Simply Does It
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Presentation from the Summon and Information Literacy event at Queen Mary University, London.
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Simply Does It
- 1. Simply does it Katherine Rose, Information Systems Librarian, Regent’s University London UK Summon and Information Skills Day, November 10th 2015
- 2. Regent’s University London is…
- 3. 3 • An independent university • A charity • A not-for-profit higher education formed of seven schools • A multisite Library service
- 5. 5 • Higher education on the site since 1908 through Bedford College • Regent’s College grew out of different educational institutions 1984 – 2009 • Became a University and acquired AIU London in April 2013 Interesting times…
- 6. 6
- 8. 8 • EBSCO Discovery Service • Purchased: summer of 2012 • Implementation: August – October 2013 • Heavily locally branded • Integrated into Blackboard, Library Catalogue, external and internal websites
- 9. 9 Highlights • RULDiscovery Day – November 6th 2014 • Record session and search stats October 2015 • Compulsory research skills module for all undergraduate business students with an assessment based around RULDiscovery
- 10. 10
- 12. “Now we have a discovery tool, do we need to teach Information Literacy?”
- 13. 13 YES, now so more than ever Image credit: Ian Joughin, University of Washington http://www.washington.edu/news/2012/11/29/international-study-provides-more-solid-measure-of- shrinking-in-polar-ice-sheets/
- 14. 14 The growing divide… Students’ information seeking behaviour and expectations are changing constantly BUT The basic skills and concepts they need for their studies are not
- 15. 15 - natural language - no definition between sources - Encourages definitions, not discovery - Keywords - importance of source types - What makes a journal ‘academic’
- 16. Library teaching at Regent’s University London
- 17. 17 Teaching pre-Discovery • Powerpoints • Screenshots • Inductions as primary contact • Information force-feeding • No central point of information
- 19. 19 January 2013
- 20. 20 Teaching post-Discovery • Flexible • Targeted • Interactive • Easy and recognisable central point of information
- 21. 21 Games Basic understanding of different sources - card exercise -
- 22. 22 Games Thinking around your topic Generating keywords around a picture - part of postgraduate inductions-
- 23. 23 Stealth information literacy Embedding basic information literacy ideas into RULDiscovery: - Finding and recognising different sources - The concept of peer-review - Keywords and subjects
- 26. 26 0.0 20.0 40.0 60.0 80.0 100.0 2012 - 2013 2013 - 2014 2014 - 2015 September - October 2015 Inductions and info lit sessions hours of info lit sessions hours of inductions
- 27. Conclusions
- 28. 28 Discovery services are both part of the problem and part of the solution • They make it easier to teach information literacy • But they do nothing to diminish the need for information literacy
- 29. 29 - students’ information seeking behaviour - expectations - Generation Google - Keywords - Databases - Journals - Peer-review - Discovery services Information literacy teaching = the bridge
- 30. 30 Thanks for listening Any questions? Katherine Rose Katherine.rose@regents.ac.uk
Notes de l'éditeur
- Quite simply because the students we are teaching have been brought up in Generation Google. Their expectations, searching styles and research language are completely shaped by Google. However, the basic tools students need to research haven’t changed. The ability to understand the difference between a magazine and a journal, an understanding of the peer review process, the ability to break down their research question into key concepts.
- As the divide between google and social media and ‘Library’ resources such as discovery services and databases widens
- RULDiscovery has become our doorway into more focused, reactive teaching
- Doesn’t assume any prior knowledge of Library usage and can be applied to any topic. Good for introducing keywords and terms vs natural language and introduces them to thinking around their topic
- If anything they increase it – less time spent on getting access to databases means more time spent focusing on key skills
- Information literacy teaching is all the more important when there is a growing disconnect between the way students search and behave online and the way discovery services function. Discovery services are part of the solution and part of the problem. Information literacy is just as necessary because students are having to deal with concepts they are not familiar with