Beyond the online tutorial Workshop funded by JISC DNER programme Edinburgh, August 2001

1. Bill Johnston/Sheila Webber; 2001 Slide no. 1 Beyond the online tutorialWorkshop funded by JISC DNER programmeEdinburgh, August 2001 Bill Johnston & Sheila Webber b.johnston@strath.ac.uk; s.webber@sheffield.ac.uk

2. Bill Johnston/Sheila Webber; 2001 Slide no. 2 Schedule Introductions Our view of the context Learning Group exercise part 1 Lunch Information literacy Group exercise part 2 Feedback

3. Bill Johnston/Sheila Webber; 2001 Slide no. 3 Librarians� concerns Students moaning because books aren�t in the library Providing access to information in whatever medium Fairness, equity of access Organising Meeting performance standards, justifying services Making do with resources (time/money) Supporting institution e.g. for QAA Marketing the service

4. Bill Johnston/Sheila Webber; 2001 Slide no. 4 Academics� concerns re: information Students moaning because books aren�t in the library QAA Plagiarism Appropriateness of literature Right sources Reading lists Validity/authority Citation standards Focus on their subject, their students Research

5. Bill Johnston/Sheila Webber; 2001 Slide no. 5 Students� concerns

6. Bill Johnston/Sheila Webber; 2001 Slide no. 6 Case study of using information

7. Bill Johnston/Sheila Webber; 2001 Slide no. 7

8. Bill Johnston/Sheila Webber; 2001 Slide no. 8 Some of my questions What do I have to do to (learn) about using it Will it be easily accessible to me, students (in week X) How much does it �cost� me Can I trial it Who will help me/students use it How can I incorporate it into my style of learning & teaching

9. Bill Johnston/Sheila Webber; 2001 Slide no. 9 How might it be useful, what learning outcomes does it enable/support e.g. Using as information source - me/students Demonstrating, incorporating into teaching sessions As part of task for assignment, class exercise etc.

10. Bill Johnston/Sheila Webber; 2001 Slide no. 10 Might use a news story ... Information for me for lecture presentation Part of reading list (print or electronic) Look at way story is told in different sources or characteristics of different sources: evaluating, comparing (singly, in groups, in classroom, in print, electronically) (Whole source) as recommended as support for assignment - student incorporating into report etc.

11. Bill Johnston/Sheila Webber; 2001 Slide no. 11 Information literacy Growing interest in various countries Less developed in UK than in some others e.g. USA, Australia (Government / institutional level) Lots of definitions/ models Less work on how can be taught effectively to non library & information people

12. Bill Johnston/Sheila Webber; 2001 Slide no. 12 Academic influences in UK Dearing Subject benchmarks e-everything Internet use - search engines Plagiarism concerns May already be part of teaching JISC-funded projects People�s concerns about their changing roles

13. Bill Johnston/Sheila Webber; 2001 Slide no. 13 IL topics Models of information literacy Models of information behaviour Characteristics/ types of information sources Search formulation, strategy, IR Information economy & society Critical thinking, including critical thinking in relation to information sources and services

14. Bill Johnston/Sheila Webber; 2001 Slide no. 14 Relevance? Another framework to help plan for packaging/ promoting resources to meet market needs Maybe hook to academics� and students� current concerns May be on senior officers� agenda (but IT focus?) Link to librarians� existing/planned activities Dovetail with JISC/DNER aims