Get 'em young! Active information literacy as part of the widening participation agenda. Burnett
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Presented at LILAC 2008
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Get 'em young! Active information literacy as part of the widening participation agenda. Burnett
- 1. GET ‘EM YOUNG! Introducing schoolchildren to University
- 2. • The aim of Ambassadors in Schools • The Library’s role in the programme Ambassadors in Schools (AIS) Education Liaison
- 3. The Ambassadors • Kingston University current students or recent graduates • University-wide participation • Role of the Ambassadors
- 4. The 2006 Experience • Unknown quantity • Time factor • Databases • World Cup • Challenging?
- 5. The school kids’ return • 2007/2008 programme • Workshop based • Appropriate task for range of abilities • Information literacy theme – web based • Building on existing experience
- 6. The student experience • Working in a university setting • Carrying out responsible research • Interacting within a group • Preparing and presenting conclusions
- 8. The PRS questions Why are there lots of librarians at University? 1. To stamp books 2. To make sure that the right books, journals, databases are available for students 3. To help students learn how to research their subject 4. So they can practice going “Ssshhhh!”
- 9. How are you most likely to research a class assignment? 1.Use the school library 2.Search on Google 3.Search on Wikipedia 4.Ask a friend
- 10. You’re doing a project on Britain’s policy on global warming, which of the following links do you think will be most useful? 1.http://www.climatechallenge.gov.uk/ 2.http://www.royalsoc.ac.uk/landing.asp?id=1278& 3.http://www.greenpeace.org.uk/climate 4.How can I tell?
- 11. • You’ve been set a piece of group work at school and have been discussing it with others in your group on MSN or in a chat room. When each group reports back to the class you notice that one group has used the comments you posted in their work. Is this fair? 1. Yes, they were friends who I’d invited to chat 2. No, they weren’t in my group 3. No, but I guess if they can read it I can’t stop them from using it 4. Yes, anything on the Internet can be used by anyone else
- 12. “Information on the Internet may be free, but it is often unreliable, unimaginative, out of date and downright dangerous” Workshop statements “Information on the Internet is often creative, current, reliable and allows continuous communication and a free exchange of ideas”
- 13. Success!
- 14. How woz it 4 U? •4 us •4 the Ambassadors •4 the schoolchildren •4 the teachers •4 the University
- 15. Feedback from staff • I really enjoyed helping out with the Ambassadors in Schools programme and would be happy to do so again • I wasn’t sure what to expect from AIS and felt a little bit nervous at first but I found the pupils enthusiastic and I really enjoyed working with them. • I would have felt more confident if I had had more time studying the packs before the event • My group was arguing for the Internet but they could see both sides of the argument and wrote ‘be sensible’ on their poster which I thought was a great thing to do • If they (the schoolchildren) were left on their own I don’t think the task would have been completed on time.
