Leeds University Library Plugging the gap: making mathematics students information literate Sarah Taylor Faculty Team Librarian: Mathematics and Physical Sciences Leeds University Library

Leeds University Library I’m going to talk about… The introduction of a new information skills module in the School of Mathematics in October 2005: – Why the module was introduced – How the module content, structure and teaching materials were developed – How the module was assessed – What went right – What went wrong – How it will be better next time – A few tips I picked up along the way

Leeds University Library The challenge To provide Information Literacy training to all level 3 Mathematics students as part of a new compulsory, assessed skills module The School had previously been very resistant to the introduction of IL No prior IL training in the School

Leeds University Library The impetus School of Mathematics Periodic Review suggested that: – more explicit integration of transferable skills into the curriculum would benefit students – the School should make efforts to encourage independent learning – all students should undertake a project or an equivalent substantial piece of independent work Information Literacy has a high profile at Leeds – Information Literacy Strategy was introduced in 03/04 – transferable skills are integrated into the curriculum of many degree programmes Nagging!

Leeds University Library Where to begin?!

Leeds University Library With questions, questions and more questions… Who are these students? What other subjects are they taught? How are they taught by the School? Where are they taught by the School? How are modules normally assessed? Do they use the Library? When, how and why? What sort of IL skills do they already have? What sort of IL skills should they have? Do they use the VLE? What’s the best/most appropriate way to assess an IL module? Are there any other similar modules being run at Leeds or elsewhere? Is there any useful literature about this? Guidelines from professional bodies?

Leeds University Library Undergraduate Mathematics at Leeds Large School - around 500 undergraduates Majority enrolled on BSc Mathematics or Mathematical Studies – emphasis on pure mathematics Traditional teaching methods Modules are largely exam based with a minimum course work requirement Little or no project work (and independent learning?) Very low users of the Library (print and electronic) Lack of studies skills/learning skills modules which are now common in many Schools MMATH 4th year option with project requirement

Leeds University Library The solution? MATH3000 Information skills in Mathematics Compulsory for Level 3 – 135 students 10 credit module To be taken over 2 semesters: – Semester 1: IL skills training and mathematical word processing – Semester 2: Project work to further put into practice IL skills and mathematical report writing

Leeds University Library Module objectives Develop a systematic search strategy to find high quality material on a given topic Use the Library Catalogue to find books Use a bibliographical database to find journal articles Use the web to search for quality academic information Evaluate the material found in terms of quality and reliability Use a systematic referencing convention IL workshops and assignment 25% of module mark Word processed mathematical text: an optional demo class – 15% of module mark Project (mini literature review): tutor lead – 60% of module mark

Leeds University Library Teaching sessions Introductory lecture – Introduction to research skills, module outline and assessment requirements – Delivered in conjunction with the Director of Undergraduate Studies Computer cluster hands-on workshops – Workshop 1 : Literature searching – Workshop 2: Finding quality information on the web and plagiarism/referencing

Leeds University Library Workshops and teaching material Students were split into 3 workshop groups Each session began with a short PowerPoint introduction and demos/class exercises Followed by hands-on training using: – Task-based workbooks with strong subject specific focus – Combination of paper-based exercises and online tutorials – Answer sheets provided at the end of each session Material was made available on the Library website A colleague attended to assist with class support

Leeds University Library The assignment A research log documenting the search, evaluation and referencing of material on a particular topic Students were asked to demonstrate they could: – construct an effective search strategy – understand how to use Boolean logic to combine search terms – evaluate the material found – cite the resources they found in a consistent way using the Numeric Style of referencing A list of 30 possible topics were provided by the School and students were free to select a subject of interest to them from this list

Leeds University Library Assignment outline Find 2 books, 3 journals articles and 4 web resources: 1. Define your information need 2. Use the Library Catalogue to find books 3. Use Web of Science to find journal articles 4. Find and evaluate web resources 5. Write your bibliography 1,200 word limit excluding references 2 weeks to submit

Leeds University Library Marking and feedback Marking scheme – Each component of the research log was weighted with an appropriate mark – Marks also awarded for overall level of understanding, clarity and presentation Marking split 50/50 with the Director of Undergraduate studies – Model answer provided – Moderated marking on a small sample of assignments Summative and formative feedback given to students

Leeds University Library How did they do? Results were fairly encouraging the majority of marks were in the 70% to 80% range Most had been able to apply the techniques taught in class to their own work (to varying degrees) Boolean logic is easy for Mathematicians A more thorough evaluation of the books and journal articles selected was needed in most cases They did better evaluating web resources Students were clearly unpractised in academic writing International students really struggled

Leeds University Library Getting feedback from students Feedback forms were sent via to all students after assignments were submitted They were asked to comment on: – Teaching materials – Class exercises – Delivery of teaching – Clarity of the assignment outline – Whether the skills they had developed were adequate for preparation of the assignment Still waiting for the results…………………….

