Student Ambassadors for Digital Literacy: supporting student transitions
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Presentation give at the University of Limerick as part of seminar on the role of the academic library in supporting student success and transition
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Student Ambassadors for Digital Literacy: supporting student transitions
- 1. Student Ambassadors for Digital Literacy (SADL) at LSE: Supporting student transitions Dr Jane Secker Copyright and Digital Literacy Advisor, LSE Chair CILIP Information Literacy Group
- 2. Digital natives? Photo by Flickingerbrad licensed under Creative Commons Photo by starmanseries licensed under Creative Commons
- 4. A New Curriculum for Information Literacy Secker & Coonan (2011
- 5. Information literacy ….. • Supports transition Higher education is “not just more education, but different”. Students coming from school are not sure what learning is - it’s always been managed for them. (ANCIL Expert Report p.20) • Develops independent learners It involves students being able to articulate the expectations of a new information context, and also being able to reflect on their own learning. Part of the process of becoming an independent learner also involves helping a student understand more about the process of learning (ANCIL Expert Report p.22) • Considers the social dimension of information literacy As a profession, we need to think about what students need to know and be able to apply in the information environment. Our commitment should be to life-long learning rather than the longer life of our library resources. (ANCIL Expert Report p.28) Secker and Coonan (2011)
- 6. LSE context Specialist social science research led university World class library Cosmopolitan students - relatively small undergraduate population (c.4500) Traditional teaching and assessment Blended learning support using Moodle Core course for LSE undergraduates (LSE100) including some aspects of IL
- 7. Undergraduate support at LSE 2012 Audit of undergraduate support proved a catalyst Used ANCIL as audit tool Report: Bell et al (2012) Found support was ‘patchy’ Transition was offered by all / none Help offered at point of need / crisis Assumptions : dangerous!
- 8. Careers Language Centre Teaching & Learning Centre Language Centre LSE100 Departments Library Library LibraryLibrary Library Centre for Learning Technology Departments LSE100 Teaching & Learning Centre Departments Language Centre Library Teaching & Learning Centre Departments Language Centre Language Centre Teaching & Learning Centre Careers Departments LSE100 ANCIL in practice Secker & Coonan (2011)
- 9. Developing an LSE Framework Developed in 2013 Covers digital and information literacy Based on ANCIL and other frameworks Purpose to inform academics and provide examples Enable mapping of existing provision Tool can be used by teaching librarians and learning technologists Image cc from http://www.flickr.com/photos/markhillary/302630220/in/set-72157594327649691 /
- 10. LSE’s Digital and Information Literacy Framework Learner 1 2 3 4 5 6 7 8
- 11. Why digital literacy? JISC definition: “By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society: for example, the skills to use digital tools to undertake academic research, writing and critical thinking; as part of personal development planning; and as a way of showcasing achievements.”
- 12. Students as ‘Change Agents’ • Key focus in UK with Jisc Change Agents Network • Building student engagement • Students as partners • Students as producers
- 13. The SADL Project 2013-2015 Collaborative Project: Library Learning Technology and Innovation (LTI) Teaching and Learning Centre Student Union IT Training Engagement with 4 academic departments Social Policy, Statistics, Law, International Relations
- 14. SADL: project aims To better understand the existing digital and information literacies of students To explore the role of Student Ambassadors as peer support for others on their course To explore how aspects of digital and information literacy can be embedded into the curriculum To share good practice at LSE on embedding digital, academic and information literacies
- 16. Research practices survey Research: where do you start? How did you learn to use your favourite research tool? What do you think of the Library search tools? Assessing quality: library resources and internet resources? Identify strengths and weaknesses of your research practices Purdy, J. P. (2013) “Scholarliness as Other: How Students Explain Their Research-Writing Behaviors”. In McClure, R. & Purdy, J. P. The New Digital Scholar - Exploring and Enriching the Research and Writing Practices of NextGen Students. Information Today, New Jersey
- 17. Research practices findings “I think I am good at research to the extent that I can find lots of resources and get the relevant articles instead of going aimless and overwhelmed by the information. My weakness is that I am still lack of all kinds of tools and knowledge of websites to do a good job on very scholarly research.” “I go on to Moodle to find if there are any relevant links that Professors have posted online. If there are recommended articles that are in the library, I will search for it. Otherwise, I will google scholarly articles to see if anything has been written about it.” “Researching my first essays, I used google scholar - it doesn't involve much learning, the simplicity is what makes it a useful first step.” “I think it's comprehensive, but sometimes it's hard to find to narrow it down and to find the most relevant information.” “I scan the title and abstract to assess which are the most relevant.” “Mostly use one from amongst the top 5 of the Google hits. But mostly on the relevance of the url and the first few lines that can be read on google hits page.”
