Research skills teaching Research skills teaching

across the Faculty of across the Faculty of

Engineering and Physical Engineering and Physical

Sciences (FEPS)Sciences (FEPS)

in the University of Surreyin the University of Surrey

Evi TramantzaEvi Tramantza

May 2011May 2011

USTLGUSTLG

AimAim

To present the implementation of To present the implementation of

the information literacy plan the information literacy plan

for the Faculty of Engineering for the Faculty of Engineering

and Physical Sciences (FEPS).and Physical Sciences (FEPS).

OutlineOutline

�� University of Surrey and FEPS some University of Surrey and FEPS some

numbers and picturesnumbers and pictures

�� The ALL role before and afterThe ALL role before and after

�� The information literacy plan The information literacy plan –– a a

pragmatic approachpragmatic approach

�� What workedWhat worked

�� ProblemsProblems

�� Next steps Next steps -- Learning OutcomesLearning Outcomes

�� ConclusionConclusion

University of SurreyUniversity of Surrey

University of SurreyUniversity of Surrey

�� http://www3.surrey.ac.uk/virtuahttp://www3.surrey.ac.uk/virtua

ltour/campus.htmlltour/campus.html

NumbersNumbers

�� Library collections: 600,000 printed Library collections: 600,000 printed

items,items, 225,000 electronic books,225,000 electronic books, 900 900

printed current journal printed current journal

subscriptions, more thansubscriptions, more than 45,000 45,000

electronic journals and over 125 electronic journals and over 125

specialist electronic databasesspecialist electronic databases

�� Students: Students:

�� 14,500 in Surrey14,500 in Surrey

�� 4,500 in FEPS 4,500 in FEPS

10 Departments10 Departments

�� Aeronautical Engineering Aeronautical Engineering

�� Chemical Engineering Chemical Engineering

�� Civil EngineeringCivil Engineering

�� ComputingComputing

�� Electronic EngineeringElectronic Engineering

�� Environmental EngineeringEnvironmental Engineering

�� MathematicsMathematics

�� Mechanical EngineeringMechanical Engineering

�� Medical EngineeringMedical Engineering

�� PhysicsPhysics

Academic Liaison Librarian Academic Liaison Librarian ––

the complexity of the rolethe complexity of the role

The role The role –– Academic Academic

Liaison Librarian for FEPSLiaison Librarian for FEPS

�� Reading list, collection and budget responsibility Reading list, collection and budget responsibility

for information resources for 10 Departmentsfor information resources for 10 Departments

�� Member in Board of Studies and other committees in Member in Board of Studies and other committees in

the Departmental committees and Faculty Teaching the Departmental committees and Faculty Teaching

and Learning committeeand Learning committee

�� Member in committees in the libraryMember in committees in the library

�� Lecturing on Information Literacy Lecturing on Information Literacy -- all levelsall levels

�� Differences between role expectations from the Differences between role expectations from the

LibraryLibrary’’s point of view and from the Facultys point of view and from the Faculty’’s s

point of viewpoint of view

Before (Jan 2010) Before (Jan 2010)

�� Attended Board of Studies meetings Attended Board of Studies meetings

in some Departmentsin some Departments

�� Had some Library repsHad some Library reps

�� Offered only inductions to students Offered only inductions to students

in the beginning of the yearin the beginning of the year

�� No information literacy sessionsNo information literacy sessions

�� A need was identified for a new A need was identified for a new

improved role improved role

Bridging the gap Bridging the gap

�� Our vision of excellence in teaching Our vision of excellence in teaching and researchand research

�� Information literacy training needed Information literacy training needed to be implementedto be implemented

�� To get to students to ensure that To get to students to ensure that they have equal opportunity to they have equal opportunity to resources and support it was resources and support it was necessary to have academics on boardnecessary to have academics on board

After (May 2011)After (May 2011)

�� A regular member of all Board of Studies meetings A regular member of all Board of Studies meetings in all my Departments given a regular slot to in all my Departments given a regular slot to present paperspresent papers

�� Invited to attend other staff meetings and student Invited to attend other staff meetings and student staff liaison meetings in the Departmentsstaff liaison meetings in the Departments

�� Library reps in all Departments with whom I meet Library reps in all Departments with whom I meet regularlyregularly

�� A regular member of the Faculty Teaching and A regular member of the Faculty Teaching and Learning Committee Learning Committee

�� Recently invited as a regular member in the Recently invited as a regular member in the Research steering committee of my FacultyResearch steering committee of my Faculty

�� Teach all my students of all levels information Teach all my students of all levels information literacyliteracy

How did it happen?How did it happen?

