Coulbeck Hadfield & Field - The information journey
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The Information Journey
Sarah Coulbeck: The Grammar School at Leeds (GSAL)
Emma Hadfield: Thomas Rotherham College (TRC)
Peter Field: UCL School of Pharmacy
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Meet Jeremy
MEET
JEREMY
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The Grammar School at Leeds (GSAL)
• Independent Grammar School
• 3‐18 year olds:– Infant School (pre‐prep)
– Junior School (prep)
– Senior School, including Sixth Form
• Whole school library service:– Six professional librarians
– Three library assistants
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Plan Gather Evaluate
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Did you have lessons on how to use the library at your Junior School?
From GSAL Juniors: 100% said YES
From elsewhere: 51% said YES
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Is the information you find on the Internet always true?
From GSAL Juniors: 99% said NO
From elsewhere: 99% said NO
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How would you find information in a non‐fiction book?
From GSAL Juniors:71% said use CONTENTS70% said use INDEX
From elsewhere:56% said use CONTENTS46% said use INDEX
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You need to include a bibliography at the end of your work to record the books you have used. Circle the
information you would include about a book…
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Bibliography for books…
From GSAL Juniors:90% said AUTHOR’S NAME
84% said PUBLISHER81% said DATE OF PUBLICATION
From elsewhere:87% said AUTHOR’S NAME
62% said PUBLISHER33% said DATE OF PUBLICATION
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You need to include a bibliography at the end of your work to record the websites you have used. Circle the information you would include about
a website…
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Bibliography for websites…
From GSAL Juniors:88% said WEBSITE ADDRESS75% said DATE ACCESSED
From elsewhere:87% said WEBSITE ADDRESS54% said DATE ACCESSED
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Plan Gather EvaluateIdentify Scope
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Thomas Rotherham College (TRC)
Sixth form collegeMajority A‐LevelsApprox 1,500 students aged 16‐19One library service
X1 Professional LibrarianX5 Assistants
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Plan
Gather
EvaluateIdentify
Scope
PresentManage
Extended Project Qualification (EPQ)
Government Initiative (2006)
Voluntary Qualification
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Which skills introduced during the EPQ were completely new?
100% Literature Reviews 89% Referencing44% Reflective Writing22% Independent research22% Evaluating Sources
Survey: Current Students
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Prior to coming to College, which skills were introduced during GCSEs?
89% Using Online Resources67% Independent Research56% Evaluating Sources33% Reflective Writing
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What are the key differences between GCSEs and the EPQ?
INDEPENDENCEThe EPQ was very
independent, whereas at GCSE you’re
completely taught what you need to know
A much stronger emphasis on independent work and
coming to your own conclusions, rather than simply learning and
reciting facts
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Would being introduced to the skills needed for the EPQ at school have better prepared you?
89% YES
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Were you expected to use any of the skills gained on the EPQ in other A‐Level subjects?
56% NO
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Do you think the EPQ has helped prepare you for University?
100% YES
University has a lot of independent research
and referencing, so I feel like I have a
head start
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Survey: Past Students (now at University)
Which skills introduced during the EPQ have you used at University?
100% Independent Research100% Using Online Resources85% Referencing42% Evaluating Sources,
Literature Reviews and Reflective Writing
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What are the key differences between studying at A‐Level and Undergraduate level?
INDEPENDENCE
There is a lot more independent learning and coursework is
much more self‐guided
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Do you think the EPQ helped prepare you for University?
85% YES
I have found that the skills learnt through the EPQ have
been very valuable and useful, particularly being
able to research systematically
The EPQ was the stepping stone
between further and higher education
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UCL School of Pharmacy
• One Undergraduate programme – 4‐year MPharm degree• 800 undergraduate students• Merged with UCL in January 2012
• Questionnaire survey:– 40 responses from 1st year students– 103 responses from 3rd year students
• MITTERMEYER, D. & QUIRION, D. (2003). Information literacy: Study of incoming first‐year undergraduates in Quebec. Montreal: Conférence des recteurs et des principaux des universités de Québec.
