LILAC 2016: Dublin

What a difference a year makes!

400 institutional requests for information skills interventions

within the curriculum

Elizabeth Newall

Senior Librarian (Teaching & Learning Support)

elizabeth.newall@nottingham.ac.uk | +44 (0)115 82 32236

Monday, May 1, 2023 2Event Name and Venue

Spring

Critical Friends: Bringing Teaching and Learning Support Teams Together to Define

the University Academic Development Strategy

LILAC: 9 April 2015

Elizabeth Newall

Senior Librarian, Teaching and Learning Support

Libraries, Research and Learning Resources

Ruth Allen

Academic Development Adviser

Teaching and Learning Directorate

 

05/01/2023 Event Name and Venue 4

Suite launched in May

Undergraduate interventions

The suite of information skills interventions for undergraduates is as follows:

1. Engaging with Knowledge: Introducing your University Libraries 2. Resource Discovery: Using Library Collections for your First

Assignment3. Critical Approaches to Sourcing Information on the Web

4. Extending Use of Library Resources in Independent Research5. Applying Critical Appraisal to Published Literature

6. Why Reference?7. Using Reference Management Software

8. Researching Employers9. Taking Information Skills into Professional Practice

05/01/2023 Event Name and Venue 6

No. 1Title Engaging with Knowledge: Introducing your University Libraries Who UG1When Weeks 1-3 (If your timetable sits outside the standard timetable, e.g. Medicine, please mention

this when booking) Format Large Group with Facilitated DiscussionRoom Lecture Theatre / Seminar roomDuration 1 hourSession Overview

In this first interaction with Libraries, Research and Learning Resources, new students will explore how the library will underpin their University and personal journey. They will see the connection between the use made of library resources and academic achievement, as well as how reading for pleasure can support wellbeing. In being introduced to a wide range of research undertaken at the University of Nottingham, students will make the connection that academic staff are both the knowledge producers as well as their teachers. Students will be exposed to a range of scholarly communications accessible within the library’s physical and digital collections, intended to excite and inspire them, and may even make surprising discoveries along the way! Students will be signposted to library tours, both physical and virtual, to help them get started in using the University’s libraries.

Learning Outcomes

By the end of the session, students should be able to:Knowledge and Understanding (B) consider University libraries as friendly, comfortable and accessible places in which

confidence in making use of library resources can be built; (B) recognise how academic research and scholarly literature support university studies; (B) appreciate how the library and its resources underpin learning throughout the academic

journey; (B) value the skills, time, and effort needed to produce knowledge (ACRL); (B) realise that knowledge can be contributed to, as well as consumed (ACRL); andProfessional Practical Skills (C) learn how to locate and access material and facilities at UoN libraries. 

On Course for Your Masters

• Open to all taught postgraduates

• Supports:

– transition to PG study

– engagement with scholarly resources needed to succeed

– preparation for what comes next (research degree or

employment)

• Meet students from all disciplines and campuses (China, Malaysia and UK)

• Anytime, anywhere

• Shared learning, peer support

Monday, May 1, 2023 8Event Name and Venue

Slide one - introduction

• Example line of text Second level

• Third level– Fourth level

Summer

Initial signs of impact

400 requests by July deadline13/87 split induction/post-induction

Pre-se

ssion

Week 2

Week 4

Week 6

Week 8

Week 1

0

Week 1

2

Week 1

4

Week 1

6

Week 1

80%

5%

10%

15%

20%

25%

Distribution of Interventions in Semester 1

2014/152015/16

Week 1

9

Week 2

2

Week 2

5

Week 2

8

Week 3

1

Week 3

4

Week 3

7

Week 4

0

Week 4

3

Week 4

6

Week 4

9

Week 5

20%

1%

2%

3%

4%

5%

6%

Distribution of Interventions in Semester 2 (and rest of year)

2014/152015/16

A shifting pattern

Teaching and Learning Support TeamLibraries, Research & Learning ResourcesB34IP2, B34IPS (Pharmacy)

Taking information skills into professional practice

Monday, May 1, 2023 12Event Name and Venue

Slide one - introduction

• Example line of text Second level

• Third level– Fourth level

Autumn

Week 1

Week 7

Monday, May 1, 2023 15Event Name and Venue

Slide one - introduction

• Example line of text Second level

• Third level– Fourth level

Winter

Impact headlines

Numbers in attendance:

• 11,896 student attendances/enrolments in semester 1 (17% increase from 2014/15)

• 13,322 by end of February• 1,167 in NOOC, ‘On Course for Your Masters’

Point of exit surveys:

“With the vast majority of the responses stating that the students felt at least ‘slightly more confident’, with ‘much more confident’ being the second most frequently selected answer, there is no doubt that the sessions were an invaluable addition to the students’ curriculum.”

Commissioned report, January 2016

LO1 LO2 LO3 LO4 LO5 LO60

5

10

15

20

25

30

35

40

45

50

55

60

65

Resource Discovery: Using Library Collections for Your First Assignment

1 - Less confident2 - About the same3 - Slightly more confident4 - Much more confident

Perc

enta

ge o

f Stu

dent

Res

pond

ers

Intervention No.2:

Confidence against learning outcomes

Case studies: academic staff

“The whole school is getting the same information from someone who actually

knows the [databases] very well. We may know it, but we may not know it as

well…we may know what we do with it, but not what everyone needs. I think

they get much better teaching this way. Consistency.”

“I think it’s given them more confidence as well in what they’re doing. And they

do get the independence… they are more confident in their projects now,

definitely.”

“…and that kind of experiential learning where they’re actually doing it, they’ll

remember what they did…it’s helpful, particularly to those that lack confidence

because we’ve got a mixed ability group and students that really struggle…they

need as much help and support as possible with all these underpinning skills.”

“It was potentially the most useful 3 hours of my academic career! It's going to

save me a lot of time in future research and essay writing, and has made me

feel much more confident in finding relevant research systematically”

The last word…