1. Confidence in 1. Confidence in

meetingsmeetings�� Described my role to help them appreciate Described my role to help them appreciate the seniority the seniority

�� Presented what I did as if it was already Presented what I did as if it was already happeninghappening……and negotiatedand negotiated

�� Stressed that other Departments and other Stressed that other Departments and other Universities offer this training and the Universities offer this training and the fact that our students will be missing out fact that our students will be missing out

�� Met with all Heads, all UG and PGT Met with all Heads, all UG and PGT programme directors, I asked for Library programme directors, I asked for Library reps, I met with all of them I then met reps, I met with all of them I then met with level coordinators to identify with level coordinators to identify modules, I met with all the administrators modules, I met with all the administrators etcetc

�� I had 78 meetings to get startedI had 78 meetings to get started

2. Colleagues and the 2. Colleagues and the

LibraryLibrary

�� Very supportive colleagues and a friendly Very supportive colleagues and a friendly

environment where people are happy to environment where people are happy to

share share

�� Independence to develop the roleIndependence to develop the role

�� Supported by the library senior management Supported by the library senior management

who moved strategically at top level for who moved strategically at top level for

information literacyinformation literacy

3. Getting connected3. Getting connected�� CilipCilip

�� LilacLilac

�� Other libraries, Kingston, Imperial, Other libraries, Kingston, Imperial,

UCL, Warwick, Cranfield, Bristol, UCL, Warwick, Cranfield, Bristol,

CardiffCardiff

�� Engineering and Technology library Engineering and Technology library

groupsgroups

�� Reading in the professionReading in the profession

4. Academics and our 4. Academics and our

common groundcommon ground

�� High profileHigh profile

�� Extremely busyExtremely busy

�� In need of solutionsIn need of solutions

�� Not always seeing the relevanceNot always seeing the relevance

�� Found common ground: we want Found common ground: we want students to progress, to complete, students to progress, to complete, to succeed, we want them to use good to succeed, we want them to use good quality sources and good quality sources and good referencing.referencing.

5. Language 5. Language –– using the using the

right vocabularyright vocabulary

aa�� Proposal for Information Literacy Sessions Proposal for Information Literacy Sessions –– Inductions to the Inductions to the

University LibraryUniversity Library

�� Evi Tramantza, University LibraryEvi Tramantza, University Library

�� According to CILIP (Chartered Institute of Library and According to CILIP (Chartered Institute of Library and Information Professionals) Information Professionals) Information literacyInformation literacy isis

�� ““Knowing when and why you need information, where to find it, andKnowing when and why you need information, where to find it, andhow to evaluate, use and communicate it in an ethical manner.how to evaluate, use and communicate it in an ethical manner.

�� This definition implies several skills. We believe that the This definition implies several skills. We believe that the skills (or competencies) that are required to be information skills (or competencies) that are required to be information literate require an understanding of: literate require an understanding of:

�� AA need for information need for information

�� The resources available The resources available

�� How to find information How to find information

�� The need to evaluate results The need to evaluate results

�� How to work with or exploit results How to work with or exploit results

�� Ethics and responsibility of use Ethics and responsibility of use

�� How to communicate or share your findings How to communicate or share your findings

�� How to manage your findingsHow to manage your findings””

�� (2010)(2010)

bb�� My Information Literacy 2 hour sessions for levels 2, 3 and M caMy Information Literacy 2 hour sessions for levels 2, 3 and M can n

includeinclude::

�� Using the library catalogue for books, journals dissertationsUsing the library catalogue for books, journals dissertations

�� Interlibrary loan for items we do not holdInterlibrary loan for items we do not hold

�� Reading listsReading lists

�� Subject guidesSubject guides

�� Online newspapers and journalsOnline newspapers and journals

�� Reference searchReference search

�� Remote access to the online resourcesRemote access to the online resources

�� Distinguishing between search engine and database searchDistinguishing between search engine and database search

�� Google scholarGoogle scholar

�� Web 2.0 technologies like twitter, Web 2.0 technologies like twitter, slideshareslideshare, , bloglinesbloglines, delicious etc, delicious etc

