The document discusses the rationale and process for conducting an external review of an information literacy program at the University of Abertay Dundee for marketing purposes. It describes setting the scene with the evolution of the program since the 1970s. Strategic changes at the university in 2007-2008 prompted a rationale for an external review to confirm good practice, raise recognition and awareness, and determine future directions. The review involved both internal and external reviewers and was then used strategically after to highlight strengths, identify barriers for improvement, and engage stakeholders. Preparation for the review process including documentation, dates, and allowing sufficient time is also outlined.

1. Rules of engagement
Preparing for and using an external
review of an information literacy
programme for marketing purposes
Alison Gordon
Senior Information Specialist
University of Abertay Dundee

2. Setting the scene - Abertay
• User education from 1970s
• LISP (Library Information
Skills Programme) – early
1990s
• EduLib – late 1990s
• Information literacy framework
- 2004

3. Setting the scene
• 2004-2007
–Increased integration
–Extensive evaluation
–Limited assessment

4. Strategic changes
• 2007-08
– University’s corporate strategy
• Graduate attributes
• Supporting goals and targets
– T&L plan
• Move to 60% EBL
–Employability asset framework
• Includes IL
• PDP/career development

5. Rationale for the external
review
• Confirmation of good practice
• Recognition and awareness
within the University
• Where to next?

6. The plot - using the review
strategically
• Before
– Internal reviewers
• Friendly academics, different
disciplines
• Already convinced of the value of IL
• Active strategically and operationally
– External reviewers
• Recognised IL academic
• Academic working with librarians to
deliver IL

7. The action - using the
review strategically
• After
– The strengths identified
• Engagement with programme teams
• Reflective learning mediated through
the use of new technologies
• Support provided to students
• Ability to provide a lead in the area of
EBL
• Areas of good practice

8. More action - using the
review strategically
• After
– The issues from the review
• Identify barriers to integration
• Engage with School Teaching & Learning
Committees
• IL representation on programme approval
panels
• Working with other support services
• Support from the University
• The 7th pillar
• Assessment
• Writing and publishing

9. The director’s job…
• Getting started
– commit yourself in development
plan!
• Quality enhancement
– speak to the chair at an early
stage
• Secretariat
– advice

10. The review
• Preparation
– Fix your dates in good time
– Check no other University events
on
– Send all colleagues a diary
appointment
– Domestic details
– Documentation
– Allow enough time

11. Rules of engagement
Alison Gordon
Senior Information Specialist
University of Abertay Dundee
a.gordon@abertay.ac.uk