Ali Pickard, Alistair Sambell, Wendy Beautyman, Laura Glendinning and Marcella Stocker.

Rationale and project aims This 2 year CETL funded project is establishing a student mentoring or Peer Assisted Learning network in CEIS, using student specialists in Information Literacy (IL) to support the development of IL skills in other student groups. Aims Use student specialists in Information Literacy to facilitate learning with two way benefits and embed IL in the curriculum Pilot student mentoring and peer support in CEIS Enhance sense of CEIS student community, improving student confidence and retention

The mentors Level 6 ICM students studying ‘Learner support and user needs analysis’ Year long module. Two modes of delivery; Distance work-based learning – have a cohort of learners within their workplace (academic, public, school and corporate libraries) They design and deliver and learner support programme then reflect on the design and delivery. Campus – Previously they have been asked to identify a fictitious ‘user group’, describe their information needs, design a learner support package and write a critical review of the package. - This year they got to do it for real!

Semester 1 Core module information Lectures / seminars: Learning theory and Information Literacy Mentor training Identifying the user needs of the Level 4 students in relation to their module Semester 2 Inter -semester break - Away day, mentoring and designing a 10 week programme of mentoring Weekly meetings with mentees Class discussions Co-consultation day to review the scheme

Craig’s experience As leader of a nine week PAL programme, I now feel there is no greater catalyst for collaborative learning. The overall challenge was ensuring that all stakeholders understood that PAL sessions were not additional lectures, but a valuable complement to current studies. The environment, timing and identified topics were also important to the success of the PAL sessions. My involvement in the PAL programme has certainly reinforced my aim of becoming a Lecturer within the HE sector.

The mentees This year – Level 4 ‘Corporate intelligence’ students Module demands high level of IL Students are not ‘Information Management’ students Have a core level 4 ‘Study Skills’ module, this is additional. Introduced to the scheme in the inter-semester break introduced to the level 6 mentors in week 1; semester 2 Weekly mentoring sessions Final co-consultations

Challenges Motivating students to engage (mentors and mentees) Currently the mentors are assessed but their mark does not depend on mentee engagement Mentees did not all engage Defining the rules of engagement, especially when scheme is linked to assessment Understanding relationships based on facilitation rather than teaching

Laura’s experience helped with research skills: wasn't like in class when we researched cheese, which meant that we knew where to go to get information for our assignment more time could be spent on individuals because there was a small group of us the mentors could understand our needs more because they are students themselves, they could explain things to us on our level Mentors set up a plan for each session which we could add to if we needed, they discussed with us what we wanted to do in each session and asked if we wanted them to plan tasks for us depending on what part of the assignment we were worried about.

Marcella’s experience: Mentors were very well prepared and motivated The mentors kept students regularly up to date after every session through summary’s and following week plans Students felt comfortable communicating in an open environment alongside peers Improvements: Use PAL from the start of the first semester to increase student confidence Bridge the “study skills” module with the mentoring sessions

Next phase This year we will be developing this scheme across other subject areas in CEIS Engineering Computing Discussion with Library and Learning Services to develop this approach to embedding IL in the curriculum. Introducing CEIS PASS + Leader scheme.

Workshop questions: World Café to address the following questions: What is the major advantages of PAL for students? Does PAL work best as with a generic or subject focussed approach? What are the major barriers to establishing PAL within a subject area / School / University wide? How do we make a PAL scheme self-sustaining?