�� Internet searchInternet search

�� Need to critically appraise the information found and ways to doNeed to critically appraise the information found and ways to do this this

�� PlagiarismPlagiarism

�� Copyright Copyright

�� Keeping record of research doneKeeping record of research done

�� Bibliographic styles and referencingBibliographic styles and referencing

�� Search strategySearch strategy

�� Database searchDatabase search

�� Boolean logic in searchingBoolean logic in searching

�� Keeping search histories and moreKeeping search histories and more

�� Help your students achieve and raise the standard of their intelHelp your students achieve and raise the standard of their intellectual lectual contribution to the University. Contact me to book one for your contribution to the University. Contact me to book one for your students:students:

�� e.tramantza@surrey.ac.uke.tramantza@surrey.ac.uk

�� CILIP. 2010. CILIP. 2010. Information literacy Information literacy [Online]. London. Available: [Online]. London. Available: http://www.cilip.org.uk/gethttp://www.cilip.org.uk/get--involved/advocacy/learning/informationinvolved/advocacy/learning/information--literacy/Pages/definition.aspxliteracy/Pages/definition.aspx [Accessed 1 May 2010].[Accessed 1 May 2010].

6. Using meetings6. Using meetings

�� Being present and communicativeBeing present and communicative

�� Being the bridge of communication Being the bridge of communication

between the library and the Facultybetween the library and the Faculty

�� Using every opportunity to remind Using every opportunity to remind

and inform about resources and and inform about resources and

services and educateservices and educate

7. A show case7. A show case

�� Using show cases, name them Using show cases, name them pilot, to promote new pilot, to promote new developments, sessions etcdevelopments, sessions etc

�� Inviting lecturersInviting lecturers

�� Promoting best practice Promoting best practice

8. Yes we can attitude8. Yes we can attitude

�� Delivering. Whenever there is a Delivering. Whenever there is a

request either from an academic request either from an academic

or a student offering or a student offering

consistently fantastic service.consistently fantastic service.

9. Being involved9. Being involved

�� Being present at events like Being present at events like

project fairs or other internal project fairs or other internal

to Departments events makes you to Departments events makes you

internal. internal.

10. Being flexible10. Being flexible

�� Offering alternativesOffering alternatives

�� Offering sessions within Offering sessions within

students schedule or outside.students schedule or outside.

�� Offering sessions outside Offering sessions outside

normal hours.normal hours.

�� Teaching groups of just 6 or Teaching groups of just 6 or

300300

11. Gathering evidence11. Gathering evidence

�� Using statistics to impressUsing statistics to impress

�� Before and After checking your information Before and After checking your information literacy quiz. Some of the questions:literacy quiz. Some of the questions:

�� 1. Do you know what information literacy is?1. Do you know what information literacy is?

�� 2. Do you understand the difference between a 2. Do you understand the difference between a database and an internet search?database and an internet search?

�� 3. Do you know which databases are relevant to 3. Do you know which databases are relevant to your subject? your subject?

�� 4. Do you know what Boolean search and truncation 4. Do you know what Boolean search and truncation is?is?

12. Letting your success 12. Letting your success

stories talk for youstories talk for you

�� Faculties are small communities Faculties are small communities

and they shareand they share

�� Lecturers and students will Lecturers and students will

talk to each other to promote talk to each other to promote

what we dowhat we do

13. Using a platform: the 13. Using a platform: the

websitewebsite

�� Subject pagesSubject pages

�� Learning Skills Portal pageLearning Skills Portal page

�� BlogBlog

�� VLEVLE

�� http://www.surrey.ac.uk/library/http://www.surrey.ac.uk/library/

�� http://www.surrey.ac.uk/feps/departmhttp://www.surrey.ac.uk/feps/departm

ents/ents/

14. Dealing with problems14. Dealing with problems

�� Time is limited and multitasking the Time is limited and multitasking the everyday trutheveryday truth

�� Academics being very busy sometimes Academics being very busy sometimes initially not receptive initially not receptive

�� Firm when faced with negativityFirm when faced with negativity

�� Backing away and identifying people Backing away and identifying people willing to supportwilling to support

My information literacy plan My information literacy plan –– a a

pragmatic approachpragmatic approach

�� Lilac 2010 in Ireland: attended the Lilac 2010 in Ireland: attended the

Salford presentation on mapping Salford presentation on mapping

information literacy. information literacy.