• SALISBURY, F. & KARASMANIS, S. (2011). Are they ready? Exploring student information literacy skills in the transition from secondary to tertiary education. Australian Academic & Research Libraries, 42, 43‐58.
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How often did you visit the Library or Learning Resource Centre at your previous school or
college? TICK only ONE answer
A. More than once a dayB. Once a dayC. 2‐4 times a weekD. Once a weekE. Once every couple of weeksF. Once a half‐termG. Once a termH. I don’t think I ever visited
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What did you do there? Tick as many as apply?
A. Borrow books B. Read magazines or journalsC. Check something in a reference bookD. Private studyE. Do group workF. Use the computers to do workG. Use the computers for non‐work
activities (e.g. check email, Facebook)H. Ask a librarian for helpI. Get training on how to find
information
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A. YesB. NoC. I don’t know or can’t
remember
At your last school or college, did you receive training from Library or LRC staff on how to find and use information: TICK only ONE
answer
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A. YesB. NoC. I don’t know or can’t
remember
At your last school or college, did you receive training from a subject teacher on how to find and use information: TICK only ONE answer
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A. Very much so, the training I got has stood me in good stead and my knowledge and skills are growing
B. To some extent; the processes and messages are largely the same, but some things are different or hard to fathom.
C. Not really. It feels like a very different way of doing things although it is OK and I’m on top of things.
D. Not at all, it is totally contradictory and it is very confusing.
If you answered YES to question 5 and/or question 6, has the training that you received at your previous school or college helped you
find and use information here so far?
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A. Borrow books B. Check something in the BP or other
reference bookC. Private studyD. Do group workE. Use the computers to do workF. Use the computers for non‐work activities
(e.g. check email, Facebook)G. Borrow a laptopH. Print out materialsI. Photocopy notesJ. Ask a librarian for helpK. Get training on how to find and use
informationL. I haven’t used the library yet
How have you used the physical Library at UCL School of Pharmacy so far? TICK as MANY as
apply
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A. Access the British Pharmacopoeia online
B. Access the BNF onlineC. Access other e‐books onlineD. Renew the books you’ve got on loanE. Reserve a book you wantF. Access a databaseG. Access an e‐journalH. Emailed [email protected] for
helpI. Download BookMyne app for ilinkJ. Change my PINK. I haven’t used the online Library yet
How have you used the virtual Library at UCL School of Pharmacy so far? TICK as MANY as
apply
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Discussion and Conclusion
• Demonstration of disparity of previous learning experience
• Demonstration of the value of libraries and library staff
• Integration with academic curriculum and changing perceptions of information skills
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References
Irving, C & Crawford, J (2007) A National Information Literacy Framework Scotland Glasgow: Glasgow Caledonian University [online] Available at http://www.ltscotland.org.uk/Images/information_literacy_framework_draft_tcm4‐433724.pdf[Retrieved 24 January 2012)
Mittermeyer, D & Quirion, D (2003). Information literacy: Study of incoming first‐year undergraduates in Quebec. Montreal: Conférence des recteurs et des principaux des universités de Québec.
Salisbury, F & Karasmanis, S (2011). Are they ready? Exploring student information literacy skills in the transition from secondary to tertiary education. Australian Academic & Research Libraries, 42, 43‐58.
SCONUL (2011) The Seven Pillars of Information Literacy: A Core Model for Higher Education. [online] Available at http://www.sconul.ac.uk/groups/information_literacy/publications/coremodel.pdf[Retrieved 22 March 2012].
Welsh Information Literacy Project (2011) Information Literacy Framework for Wales [online] Cardiff: Cardiff University. Available at http://librarywales.org/uploads/media/Information_Literacy_Framework_Wales.pdf [Retrieved 24 January 2012].