is there a distinct new generation entering university? Computers

and Education, 54, pp.722-732.

• Kennedy, G., Judd, T., Dalgarnot, B. and Waycott, J. (2010). Beyond natives

and immigrants: exploring types of net generation students. Journal of Computer

Assisted Learning, 26, pp.332-343.

• Kleine, M. (1987). What is it we do when we write articles like this one-or how

can we get students to join us? Writing Instructor, 6. pp.151-161.

• Margaryan, A., Littlejohn, A., and Vojt, G. (2011). Are digital natives a myth or

reality? University students’ use of digital technologies. Computers and

Education, 56, pp.429-440.

• Norgaard, R. (2003). Writing information literacy in the classroom:

pedagogical enactments and implications, Reference and User Services

Quarterly, 43 (3), pp. 220-226

• Norgaard, R. (2004). Writing information literacy in the classroom:

pedagogical enactments and implications, Reference and User Services

Quarterly, 43 (3), pp.220-226.

• Palfrey, J., and Gasser, U. (2008). Born digital: understanding the first

generation of digital natives. Basic Books, New York.

• Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9 (5),

pp.1-6.

• Webber, S and Johnston, B. (2013).Transforming information literacy for

higher education in the 21st century: a lifelong learning approach. In:

Developing people’s information capabilities: fostering information literacy in

educational, workplace and community contexts (Library and Information

Science volume 8), Emerald Group Publishing, pp.15-30. In: Lankshear, C.

and Knobel, M. (eds). Digital literacy: concepts, policies and practices. New

York, Peter Lang Publishing Group, pp. 47-72.