�� Used the Information literacy skills grid Used the Information literacy skills grid

based on the based on the SconulSconul pillars from pillars from BirkbeckBirkbeck

�� Mapped information literacy skills to Mapped information literacy skills to

different levels using the above at least different levels using the above at least

2 hours contact class time for all 2 hours contact class time for all

students students

Next steps Next steps –– Learning Learning

Outcomes Outcomes

�� The University is restructuring to 15 The University is restructuring to 15 credit modulescredit modules

�� Opportunity to embed information literacy Opportunity to embed information literacy formallyformally

�� Currently writing learning outcomes for Currently writing learning outcomes for all levels 1,2,3,M and MSc to be included all levels 1,2,3,M and MSc to be included in the relevant module descriptions and in the relevant module descriptions and handbookshandbooks

�� Presenting a paper in the Faculty teaching Presenting a paper in the Faculty teaching and learning committee to have this plan and learning committee to have this plan endorsedendorsed

Recommended modelRecommended model

�� Working closely with lecturerWorking closely with lecturer

�� Sessions compulsory and highly supported Sessions compulsory and highly supported by lecturersby lecturers

�� Lecturer attending with studentsLecturer attending with students

�� Embedding slots within studentsEmbedding slots within students’’ module module and timetableand timetable

�� Linking assignment requirements with Linking assignment requirements with information literacy learning outcomesinformation literacy learning outcomes

�� In a time when they are starting research, In a time when they are starting research, linked to assignmentslinked to assignments

�� Hands on with relevant activitiesHands on with relevant activities

�� Assessing to guarantee involvementAssessing to guarantee involvement

The appreciation and the The appreciation and the

nominationsnominations

�� Increasingly appreciated and Increasingly appreciated and

valuedvalued

�� Nominated for two teaching Nominated for two teaching

excellence awards in the excellence awards in the

University of Surrey. University of Surrey.

Summing up Summing up

�� A pragmatic approach one that is A pragmatic approach one that is

viableviable

�� A relationship of communication, of A relationship of communication, of

give and takegive and take

�� Not easy but an utterly fulfilling Not easy but an utterly fulfilling

journeyjourney

�� Always aiming at improving the Always aiming at improving the

student experiencestudent experience

Bibliography Bibliography

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�� BrabazonBrabazon, T. , T. , Tara , Tara BrabazonBrabazon: The invisible support network: The invisible support network [Homepage of [Homepage of Times Higher Education], [Online]. Available: Times Higher Education], [Online]. Available: http://http://www.timeshighereducation.co.uk/story.asp?storycodewww.timeshighereducation.co.uk/story.asp?storycode=414491=414491 [2011, [2011, 4/8/2011]. 4/8/2011].

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�� Cardiff University Cardiff University , Handbook for Information Literacy Teaching, Handbook for Information Literacy Teaching[Homepage of Cardiff University], [Online]. Available: [Homepage of Cardiff University], [Online]. Available: http://www.cardiff.ac.uk/insrv/educationandtraining/infolit/hilthttp://www.cardiff.ac.uk/insrv/educationandtraining/infolit/hilt// [2011, [2011, 4/8/2011]. 4/8/2011].

�� East, J.W. East, J.W. , The future role of the academic liaison librarian : A , The future role of the academic liaison librarian : A literature reviewliterature review [Homepage of E[Homepage of E--Prints in Library and Information Prints in Library and Information Science], [Online]. Available: Science], [Online]. Available: http://eprints.rclis.org/handle/10760/10561http://eprints.rclis.org/handle/10760/10561 [2011, 4/7/2011]. [2011, 4/7/2011].

�� Google maps. Guildford. [Online]. Available: Google maps. Guildford. [Online]. Available: http://http://maps.google.commaps.google.com//[2011 5/1/2011].[2011 5/1/2011].

BibliographyBibliography

�� Janet Peters Janet Peters , Learning Outcomes and Information Literacy, Learning Outcomes and Information Literacy [Homepage of [Homepage of The Higher Education Academy], [Online]. Available: The Higher Education Academy], [Online]. Available: http://www.sconul.ac.uk/groups/information_literacy/publicationshttp://www.sconul.ac.uk/groups/information_literacy/publications.html.html[2011, 4/7/2011]. [2011, 4/7/2011].

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Thank youThank you

�� Any questions?Any questions?