- 18. Workshop 1: Introduction to the SADL project: finding and evaluating information Workshop 2: Reading and writing in your discipline Workshop 3: Managing and sharing information Workshop 4: Managing your digital footprint All resources on project website: http://blogs.lse.ac.uk/lsesadl/resources/ Workshop overview
- 19. How do you approach an assignment? Workshop 2: reading and writing in your discipline?
- 20. Workshop 3: Managing and sharing information How do you keep up to date, manage, store and cite your information?
- 21. Workshop 4: Managing your digital identity Digital Footprint: why does it matter?
- 22. SADL: Key findings from 2014 Project collecting rich data about student practices Challenged assumptions and generalisations Low awareness of existing resources and support Contrasts between disciplines - Statistics students don’t tend to use Library resources - Social Policy students read extensively Sharing – valued being part of the network but unsure about where and how to share information Student ambassador role needed more structure But students were enthusiastic, willing to support others and wanted to improve their digital literacies
- 23. Evaluation and impact study 2015 • Currently undertaking an extensive review of SADL to look at: – Key benefits and value to students and staff • Impact of student learning – Scalability and sustainability – Relationship with other initiatives at LSE • Data collection via survey and interviews • Report due in June 2015
- 24. Lessons learnt to date Developing relationships with students takes time and need to build trust Workshops require: Clear aims and objectives but flexibility A lot of preparation time A suitable learning space Valuable staff development – new techniques, activities Ambassador role requires clear expectations and ways to facilitate peer support and mentoring Need greater support from academic departments and other students to highlight the importance of IL
- 25. Student partnerships • Students can be empowered e.g. presenting at conferences with staff, developing new skills • Students benefit from sharing their experience beyond their institution • Working with other students (not just Students’ Union) • A more ‘real’ student voice and your champions! • But tensions in how much support, guidance and structure they need • Student partnership toolkit (from Jisc)
- 26. ANCIL in (the) SADL Workshop 1 & 2Workshop 3 Workshop 4 Workshop 1 & 2 Blogging Blogging Peer support Peer support
- 27. Where next for SADL? Galway
- 28. Further reading and resources Bell, Maria and Moon, Darren and Secker, Jane (2012) Undergraduate support at LSE: the ANCIL report. The London School of Economics and Political Science, London, UK. Available at: http://eprints.lse.ac.uk/48058/ LSE Digital and Information Literacy Framework (2013) Available at:http://bit.ly/1gq63IO LSE SADL Project website and resources (2014) Available at: http://blogs.lse.ac.uk/lsesadl/resources Secker, J and Coonan, E (2011) A New Curriculum for Information Literacy. Available at: http://newcurriculum.wordpress.com Secker, Jane, Karnad, Arun , Bell, Maria, Wilkinson, Ellen and Provencher, Claudine (2014) Student ambassadors for digital literacy (SADL): project final report. Learning Technology and Innovation , London, UK. Available at: http://eprints.lse.ac.uk/59479/ Secker, Jane and Karnad, Arun (2014) SADL project evaluation report. Learning Technology and Innovation , London, UK. Available at: http://eprints.lse.ac.uk/59478/
- 29. Thank you! j.secker@lse.ac.uk / @jsecker http://newcurriculum.wordpress.com
Notes de l'éditeur
- Jane LSE : specialist social science institution – world class library Highly ranked for research Cosmopolitan students - relatively small undergraduate population who rarely attend library training Traditional teaching and assessment
- First up – let’s dispell a few myths – digital natives do not exist – fact Some students may be tech savvy – some are not – Students may use Facebook, students are not experts in their discipline and scholarly practices
- In the research I did back in 2011 with Emma Coonan – here are the first few strands Transition is not just the first few weeks at university – it can happen when a student gets their first bit of feedback, when they first write a dissertation
- Staff assumed aspects of IL were covered by others or students would already know it – this is very dangerous given the diverse student population at LSE Approach to transition was often sink or swim and help offered as remedial or targeted at specific groups such as students who’s first language is not English (this is probably half of them!) High achieving students also struggle Bit fish in a small pond – the brightest kid in school until they get to LSE! Where the pond is full of big fish!
- Separate workshops for staff & PhDs / UG & masters Course UG course includes information skills Attendance at library workshops mainly by Masters students Embedded IL patchy but Academic Support Librarians all teach Teachers discuss these issues as part of the PGCert…. BUT
- Jane Following our findings being endorsed at the Teaching, Learning and Assessment committee we spent some time devising an appropriate IL framework Purpose to inform academics of info & digital literacy skills with examples Enable mapping of existing provision Tool can be used by teaching librarians and learning technologists when planning Informed by work of other institutions 8 competencies
- Jane In the first workshop we gave the students 3 definitions for Digital Literacy and asked them to choose one. “the ‘savvyness’ that allows young people to participate meaningfully and safely as digital technology becomes ever more pervasive in society.” (Future lab) “By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society; for example, the skills to use digital tools to undertake academic research, writing and critical thinking: as per personal development planning: and as a way of showcasing achievements.” (JISC) “Digital and information literacies are the skills, knowledge and understanding that underpin our ability to learn, undertake research and to teach in a digital age. It is vital that LSE students and staff develop critical, creative, discerning and safe practises when engaging with information in the academic environment.” (LSE definition) They chose the JISC one overwhelmingly
- Funding came from a HEA / Jisc initiative about embedding digital literacies into an institution and the literature review we did back in 2014 also highligted that strategies at the top level (the framework) only get you so far! Working from the ground up can also be effective – and these two together are powerful.
