Working with academics to promote online resources to students Judith Keene Information and Learning Services

WHY PROMOTE? Value for money Encouraging wide resource use amongst students Lifelong learning Independent learning Subject benchmarks Theres more than textbooks / Google / ……!

OVERVIEW Promoting to academics Validation and Course development Keeping them updated Promoting with academics Evidence base Collaborative teaching Demonstrating the impact Some final points

Included on validation panels – training by Academic Quality Unit Automatic pre-validation visit to partner colleges – checklist of resources developed with AQU – report prepared in advance of validation event –Collaborative development of learning objects Course development in a few areas VALIDATIONS AND COURSE DEVELOPMENT

Whats new, who is it for, why should they care? Blogs RSS feeds KEEP THEM UPDATED

What is and isnt used by students – and why? Inform selection decisions - sense of ownership for academics Techniques Cost per use of databases and full text resources Citations analysis Collections assessment EVIDENCE BASE

COLLABORATIVE TEACHING PROJECT 1 – RETRIEVING INFORMATION Traditional model of demonstrating database and follow up worksheets Lecturer involved in: –Setting assignment / learning outcomes –Reinforcing in subsequent weeks –Jointly measuring change in skills and quality of bibliographies

Higher cognitive skills involved Group work used to discuss and draw out principles based on subject-specific scenarios Lecturer involved in: Devising appropriate scenarios Measuring change in skills and quality of bibliographies COLLABORATIVE TEACHING PROJECT 2 – EVALUATING INFORMATION

Benefit from existing teacher / student relationship Benefit from their teaching experience Student-centred activities relating to the subject Timely linking to module assignment and learning outcomes (via Blooms taxonomy) Reinforcement by lecturer in subsequent sessions Influence lecturers awareness and ILit skills COLLABORATIVE TEACHING - RESULTS

Does it make a difference to their students? Statistical change in the composition of the bibliographies e.g. more peer reviewed journals Increase in confidence Improved searching skills (through observation, self assessment, interview) Views of lecturers DEMONSTRATING IMPACT

Are we credible? Up to date Appropriate qualifications / training Clear views on e.g. Information Literacy SOME FINAL THOUGHTS