sadl up - keynote presentation at hea changing the learning landscape event 7 may 2014 workshop
TRANSCRIPT
Putting students in the SADL: enhancing digital literacy at LSE
Jane Secker Maria Bell
@LSESADL
LSE context LSE : specialist social
science institution – world class library
Highly ranked for research Cosmopolitan students -
relatively small undergraduate population
Traditional teaching and assessment
Digital and Information Literacy at LSE …. ANCIL informing practice
The audit
Image cc from http://www.flickr.com/photos/notkaiho/5716096442/
Careers Language Centre
Teaching & Learning CentreLanguage Centre
LSE100Departments
Library
Library
LibraryLibrary
LibraryCentre for Learning
Technology
DepartmentsLSE100
Teaching & Learning Centre
DepartmentsLanguage Centre
Library
Teaching & Learning CentreDepartments
Language Centre
Language CentreTeaching & Learning Centre CareersDepartmentsLSE100
Secker & Coonan (2011)
Developing a framework
Literature review
Embedding in the curriculum
Changing Learning Landscapes
SADL Project Aims To explore the role of Student Ambassadors for
Digital Literacy (SADL) To explore how aspects of digital and
information literacy can be embedded into the curriculum in two academic departments
To develop a set of resources on finding, managing and evaluating information
To share best practice on embedding digital, academic and information literacies into the curriculum
The team
Worked with 2 academic departments Social Policy Statistics
Methodology Pre & post -project
questionnaire: research practices
4 meetings / workshops: Student Ambassadors to attend
Blog: team sharing & wider dissemination tool
The ambassadors: recruitment
The ambassadors: rewards
Research practices questionnaireResearch: where do you start?
How did you learn to use your favourite research tool?
What do you think of the Library search tools?
Assessing quality: library resources and internet resources?
Identify strengths and weaknesses of your research practices
Purdy, J. P. (2013) “Scholarliness as Other: How Students Explain Their Research-Writing Behaviors”. In McClure, R. & Purdy, J. P. The New Digital Scholar - Exploring and Enriching the Research and Writing Practices of NextGen Students. Information Today, New Jersey
Research practices questionnaire
“I think I am good at research to the extent that I can find lots of resources and get the relevant articles instead of going aimless and overwhelmed by the information. My weakness is that I am still lack of all kinds of tools and knowledge of websites to do a good job on very scholarly research.”
“I go on to Moodle to find if there are any relevant links that Professors have posted online. If there are recommended articles that are in the library, I will search for it. Otherwise, I will google scholarly articles to see if anything has been written about it.”
“Researching my first essays, I used google scholar - it doesn't involve much learning, the simplicity is what makes it a useful first step.”
“I think it's comprehensive, but sometimes it's hard to find to narrow it down and to find the most relevant information.”
“I scan the title and abstract to assess which are the most relevant.”
“Mostly use one from amongst the top 5 of the Google hits. But mostly on the relevance of the url and the first few lines that can be read on google hits page.”
Workshop 1: Searching for InformationWhat skills are useful to support studies?What is digital literacy ? Understanding project contextFinding, using and evaluating information
Workshop 2: Academic practices: research and reading for your discipline
To evaluate types of information will need to study & why What do you do when approaching assignments?To devise strategies for reading and research - What to read? How much to read?
Workshop overview
Workshop 3: Managing and sharing information
What is a student ambassador for digital literacy?Managing information – tools that help you. Understanding plagiarism and good academic practice in writing
To come: Workshop 4: Digital FootprintDeveloping and managing web presence
Workshop overview
Digital Literacy
JISC definition:“By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society: for example, the skills to use digital tools to undertake academic research, writing and critical thinking; as part of personal development planning; and as a way of showcasing achievements.”
How do you approach an assignment?
Workshop 2: reading and writing in your discipline?
Workshop 3: Managing and sharing information
How do you keep up to date, manage, store and cite your information?
Emerging findings and observations
• Challenges any assumptions and generalisations about students as they are all different and have developed different strategies for study
Contrasts between disciplines - Statistics students don’t tend to use Library resources- Social Policy students read extensively
Sharing – cautious about where and how Enthusiasm for engagement / involvement in a
support role is boundless – untapped resource
Lessons learnt
Student Ambassador for Digital Literacy role – clear expectations
Developing relationships with students takes time
Workshops require: Defined aims and objectives A lot of preparation time Appropriate learning space
Lessons learnt cont’d
Platform for students to share ideas? Expected greater engagement with the blog Exploring alternatives – Facebook Group, Moodle,
Padlet
Increase publicity outside project to academic departments and other students to gain momentum
The future… Project still ongoing Greater exploration of Student
Ambassador role required Finding a platform where students
happy to share Is it sustainable and scalable? Are there staff development needs? The future……
Further reading and resources
Bell, Maria and Moon, Darren and Secker, Jane (2012) Undergraduate support at LSE: the ANCIL report. The London School of Economics and Political Science, London, UK. Available at: http://eprints.lse.ac.uk/48058/
Karnad, Arun (2013) Embedding digital and information literacy into undergraduate teaching. Centre for Learning Technology (CLT), London, UK. Available at: http://eprints.lse.ac.uk/51221/
LSE Digital and Information Literacy Framework (2013) Available at: http://bit.ly/1gq63IO
LSE SADL Project website (2014) Available at: http://blogs.lse.ac.uk/lsesadl/
Thank youFind out more at http://blogs.lse.ac.uk/lsesadl/
SADL Resources http://blogs.lse.ac.uk/lsesadl/resources/
@LSESADL
Jane Secker [email protected] @jsecker Maria Bell [email protected] @bellmari