- Maria Project collaboration – why all of these? Led by Library and CLT – be clear this is focusing on last year Why 2 academic depts chosen? Qualitative & quantitative Good working relationship - helped engagement
- Is there a value in establishing a Student Ambassadors Network for digital literacies and is there a role for students to act as peer mentors on their courses? What digital literacies students already have and what do they need? What are the best strategies to support students in developing digital and information literacies and how and when should support be delivered?
- How does it work? SADL advertised to all undergraduates in 4 LSE departments with a person specification / JD Up to 40 students recruited in October Students attend 4 workshops Students are asked to share what they have learnt with peers SADL graduates act as Senior Ambassadors for the current cohort Student recruitment What we did? Student Union support ‘Shout outs’ in class Email / Moodle Applications Effective? Incentives Statement on HEAR record Amazon vouchers – attendance at workshop and participation in additional activities e.g. Candi, HEA events Badges – online badges (Mozilla open badges)
- What? Purdy Questions used Why did we do this? To explore scholarly practices or understanding of scholarly practices of our ambassadors before the project started. Asked them to identify strengths and weaknesses as a researcher Purdy, James P. (2013) “Scholarliness as Other: How Students Explain Their Research-Writing Behaviors”. In McClure, Randall and Purdy, James P. The New Digital Scholar - Exploring and Enriching the Research and Writing Practices of NextGen Students. Information Today, New Jersey
- Maria Examples of responses Show evidence of good practice Common issues: distraction; being unfocussed; too much; unsure about assessing quality of sources but know they should be. What will do later? Post project questionnaire will re-examine and assess impact of project
- Jane Format of the workshops Interactive – we learnt from them as much as they learnt from us Activity based Quick wins where they learnt a digital skill Meetings with students initially envisaged as focus groups Then thought that rather than just seek information from students, should also provide development for students – 2 way Interactive activities Provide input Quick win – skill they leave with
- Ellen Show some of the work done How students approach and assignment One is stats and one is social Policy Shows tools used and the approach Also shows how students interweave academic work with their lives – cook and eat, facebook chat, social media
- Ellen Range of different software used – other posters with further tools Students shared with us and each other – asked about tolls they didn’t know about and were interested in trying these out.
- Jane Range of different software used – other posters with further tools Students shared with us and each other – asked about tolls they didn’t know about and were interested in trying these out.
- Jane Challenge any assumptions and generalisations about students as they are all different and have developed different strategies for study Challenged assumptions and generalisations about students approaches to study and technology Students from different disciplines have different academic practices but there is merit in bringing them together Statistics students don’t tend to use library resources, but this was a great way of learning about what their needs are around data, stats help etc. Hard for students to share things. Hard to bring up – not going to bring up Mendeley in the pub on a Friday night Librarians find digital tools much more interesting and are likely to share with each other than students do! We are more likely to talk about Mendeley in the pub on a Friday night – Maria Students very enthusiastic – want to share and even lead sessions for fellow students – need help facilitating this. The engagement in the workshops has been very high – the students are motivated and want to particpate. There’s been no drop off in attendance and some students have been involved in other activities – Candi (parternship with 6th form college to give a level students flavour of uni and develop research skillls) – and speaking at and HEA event held at LSE in May. SADL students valued learning to find, evaluate and manage information but digital footprint workshop most popular Students found out about resources and support at LSE Students valued being part of a network to meet other students Peer support role valued - sharing tools / apps More details in Project Evaluation Report
- Maria Set clear expectations about the role of digital literacy ambassadors Are the students an ambassador, a champion, a mentor for others? Be prepared for trust to take time to develop – students will open up as they get to know you Workshops need a lot of planning and resources to ensure they are engaging and interactive – plan for plenty of activities and opportunities for you to learn from the students! Early workshops need to be structured – makes students more comfortable. Can get more flexible as project goes on once they gain confidence and get to know us and each other Learned how to teach Ugs, activities – adapted resources made available as OERs from Adam Edwards, Middlesex and Matt Borg, Sheffield Hallam - Workshop 2 – fuzzy on our aim meant less satisfactory but good input from students still. Made us think and reflect better for 3 and for rest of project objective. and space has an impact on the atmosphere you are creating – if you want informal, then don’t use a board room! Staff development issues – time consuming and need others able to teach this style of workshops
- Also mention the peer support angle
- Just show the slide (no time to talk to it)