Developing librarians as teachers to enhance the learner experience. Stubbings, Myhill & Bent
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Developing librarians as teachers to enhance the learner experience. Stubbings, Myhill & Bent
- 1. SirLearnaLot Moira Bent – Newcastle University Jo Myhill – University of Bedfordshire Ruth Stubbings – Loughborough University
- 2. Format of morning • You and teaching – throughout session • What is SirLearnalot • How the course was designed • Piloting SirLearnaLot • Reflection & way forward
- 3. SirLearnaLot is: An online tutorial that aims to promote and disseminate effective teaching, learning and assessment of information literacy It is based on EduLib
- 4. Partners Funded by HEA ICS & CILIP CSG IL Group Partners Authors Tutors Bedfordshire Moira Bent Moira Bent Loughborough Debbi Boden Jo Myhill Newcastle Ginny Franklin Ruth Stubbings Northamptonshire Chris Powis Worcester Ruth Stubbings
- 5. Project management • funding used for project assistant NOT authors and project manager • communication – one face-2-face meeting – rest via email & telephone • project delayed due to: – personal issues – work loads – project assistant getting another post
- 6. Creation • written in html • re-use of existing material, e.g. links to websites, e.g. YouTube
- 7. Creation • quizzes using hot potatoes & functionality in Moodle
- 8. Content Tools for learning Information literacy Learning styles Planning a learning event Delivering a learning Resources to support learning Assessing your learners Evaluating your teaching
- 9. Learning activities • reading • analysis • collaboration through: – discussion lists – wiki • personal reflection: – learning journal – case scenarios from own teaching • creation of teaching & learning materials
- 10. Activities
- 11. Activities • discussion forums • wikis • reflective journal
- 12. Participants Participants in pilot come from a range of institutions: – Huddersfield University – London School of Economics – Loughborough University – Newcastle University – Oxford University – University of Worcester – University of Bedfordshire
- 13. Delivery 18 weeks long (break for Xmas) –induction –delivered in online via Moodle –8 units, plus welcome unit –time released –two weeks for each unit
- 14. Evaluation • questionnaires – pre-course – short after each unit – post-course • analysis of: – discussion forums – wiki entries – reflective learning journals • focus groups
- 15. How it went • time • learning activities • content • communicating in a public forum • motivation & engagement • librarians as teachers
- 16. Time • timing of pilot • length of each unit • amount of “stuff to do” in each unit • dedicating time to study
- 17. Sound bites - Time “Fitting in the work for the first module around my normal workload has been quite a challenge and it has required more time than I initially thought it would.” “Concerned at the amount of time this could take - working part-time so already limited time wise to do a job that could incorporate longer hours”
- 18. Sound bites - Time “Okay been doing this for about 2 hours - have flicked through the other activities that need to be done and finding it a bit daunting.” “I am beginning to cherry pick some of the elements of each unit as I am finding it increasingly hard to devote the time needed to do the whole lot.” (Halfway through)
- 19. Sound bites – Time “I have also been totally overwhelmed by all the emails that have come into my box relating to the course - I don't have time to read a fraction of them so have ended up deleting all of them so I can manage my work load better.”
- 20. Learning Activities • too many • too similar • lot of theory • reflective journals
- 21. Sound bites - Activities “I just haven't had the time to complete all the activities - which whilst useful to contribute to a group wiki were getting a bit samey...” “I haven't managed to complete all the tasks, however, as there were so many!”
- 22. Content • lots of it • different delivery formats • lots to think about
- 23. Sound bites - content “I just do not like theory” (unit 3) “My final thoughts on the module are wow, that was useful, relevant and really helpful in planning the session” (unit 4) “The planning grid method is one that I will be using again as it helps me to clarify my thoughts and provide some semblance of structure”
- 24. Communicating • contradictory views – love the discussion forums – dislike the discussion forums • too public • not confident on sharing ideas / viewpoints • didn’t like this style of learning
- 25. Sound bites - Communication “Seems limited conversation going on though...” (March 2010) “I enjoyed using the discussion forum to hear and offer a variety of viewpoints ” “proving to be an excellent source of helpful tips from other participants” I think the wiki and the discussion forums would be useful tools if only more people contributed”
- 26. Sound bites - Communication “There is a lot of online/forum discussion which as I may have mentioned before I find rather intimidating”
- 27. Motivation & engagement • varied hugely • what’s in it for me? • do I need this? • not a high priority
- 28. Sound bites – Motivation “I suppose the main problem is, if I'm honest, is a lot of these things don't interest me. I know I have to keep up-to-date with my working environment, but I feel my only strength is the customer service side of my job and being one-to-one with the students or delivering training sessions, not investigating the latest Wiki account or blogs etc”
- 29. Librarians as teachers • I’m a librarian … • Confidence • It’s an academic thing • Knowledge
- 30. Sound bites – teachers “…not being a teacher who contributes to the university grading process means that I feel awkward about it. I usually try to make them as short and painless as possible!” “This is mainly due to a lack of confidence in talking about things that i do not fully understand” “As I don't do that much teaching - that's through choice due to confidence factor”
- 31. BUT…. “I really enjoyed the course and really, really hope it can be rolled out more widely, I think it would be a very valuable course to undertake.” “I thought it was an excellent course”
- 32. What next? • still undertaking evaluations on the pilot • identify lessons learnt and reflect! • how do we develop SirLearnalot?
