Presented at LILAC 2008

1. From 0 to 100% in a year -
embedding Information
Literacy in a complex
setting
Sonja Haerkoenen
Cardiff University

2. Sonja Haerkoenen, Cardiff University
Overview
 School setting
 Previous IL provision
 Negotiation process
 Practical implementation
 Lessons learned
 What next?

3. Sonja Haerkoenen, Cardiff University
School setting
School of European Studies
5 sections
 French
 German
 Hispanic Studies
 Italian
 Politics
5 separate library representatives
5 different organisational structures
5 varying pedagogical approaches

4. Sonja Haerkoenen, Cardiff University
Previous IL provision
 Brief Cephalonian Method
induction during registration
week
 No information literacy teaching
 Some experimentation with
voluntary sessions

5. Sonja Haerkoenen, Cardiff University
Negotiation process
Essential skills (1)
Good knowledge of IL theory
Positive outlook
Enthusiasm
A variety of ideas
Awareness of School environment

6. Sonja Haerkoenen, Cardiff University
Negotiation process
Essential skills (2)
Flexible approach
Fair attitude
Ability to take on coordinating role
Organisation skills
Firm presence
Persistence
…

7. Sonja Haerkoenen, Cardiff University
Negotiation process
Enabling local solutions (1)
Talk to keen members of academic staff
Arrange trials for individual modules
Get staff and student feedback
Maintain a continuous presence in School
Bring all stakeholders together

8. Sonja Haerkoenen, Cardiff University
Negotiation process
Enabling local solutions (2)
Demonstrate advantages of embedding IL
Present examples of hand-outs/slides
Allow time for discussion amongst
colleagues
Maintain the need for consistency and
cohesion
Highlight flexibility re. individual section
requirements

9. Sonja Haerkoenen, Cardiff University
Negotiation process
Timeline (1)
 December 2006 Initial strategic meeting
 January 2007 Library representatives consult
within sections
 Agreements with 2 sections, 2 possible, 1 no
 February 2007 Attendance of section staff
meeting
 Agreements with 3 sections, 1 possible, 1 no

10. Sonja Haerkoenen, Cardiff University
Negotiation process
Timeline (2)
 April 2007 Student consultation, attendance of
Board of Studies meeting
 Agreements with 3 sections, 2 possible
 May 2007 Further internal discussions thanks to
enthusiastic members of academic staff
 Agreements with 4 sections, 1 possible
 June 2007 Follow-up emails to library
representatives and other key members of staff
 Consensus – Agreements with all 5 sections

11. Sonja Haerkoenen, Cardiff University
Practical implementation – setup
One lecture per section
Core, compulsory modules
Online tutorials on citing references
Workshops in groups of max. 20 students
Tailored to reflect module context
One section to trial direct skills assessment

12. Sonja Haerkoenen, Cardiff University
Practical implementation – content
Basic IL skills quiz in the lecture
Techniques for searching databases
Citing references online tutorials
Voyager exercises to find books + journals
Practical examples of websites
Discussion on evaluating information
Getting more help and support

13. Sonja Haerkoenen, Cardiff University
Practical implementation – timeline
 German end Oct 07, 40 students, 4 workshops
 Italian end Oct 07, 58 students, 5 workshops
 French mid Nov 07, 64 students, 6 workshops
 Politics mid/end Nov 07, 130 students, 8
workshops
 Hispanic end March 08, 120? students, 6
workshops
 Overall teaching commitment:
5 lectures + 29 workshops (≈ 410 students)

14. Sonja Haerkoenen, Cardiff University
Lessons learned
Positive student reaction:
 Student interest in compulsory sessions
assisted negotiations (consultation +
feedback from previous voluntary workshops)
 75% would recommend attending these
sessions to colleagues
 86% found the sessions useful
 95% thought the topics were covered clearly
and effectively

15. Sonja Haerkoenen, Cardiff University
Lessons learned
Room for improvement:
 Some overlap for joint honours students
 Students prefer sessions a.s.a.p. in
academic year
 Should be fully integrated into timetables, not
additional or in reading week
 Basic IL covered, follow-up in year 2 needed
for advanced skills
 Considerable staff effort to organise slots and
create customised materials

16. Sonja Haerkoenen, Cardiff University
What next?
 Harmonise sections re. timetabling sessions
(in scheduled module contact hours)
 Coordinate with academic colleagues to move
all workshops into semester 1, Oct-Nov
 Discuss follow-up workshops in year 2
 Gather feedback from academic staff on
improvements in students‘ work
 Investigate formalised assessments School-wide

17. Sonja Haerkoenen, Cardiff University
Thank you for your interest and
attention!
Sonja Haerkoenen
HaerkoenenS@cardiff.ac.uk