Sustaining student ambassadors: developing digital literacies in undergraduate students
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Presentation on Student Ambassadors for Digital Literacy (SADL) programme at LSE, at European Conference on Information Literacy 2015
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Sustaining student ambassadors: developing digital literacies in undergraduate students
- 1. Sustaining student ambassadors: developing digital literacies in undergraduate students Jane Secker @jsecker & Maria Bell @bellmari London School of Economics and Political Science ECIL 2015, Tallinn, Estonia 19-23 October 2015
- 2. Student Ambassadors for Digital Literacy (SADL) Undergraduate | Collaborative | Peer support Now in it’s third year at LSE Project > Programme Find and evaluate | Reading and academic practices | Manage and share | Your digital footprint
- 3. In brief: SADL Project aims • To understand students’ existing digital and information literacy (DIL) skills. • To explore how best to support students to improve their DIL skills and provide peer support.
- 4. • Doubled the cohort • Extended to 4 departments • 4 workshops in 2 terms (+ celebration event) • Introduced group projects • Introduced Seniors Ambassadors SADL 2014-15
- 5. SADL Senior Ambassadors • Completed SADL 2013-14 • Work alongside staff • Give feedback on workshop content • Guide and support students in workshops • Give feedback on sessions • Lead student projects
- 6. Evaluation and impact study 2014 • Employed a research assistant • Used Kirkpatrick evaluation method – 4 levels • Data collection methods: – Pre and post-survey, interviews with stakeholders – Other metrics • Examined: – Key benefits and value to students and staff – Impact on students’ digital literacy, their academic practices, their career, their attitude to study at LSE – Scalability and sustainability of project
- 7. SADL: the impact on students “I am glad I joined SADL because I wouldn't have known anything about copyright or any qualitative skills if I didn't. So in terms of study skills that really helped me a lot like research and managing information and things. It helped me through my second year”
- 8. Key findings • Digital Literacy skills highly valued: for study, personal lives and employability • Students gained / valued more than tech skills • Value of collaborative teaching style • Impact on students significant (particularly Senior Ambassadors) • Important staff development benefits • Academic staff need to be more engaged
- 9. Recommendations and conclusions • We cannot expand the programme to teach every undergraduate in this way • Using peer support allows for expansion but also increases student engagement • We need to sustained communication and multiple channels to reach students and staff • Academic staff need a greater understanding of the value of digital literacy and how to teach it in the context of their discipline • More Library and Learning Technology staff should be involved in the programme
- 10. “there should be more incentive to write blogs” “Enjoyed getting hands on and going out to speak to the people. This is where I felt most like an ambassador”. “Prior to this workshop I had little exposure to using the Library catalogue or google scholar. Very insightful and have since gone on to use both resources”. “Senior was really good, always at meetings, answered questions, motivated us. Really got the ball rolling and got us working”. “The role is kinda blurry sometimes. We go to workshops and we tell people about it but no one really listens”. The atmosphere was “like a community not like a classroom, all learning together”. The role of the student ambassador needs more work “Many students didn't know what it is, need more clarity on what it is, what digital literacy involves”. The course has taught me to be more structured in the essay writing process “I‘m now much more focused and I know what I'm doing” Our students have their say..
- 11. Student partnerships • Students can be empowered • Sharing experiences beyond their institution • Working with other students (not just Students’ Union) • A more ‘real’ student voice • Your champions! • Found Jisc student partnership toolkit helpful and support of Change Agents Network • Tensions: freedom vs support, guidance and structure
- 12. Going forward “For partnership to be embedded and sustained beyond documents, projects and initiatives, it needs to become part of the culture and ethos of the institution” HEA framework for partnership in learning and teaching in higher education (2014)
- 13. SADL 2015-16 • Recruiting across LSE but places limited to 50 1st and 2nd year undergraduates • Recruited 9 Senior Ambassadors to support the cohort • Recruitment campaign closes 23rd October • Welcome event 28th October – 4 workshops and celebration
- 14. Sustaining SADL….. Our biggest challenges: – Scaling up: Reaching all undergraduate students – Developing the peer learning aspects of SADL so students are empowered by supported – Keeping it student-led and student focused – Ongoing funding and staffing
- 15. Any questions? Follow the SADL Story! blogs.lse.ac.uk/lsesadl @LSESADL
- 16. Further reading • Lau, Doriane, Secker, Jane and Bell, Maria (2015) Student ambassadors for digital literacy (SADL): evaluation & impact report. Learning Technology and Innovation (LTI), London, UK. Available at: http://eprints.lse.ac.uk/63357/ • LSE SADL Project website and resources (2014) Available at: http://blogs.lse.ac.uk/lsesadl/resources • HEA (2014) Framework for partnership in learning and teaching. York, Higher Education Academy. Available at: http://www.heacademy.ac.uk/students-as-partners • 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/ • SEDA conference (November 2014) Opportunities and challenges for academic development in a post-digital age– Mark J.P. Kerrigan, Director of Teaching, Learning and Assessment, Anglia Ruskin University keynote on behalf of the Change Agents Network. • 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/
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
- 4 X 1.5 hour interactive workshops Finding and evaluating information Reading and academic practices Managing and sharing information Managing your online identify Activities between sessions including blogging A group project to improve: learning at LSE, learning spaces, peer support and the VLE Loans of equipment to make video, interview students etc.
- Originally funded by the HEA as part of their Changing Learning Landscapes programme from Oct 2013 to July 2014. 2012 audit found UG student support for Information/digital literacy was patchy 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. Some students may be tech savvy – some are not – students may use Facebook, students are not experts in their discipline and scholarly practices 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!
- Project collaboration –Led by Library and LTI, Academic depts Volunteered - helped engagement, some quants some qual subjects 40 students (mainly first years) Four academic departments: International Relations, Law, Statistics, Social Policy Four senior ambassadors: involved in designing, delivering and evaluating Two hour workshops on: Finding information, Reading and research, Managing and sharing information, Managing your digital identity and the digital future Students worked on group projects and presented them at final event
- All participated in project in 2013/14 and keen to take part, paid for their time.
- Why now? 2 years To sustain and move on from project status need to understand what project has revealed, student engagement and learning and what is possible going forward. Employed a research assistant – Masters student Data collected from: Student survey Interviews with: Students, Academics from departments, LSE Students’ Union, Teaching staff Other metrics - – blog stats, publications, conferences
- Make the point that SADL contrasted to how they felt they were taught in general at LSE (sage on stage)
- Maria
- Positive Students would recommend their friends get involved in the project. Students found the course helpful and they were able to apply the content their studies. Constructive feedback as well There was uncertainty about the role of the student ambassador and how to carry out the peer support role beyond their immediate friends. Limited impact & issues with scaling up project in it’s current form without more departmental/institutional support
- Empowered e.g. presenting at conferences with staff, developing new skills
- The students themselves recognised the need for departmental support and gave lots of suggestions as to how student ambassadors could gain more visibility, recognition and profile at the school particularly through the involvement in school wide events.
- Staffing