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The Aspiration that every graduate will be information literate

The Aspiration that every graduate will be information literate. A case study from the University of Sheffield Lyn Parker and Peter Stubley. Outline. University Learning Teaching and Assessment Strategy (LTAS) Departmental level (DLTAS) Library Strategic Review

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The Aspiration that every graduate will be information literate

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  1. The Aspiration that every graduate will be information literate A case study from the University of Sheffield Lyn Parker and Peter Stubley

  2. Outline • University Learning Teaching and Assessment Strategy (LTAS) • Departmental level (DLTAS) • Library Strategic Review • New Partnership Targeted Action • Future development © The University of Sheffield / LILAC conference 2006

  3. Learning Teaching & Assessment Strategy • Research-led learning environment • Vision of a Sheffield graduate • Fair, valid and reliable assessment • Launched July 2005 © The University of Sheffield / LILAC conference 2006

  4. Library as Stakeholder in the LTAS • Obj 1: processes of knowledge creation • Obj 5: high-quality learning and information resources and become information literate • Obj 6: inquiry-based learning • Obj 8: ICT • Obj 9: applying research methodologies and techniques • Obj 18: independent responsibility for learning Principles of Assessment 5: ‘…tasks should also ensure students have opportunity to develop range of generic skills…’ © The University of Sheffield / LILAC conference 2006

  5. Learning and Teaching at Sheffield © The University of Sheffield / LILAC conference 2006

  6. Key themes: Collaboration and community Embedded information literacy learning Creative use of ICT new technology-rich learning spaces, part of the new Information Commons Interdisciplinary engagement, initially within Arts, Law and Social Sciences Library as a partner in CILASS © The University of Sheffield / LILAC conference 2006

  7. Knowledge of current position informs aspirations, priorities and action planning Academic planning identifies if/what resources are required Annual review activities enable assessment of distance travelled as well as any new concerns/changes to priorities Annual Review of L&T; IET Professional accreditations Student evaluations NSS Produce DLTAS refer to current position, aspirations and objectives. Academic planning coordinates resources required Department LTAS production © The University of Sheffield / LILAC conference 2006

  8. Library Strategic Plan 2005-08 Key themes: • Building the partnership for learning & teaching • Information literacy • Realising the Information Commons • Changing the shape of the University Library • New skills, new roles • Listening and talking to you • Enhancing the research environment • Working with the NHS © The University of Sheffield / LILAC conference 2006

  9. Theme 1 Building the partnership for learning and teaching • improving student access to learning resources • linking pedagogy with learning resources • targeting funds more effectively • developing a toolkit: coursepacks, digitisation, more copies of key texts © The University of Sheffield / LILAC conference 2006

  10. Theme 2 Information Literacy • developing critical appraisal skills along with information discovery and management • contributing to student employability • delivery via the VLE © The University of Sheffield / LILAC conference 2006

  11. © The University of Sheffield / LILAC conference 2006

  12. © The University of Sheffield / LILAC conference 2006

  13. © The University of Sheffield / LILAC conference 2006

  14. Departments using ISR © The University of Sheffield / LILAC conference 2006

  15. Feedback on New Partnership • “We strongly welcome the close collaboration… with colleagues in Library Services.” (Politics) • “… continue this important dialogue with the library team and … endeavour to ensure that more credit goes to them.” (English Literature) • “… the real differences will be seen in Levels 2 and 3 of this year's entry.”(Politics) • “… a marked improvement in these areas, when compared to other cohorts. And they enjoyedusing the resource.” (ScHaRR) © The University of Sheffield / LILAC conference 2006

  16. Future developments • Working with individual departments on an information literacy framework • Structured throughout 4 years of a programme • Explicit Learning Outcomes for IL • Suitable assessments • Diagnostic tests, pre and post testing to measure impact © The University of Sheffield / LILAC conference 2006

  17. Top down LTDG Library Strategic Review Holistic New Partnership Targeted Action Presentations to Departments, new lecturers Bottom up Word of mouth Academic liaison Pragmatic Seize all opportunities that arise Strategic approaches © The University of Sheffield / LILAC conference 2006

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