- 16. Schoolchildren 2008 What did you enjoy most? 67% 41% 46% 74% 85% 77% 67% 79% 92% 82% 66% 34% 45% 66% 84% 63% 79% 61% 89% 95% 53% 32% 35% 44% 44% 50% 47% 59% 76% 71% 62% 36% 42% 62% 72% 64% 65% 67% 86% 83% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 1_Interview the ambassador 1_Progression Ladder 1_What am I worried about 2_Mash Test 2_Good Hair, Bad Hair 3_PRS Voting 3_Learning Resource G_Working with ambassador G_Guided tour G_Visting uni. campus Carshalton Girls Glenthorne SouthboroughBoys Overall
- 17. Schoolchildren 2007 When asked whether they agreed with the statement : I have a better understanding of how to use the internet for study at university. 84.5% agreed and strongly agreed 7.2% disagreed and strongly disagreed 8.3% were not sure
- 18. The University “This programme is innovative in that it offers students engagement with one of the areas of a University that students from widening participation often find scary, ‘the library’. It dispels myths and gives students the confidence to see that libraries are wonderful resources for them, filled with a wide variety of materials that they can use. The programme is also innovative for while many Universities engage their current students and academic staff in widening participation activities, working with library staff in this way is novel and is part of a scheme at Kingston where Library staff are seen as supporters of student learning in much of what they do. It is a credit to our University and I am very proud of the hard work colleagues put into the scheme.” Mary Stuart Deputy Vice Chancellor, Kingston University, 2008
- 19. References • Burhanna, K.J. (2007) ‘Instructional outreach to high schools: should you be doing it?’ Communications in Information Literacy, 1 (2) [Online]. Available at: http://www.comminfolit.org/index.php/cil/article/view/Fall2007AR3/52 (Accessed: 3 March 2008) • Frean, A. (2008) ‘White bread for young minds, says university professor’, The Times. 14 January [Online]. Available at: http://technology.timesonline.co.uk/tol/news/tech_and_web/the_web/a rticle3182091.ece (Accessed: 3 March 2008) • Stewart, J. (2005) ‘Breaking down barriers to information: the Library’s role in Widening Participation’, Librarian’s Information Literacy Conference. Imperial College, London 4-6 April 2005
Notas do Editor
- Intro – outline the session format, timing etc UK Marketing/Academic Development Outreach work Bringing kids in for Campus tours Widening participation Social inclusion UK Marketing – widening participation/ academic development First generation into higher education Education Liaison team approached us Asked us to devise a workshop
- Students from all subject areas, paid roles Trained both by us and Education Liaison Nearer in age to the schoolchildren They have recent experience of higher education They can provide information about their particular subject area and about student life in general Training – covers dealing with children of that age, inclusion, difficult children or situations – the Ambassadors need to be approachable and have the ability to motivate the schoolchildren
- We are not used to having contact with teenagers, had to decide on appropriate content and level Pressed for time – opted for topical subject Use of PCs in Kingston Hill library Went reasonably well However, was it challenging enough? Felt we could do better.
- Back to the drawing board in order to find something that was more challenging and more fun Wanted them to enjoy themselves Wanted them to learn by doing, keeping them busy Wanted them to produce something at the end that they had created Chose Information literacy to build on school experiences using the Internet etc.
- Including plagiarism Considering issues of accuracy, authority, provenance of material, reliability Sharing ideas, listening to other people’s viewpoints, entering into debate Presentation skills
- Used to get them awake, engaged and thinking – electronic voting system, anonymous, allows instant feedback, easy to use. Chance to engage with pupils informally and discuss expectations. Q2-4 were written so they related to the group activity – getting them thinking about the issues.
- Real icebreaker – trying to get them to use PRS and overcome stereotypes. PLUS… differences between school and university libraries, size etc.
- Question predicated on assumption – that Google or wikipedia will be most popular. Whilst this held true in most cases there were a couple of exceptions. Opportunity to highlight pros/cons of each briefly
- Bit more challenging. Preamble gives a few clues eg. explaining the remit of the Royal Society. Large variation in responses – the ‘how can I tell’ gives chance to explain easy ways to identify origin of sites and explain how they may all be useful… triangulation
- Scenario question – bit clunky but included to raise the notion of intellectual copyright in a recognisable situation. Variable response – majority went for 2 or 3. Good discussion point.
- 4 us : Experienced mixed type of groups : ability, concentration, interest, levels of engagement etc. No problems with producing the posts Loved the PRS 4 the Ambassadors : good personal development, useful for CVs etc. The training received ensured they interacted very well with the children and were confident in handling any behaviour issues – which were minimal. Kingston University should be proud of them. 4 the Schoolchildren : Day out, seeing a real campus, meeting university students and staff. Activity extended work on information skills already started at school. Most had fun. 4 the teachers : favourable reaction from them but would like to get them a little more involved during the workshop. 4 the University :
- Impetus for teaching group to get involved in wp came from attending Judith Stewart’s presentation at LILAC 2005. Seemed appropriate to share our experiences from last 2 years at LILAC.