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Developing Digital Literacy in EndNote: Train the Trainer Pilot Jamie Finch Information Advisor, Cardiff Metropolitan University. What is EndNote?. Bibliographic management software P owerful research tool for evidencing assignments Build full text library of references

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What is endnote

Developing Digital Literacy in EndNote: Train the Trainer PilotJamie FinchInformation Advisor, Cardiff Metropolitan University

What is endnote
What is EndNote?

  • Bibliographic management software

  • Powerful research tool for evidencing assignments

  • Build full text library of references

  • Organise & add research notes

  • Use them in Word in any style

  • Automate a manual process – never lose a reference again

What does endnote look like
What does EndNotelook like?

EndNote Desktop Software

EndNote iPad App

Endnote digital literacy
EndNote & Digital Literacy

  • In context of growing digital collections / web technologies, these tools are out there

  • Staff & students place importance on learning them (Kharbach, 2014)

  • Teach EndNote but also teach the process – IN, SORT, OUT

  • Growing Web 2.0 functionality – reference sharing & collaboration e.g. virtual reading groups

  • Other benefits: avoid plagiarism, aid to reference construction, information management (Curtis, 2010)

Rationale for change
Rationale for Change

  • Lead trainer but only part time

  • Need to empower others to meet future demand

  • Fits with my performance aims & Cardiff Met’s strategy to improve research output quality

  • Students received training but few gone on to use EndNote

  • No feedback or assessment in existing training

Endnote train the trainer aims
EndNote Train the Trainer Aims

Devise a robust & tested EndNote Train the Trainer Programme

  • Empower others to support researchers with EndNote

  • Improve how students manage references by using EndNote

  • _________________________________

  • Explore how software & EndNote is taught?

  • What is most useful about EndNote that will drive student learning of it?

  • _________________________________

  • To ‘hard wire’ a method of feedback, assessment & evaluation

  • To continuously improve both workshop content & teaching method

Teach EndNote in a way that students would remember & use

Explore how to get feedback from students & give it back to them

3 phases of pilot
3 Phases of Pilot

Practice Month

The muddiest point
The Muddiest Point

  • Classroom Assessment Technique (CAT) used at end of each phase

  • Developed by Mosteller (1989) for stats course

  • Good fit for EndNote sessions: unobtrusive, quick, simple method

  • Students given 5 minutes to jot on post it notes ‘muddy’ or unclear points

Phase 1 build knowledge
Phase 1 – Build Knowledge

  • Training needs analysis: IT and referencing competency, emotions & wish list

  • Design presentation & frame learning outcomes

  • EndNote training workshop to build core knowledge

  • Muddy points: Judith & Julie wanted to practice

  • Followed by ‘practice month’

Phase 2 assess practice month
Phase 2 – Assess ‘Practice Month’

  • Formative assessment of their EndNote libraries

  • Discuss how delegates would adapt my slides

  • “I have brought my wellies to get knee-deep in muddy points” (Julie)

  • “You only find out muddy points when you try the software and your memory needs to function” (Judith)

  • Explore concerns about their new trainer roles

“How do you get to Carnegie Hall? Practice, practice, practice!” (Jack Benny?)

Phase 3 teaching peer observation
Phase 3 – Teaching & Peer Observation

New trainers: Judith & Julie

  • Friendly & informal joint session by Judith & Julie for two other staff

  • Peer observation of Judith & Julie by me

  • Nicol’s 7 principles of effective feedback used

  • Muddy points: practice (Tim) & PDFs (Philip)

  • Slides acted as aide-memoire

New ‘students’: Philip & Tim

Peer observation & support: Me


  • Pilot proven to be robust model of training future EndNote trainers

  • Phased nature was its greatest strength

  • Slides memorable & facilitated student learning

  • Practice is key to learning

  • Feedback hard-wired into sessions: get to know learners & develop sessions

  • Muddiest Point Technique a good fit, but a bit negative

The future
The Future

  • Pilot first step in longer process of improving EndNote training

  • Roll out in Learning Centres

  • Judith & Julie sharing their knowledge

  • Academics keen to incorporate EndNote in student inductions, PDP Modules, staff training, etc.

  • Questions?


  • Angelo, T. A. and Cross, K. P. (1993) Classroom assessment techniques : a handbook for college teachers. The Jossey-Bass Higher and Adult Education Series 2nd ed. edn. San Francisco: Jossey-Bass Publishers.

  • Biggs, J. B. and Tang, C. S.-k. (2011) Teaching for quality learning at university : what the student does. 4th ed. edn. Maidenhead: McGraw-Hill/Society for Research into Higher Education/Open University Press.

  • Curtis, H. 2010. Reference Management and Digital Literacy [Online]. Wolverhampton: University of Wolverhampton. Available: [Accessed 31/05 2014].

  • Dreyfus, S. E. and Dreyfus, H. L. (1980) A five-stage model of the mental activities involved in directed skill acquisition, Berkeley, CA: DTIC Document. Available at: 15/09/2013).

  • Gosling, D. and Moon, J. (2002) How to use learning outcomes and assessment criteria London: Southern England Consortium for Credit Accumulation and Transfer. Available at: 12/03/2014).

  • Harrison, M., Summerton, S. & Peters, K. 2005. EndNote training for academic staff and students: The experience of Manchester Metropolitan University Library. New Review of Academic Librarianship, 11,pp.31-40.

  • Kharbach, M. 2011-14. 10 great tools for academic research you should know about [Online]. Canada: Educational Technology and Mobile Learning. Available: [Accessed 04/06 2014].

  • Kolb, D. A. (1984) Experiential learning : experience as the source of learning and development. Englewood Cliffs ; London: Prentice-Hall.

  • Kolb, A. Y. and Kolb, D., A. (2005) 'Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education', Academy of Management Learning & Education, 4(2), pp. 193.

  • Mosteller, F. (1989) The "Muddiest Point in the Lecture“ as a Feedback Device: Derek Bok Center for Teaching and Learning, Harvard University. Available at: 13/10 2013).

  • Nicol, D. J. and Macfarlane‐Dick, D. (2006) 'Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice', Studies in higher education, 31(2), pp. 199-218.

  • Nicol, D. (2010) 'From monologue to dialogue: improving written feedback processes in mass higher education', Assessment & Evaluation in Higher Education, 35(5), pp. 501-517.