Leeds University Library What went right? Excellent attendance despite problems with timetable clashes Teaching material worked very well They took the sessions (and me) seriously! Most students were engaged, asked lots of questions, paid attention and worked hard during workshops Workshops were observed by a teaching mentor – her feedback was invaluable Having colleagues willing to help out during sessions

Leeds University Library A few more successes... Having autonomy over the module syllabus, session content and assignment requirements Building a relationship with the students over a number of weeks All assignments were submitted and most were on time Despite having low level IL skills prior to the module most students seemed to pick-up techniques easily and apply them to their research topics reasonably well I now regularly see Maths students in the Library!

Leeds University Library What went wrong? Preparation of teaching materials and delivery of the workshops was hugely time consuming Repeat workshop fatigue Timetabling and room booking nightmare! Attempts to make the lecture/workshop talks interactive went down like a lead balloon! Little practical involvement from the School

Leeds University Library Other improvement opportunities… Under estimated how much one-to-one support some students needed while completing the assignment – teaching wasn’t over once the workshops had finished The assignment word limit was set too low – small mistakes can create a lot of extra work! Inefficient marking methods and time consuming feedback – delayed the return of assignments to students Low level academic writing skills need to be addressed by the School Getting module feedback from the students was difficult

Leeds University Library How it will (hopefully) be better next time Get the School to timetable the sessions and book teaching space Introduce group work activities into workshops Provide a better brief for colleagues assisting with sessions Re-weight the marking scheme – being unable to give half marks to individual components is frustrating Give the marking scheme to students Develop a statement bank for feedback and use assignment feedback forms to speed up the marking process Develop a better method for obtaining more timely feedback from students – online questionnaire?

Leeds University Library Embedding information literacy in the curriculum - a few tips I picked-up along the way…

Leeds University Library Know the curriculum Information Literacy can’t be embedded in the curriculum unless you know what else that curriculum covers: – Academic subjects? – Transferable skills? – Independent learning? – Methods of teaching? – Assessment methods and requirements? Projects? Essays? Presentations? Posters? Exams?

Leeds University Library Be subject specific Vital if you want IL training to be relevant, interesting and stimulating to students Difficult if you don’t have the subject background, but worth the investment in time and brain power! – Look at the content of other modules for that level or the key textbooks used – Ask for help from the School – do they have a list of project titles, dissertation topics etc. that might be useful?

Leeds University Library Give justification Tell students why Information Literacy skills are important – Set IL within the context of good academic practice – Show how IL skills can be used to improve study (and marks) at University – Explain how IL skills will be useful in their future professional careers - and may even help them get a job in the first place!

Leeds University Library Location, location, location… and time Don’t expect students to come to you - use their normal teaching space Get your sessions timetabled as part of the overall programme – Ensures a better turnout – Physically and psychologically embeds IL in the curriculum

Leeds University Library Get academics involved Ask for input on session content and structure Invite them to attend your sessions (and get them to help out) Feedback – Show them student feedback – Give your own – Ask for theirs

Leeds University Library Get involved with assessment It might be difficult to get directly involved with setting and marking assignments Instead ask to see examples of good/bad assignments once they have been marked or ask for feedback from academics involved in the marking process: – Did students seem to struggle with a particular area? – Can your teaching be improved the following year to tackle this?

Leeds University Library Get support and feedback from colleagues Peer or mentor teaching observation can be invaluable – Peer observation scheme in operation at Leeds – Has been useful for picking up tips, getting constructive feedback, building confidence and improving teaching sessions If you are teaching large groups or repeat sessions ask for help

Leeds University Library And in the future… Information Skills in Mathematics is a big step forward, but not a fix all solution Further issues need to be addressed: – IL at Levels 1 and 2 – IL for postgraduate students – The generally low levels of other transferable skills esp. academic writing