Cathie Jackson Ruth Thornton Janice Bell by QdIe2NaD


									   Developing students as
researchers: Collaboration in
     curriculum design

        Cathie Jackson
          Janice Bell
        Ruth Thornton
                        …we need leadership from
                            librarians and teachers to
                            negotiate our way through an
                            information-thick – rather than
                            –rich –age [where] Web 2.0
                            has replaced expertise with
                            experience and scholarship
                            with consensus.

Tara Brabazon “As seagulls to chips” The Author, Spring 2008
“Information literacies,
including searching,
retrieving, critically
evaluating information
from a range of
appropriate sources and
also attributing it –
represent a significant
and growing deficit area.”

Research/study skills and needs
Background: MSc in Computing
            Well established MSc.

            Very mixed student backgrounds:
             age, computing experience,
             academic experience and from a
             variety of countries.

            Late 1990s a recognition that
             students needed greater
             guidance on finding and using
 Initial library involvement
                             Originally two standard one
                             hour lecture sessions:
What’s this got to do with
       the course?           database demos and an
                             explanation of citing and

                             ....nothing practical and nothing
                                 directly linked to module
                             ….perceived as a dull library
Professional Issues and Skills module
   “This module aims to introduce the
   concept of ‘professionalism’ as it
   applies to IT/IS practitioners, and
   to practise some of the activities
   necessary to ensure that professional
   standards are appropriately applied
   throughout the student’s career.”
The involvement now
3 sessions: all workshops
   Library and database basics: how to find
   Evaluating and using information
   Finding information on a specific topic

  = 4.5 hours per student

 Computer Science lecturer attends and
  contributes in all workshops – invaluable!
1.Questionnaire                   Look at this citation:
                                     Shneiderman, B. (2002),
You have been asked to make an
oral presentation on the issues
                                     ‘Creating Creativity: User
surrounding online banking.          Interfaces for Supporting
                                     Innovation’ in Carroll, J.M. (ed.)
Using a search engine or               Human Computer Interaction in
database to search for                 the New Millennium, (New
documents on this topic, which      York: ACM Press). pp.235-258.
words would you use to locate     What kind of source is it?
information on this subject?
                                  a)   a book
If the search engine / database
came back with no results, how
                                  b)   a chapter in an edited book
would you modify your search?     c)   a journal article
                                  d)   a newspaper article
                                  e)   a web page
Getting the basics right first…..
                Introduction to:
                 the library
                 database basics

                Workbook to show stages
                of search including library
                catalogue and Scopus.

                Work in pairs – good for
                discussion and interaction.
2.Thinking about quality issues and
how to use information
              Quality issues: paper and web
              Working in small groups to compare
              3 websites on agile methods.

              Citing and referencing
              The basics: journal, book and web.
              Understanding what plagiarism means.
              Marking examples from real essays.
should you
3. Finding information on a specific
topic and the assessed group work

            Predefined groups

            Predefined topics

            Begin to plan search strategies
            together to determine what
            information needs to be found -
            firstly away from the computers!
 Introducing mindmaps
                  computers /

Information Technology
                           Impact of information
                           technology on learning
                             in higher education              student(s)

  multi-                                                Higher
  media                  web                            Education
                                         university                    HE
                2.0        Facebook
3 sessions directly lead to 2 assessments

              A group presentation
                 25-30 minutes

              A group report
                 2000 words

             = 30% of the module mark

             Includes a mark for individual
             contribution to the group decided by
Skills gained
            Co-operation to investigate a
             technical subject.
            Assessing information to
             formulate a position.
            Planning an oral report on a
             technical topic.
            Researching and writing a
             structured and referenced
             report on a technical subject.
Why does it work?
 Partnership between computer science and
  library staff - students get the best of our
 Use of real examples: citing appears to have
  improved as a result of seeing extracts from
  real essays.
 Time to experiment, discuss and apply
 The sessions are completely embedded into
  the module… perceived to have worth.
Collaboration the RoLEx way

   How restructuring the curriculum
    allowed Library and Learning
   Resources input to the learning
                What is RoLEx?
• Redesign of the Learning Experience.
• · undergraduate programmes from a 12 credit module to 15
  credit (or multiples thereof) module
• redesigning, rather than merely repackaging, our programmes
  so as to achieve better alignment with the Vision and Corporate
  Plan, notably incorporating:
• · more flexible approaches to learning;
• · significant changes to assessment approaches
• · greater adaptability of programmes;
• · effective engagement with employers across our provision;
• · some elimination of duplication of modules.
Examples of the RoLEx effect 1
• Technology, Innovation and Development
   – Confirmation required that information literacy
     had been considered
   – Learning objects and subject benchmarks
     mapped against programme aims
   – Recognised that Library and Learning
     Resources had a role to play
   – Interpreted this as being separate from the
     curriculum – an add-on
• Result – NO CHANGE
Examples of the RoLEx Effect 2
• Education and Health courses
  – Varying levels of involvement:
    • High Level
    • Moderate level
    • Less successful
  – Why the variation?
    • Dependant on the type of review – STRAP or
    • Addressing specific needs e.g. S&LT
    • History of involvement with the Library
Examples of the RoLEx Effect 3
• Business School
  – Integrated involvement in the form of a study skills
  – Levels 4, 5 and 6
  – Working with the Faculty and Academic Skills Centre
• Faculty of Health
  – Working on a strategic level = overview of the whole
  – Involved early on in the process
  – Involvement expected – not just a timetable add-on
      Implications of successful
• Demand exceeds ability to deliver

• Use online course previously developed
  for Nursing courses - EyeLit

To top