Python Notes for mca i year students osmania university.docx
Putting Students in the SADL
1. Putting Students in the SADL:
Creating a student network for digital literacy
Jane Secker and Arun Karnad
2. Background to project
2012 Audit of undergraduate support at LSE
Used ANCIL as audit tool
Report: Bell et al
2013 Teaching & Learning Assessment Committee
report and recommendations
2013 Literature review: Embedding digital and
information literacy into undergraduate teaching
2013 LSE Digital and information Literacy
Framework
2013 HEA Changing Learning Landscape workshop
on digital literacy strategies…
….HEA Funding call….
3. 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
4. Project launch
Collaborative Project:
Library
Centre for Learning
Technology(CLT)
Teaching and Learning Centre
Student Union
IT Training
Engagement with 2
academic departments
Social Policy
Statistics
6. Research practices questionnaire
Research: 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
7. Workshop 1: Introduction to the SADL project:
finding and evaluating information
Workshop 2: Reading and writing in your discipline
Workshop 3: Managing and sharing information
Workshop 4: Managing your digital footprint
All resources on project website:
http://blogs.lse.ac.uk/lsesadl/resources/
Workshop overview
11. Findings and observations
• Collecting rich data about students’ practices
• Challenge 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
12. Students needs and
observations
• Student video data suggests students learnt to
find, evaluate and manage information
• Students also found out about resources and
support we already had!
• Benefits of a network to meet others from
another department and other years
• Peer support role valued - sharing tools / apps
• End of project questionnaire will hopefully
reveal more
13. Lessons learnt
Ambassador role requires clear expectations
Developing relationships with students takes time
Workshops require:
Defined aims and objectives
A lot of preparation time and a suitable learning space
Great for developing staff – new techniques, activities
Platform for students to share ideas?
Expected greater engagement with the blog
Explored alternatives – Facebook Group, Moodle forum
Student led workshops?
Increase publicity outside project to academic departments
and other students to gain momentum
14. Sustaining SADL
Funding confirmed by Library and CLT
Greater clarification of Student
Ambassador role will be provided
Finding a platform where Students happy
to share
Aim to roll out to 2 further departments
in 2014 / 15
Staff development workshops planned
Need to collect more data: quantitative as
well as qualitative
15. 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 and resources (2014) Available at:
http://blogs.lse.ac.uk/lsesadl/resources
16. Thank you
Find out more at http://blogs.lse.ac.uk/lsesadl/
SADL Resources http://blogs.lse.ac.uk/lsesadl/resources/
@LSESADL
Jane Secker j.secker@lse.ac.uk @jsecker
Arun Karnada.r.karnad@lse.ac.uk @arkarnad
Maria Bell m.bell@lse.ac.uk @bellmari
Editor's Notes
Format of the workshops
Interactive – we learnt from them as much as they learnt from us
Activity based
Quick wins where they learnt a digital skill
Meetings with students initially envisaged as focus groups
Then thought that rather than just seek information from students, should also provide development for students – 2 way
Interactive activities
Provide input
Quick win – skill they leave with
Ellen
Range of different software used – other posters with further tools
Students shared with us and each other – asked about tolls they didn’t know about and were interested in trying these out.
Ellen
Range of different software used – other posters with further tools
Students shared with us and each other – asked about tolls they didn’t know about and were interested in trying these out.