- 33. Available from FREE under Creative Commons Licence from http://www.sirlearnalot.org.uk r.e.stubbings@lboro.ac.uk jo.myhill@beds.ac.uk
Notas do Editor
- Three flipcharts Have you done any e-learning What is your preferred way of learning Do you see yourself as a teacher?
- Have they heard of SirLearnaLot? AIM: promote and disseminate effective teaching, learning and assessment encourage development and exchange of good practice in the evaluation of teaching methods and raise the profile of pedagogic research in the area of information literacy. Delivered online, so can be done at own pace, at time that suits Have they done any e-learning?
- PROJECT DETAILS Funded by HEA ICS & IL group Partners: University of Newcastle, University of Worcester, Lboro, University of Bedfordshire, University of Northamptonshire – a mixture of university’s with a mixture of students and staff skills.
- Didn’t go to plan – way behind and got told off lots by HEA ICS
- Reading on page analysing and relating it to our experience discussion forums for: each unit each mentor group role is to share ideas with peers Podcast. Learning outcomes, handouts
- 65% female 77% over the age of 30 (19% between 18 – 30, 31% over the age 0f 40) 38% had worked in libraries between 6 – 10 years 73% had been teaching for between 1 – 5 years 73% felt there understanding of IL was moderate (15% high, 8% low) 69% thought there understanding of pedagogy was moderate (8% high, 19% low) 42% had never taken an online course (42% had occasionally and 12% frequently) Take lead in designing IL – 27% v. frequently, 35% frequently, 12% occasionally, 23% never Take lead in delivering small group IL - 19% v. frequently, 46% frequently, 19% occasionally, 12% never Take lead in delivering large group IL - 12% v. frequently, 19% frequently, 46% occasionally, 15% never Formally assess - 4% v. frequently, 8% frequently, 27% occasionally, 58% never
- INDUCTION - Face to face and virtual induction, dim dim did not always work- not everyone could make it - definitely impinged on motivation. COURSE- Units released every two weeks, some slippage LOST people on the way - six officially withdrew, % just didn't participate
- engagement with learning activities - too much / too public motivation to do and therefore dedicate time and energy so it becomes a low profile and slips down the agenda what's in it for me? lack of formal assessment I think has hindered the learning and engagement, not fully signing up to the concept both in terms of delivery and content. Lack of appreciation of I am a teacher as well as a librarian or willingness to be seen as a teacher collaborative learning - too much out of the comfort zone for a lot of people lack of confidence in own abilities - happy to lurk and see what others are doing Time - possibly started at the wrong time of year, modules probably need to be longer.
- engagement with learning activities - too much / too publicmotivation to do and therefore dedicate time and energy so it becomes a low profile and slips down the agendawhat's in it for me? lack of formal assessment I think has hindered the learning and engagement, not fully signing up to the concept both in terms of delivery and content. Lack of appreciation of I am a teacher as well as a librarian or willingness to be seen as a teachercollaborative learning - too much out of the comfort zone for a lot of peoplelack of confidence in own abilities - happy to lurk and see what others are doingTime - possibly started at the wrong time of year, modules probably need to be longer.
- Timing of the pilot Length of the units Amount of collaborative interaction – forums Number of tasks
- “Okay been doing this for about 2 hours - have flicked through the other activities that need to be done and finding it a bit daunting.”
- What is your preferred way of learning
- “The planning grid method is one that I will be using again as it helps me to clarify my thoughts and provide some semblance of structure”
- engagement with learning activities - too much / too publicmotivation to do and therefore dedicate time and energy so it becomes a low profile and slips down the agendawhat's in it for me? lack of formal assessment I think has hindered the learning and engagement, not fully signing up to the concept both in terms of delivery and content. Lack of appreciation of I am a teacher as well as a librarian or willingness to be seen as a teachercollaborative learning - too much out of the comfort zone for a lot of peoplelack of confidence in own abilities - happy to lurk and see what others are doingTime - possibly started at the wrong time of year, modules probably need to be longer.
- engagement with learning activities - too much / too publicmotivation to do and therefore dedicate time and energy so it becomes a low profile and slips down the agendawhat's in it for me? lack of formal assessment I think has hindered the learning and engagement, not fully signing up to the concept both in terms of delivery and content. Lack of appreciation of I am a teacher as well as a librarian or willingness to be seen as a teachercollaborative learning - too much out of the comfort zone for a lot of peoplelack of confidence in own abilities - happy to lurk and see what others are doingTime - possibly started at the wrong time of year, modules probably need to be longer.
- Do you see yourself as a teacher?