Group 6 Loretta Rose Aidan OCallaghan George Rogers

Group 6 �Loretta Rose �Aidan O’Callaghan �George Rogers �Betty Maguire �Antoine Mac Gaoithín �Donal Casey �Oksana Vinkarklina �Benjamin Musgrave

WIT Information Literacy Pilot Programme: September –November 2009 source: Library Review, Vol. 59. no. 8 2010, pp. 606 -614.

Presentation Overview Loretta : WIT Information Literacy Programme ; Individuals Involved Reasons for initiation Target Audience � Aidan: Goals& Objectives of WIT IL Programme � George: Learning Theories � Betty: Methods of Instruction &Delivery of Instruction � Antoine: Evaluation Critical Evaluation of WIT IL Programme Questions �

Individuals involved Nora Hegarty Alan Carbery Assistant librarians at WIT Involved in information literacy skills across the institution Nursing department provided administrative support Lecturers 350 students across 4 years

Reasons For Initiation �Low attendance in non-compulsory classes �Information overload concerns �Recurring queries related to basic and intermediate research questions at information desk

Target Audience 350 Nursing students Characteristics: Four year nursing program Particularly targeting year one and year four 1 st year : Transition issues related to moving from 2 nd to 3 rd level education 4 th year : Preparing to enter the professional work force

Planning the Information Literacy programme �To maximise attendance lectures were held in the nursing computer laboratory which was more convenient for the students than the library classroom and fitted in better with the hectic nursing timetable. �Attendance was formally card. recorded by swipe

Goals �Overall mission of the IL Programme: “To support the academic nursing curriculum in facilitating the overall aims of the institution by providing and supporting an integrated learning approach to information literacy. ”

Goals �Achieve Information Literacy at an advanced level �Instill confidence among nursing students in using the library and its electronic and print resources

Objectives Year 1 To use library monograph and print collections To strategically search databases and electronic resources To get students comfortable approaching librarians

Objectives �Year 2 and year 3 �To use preliminary search strategies in order to locate information �Students will become proficient using Healthcare databases and recommended websites �To compare and evaluate the quality of information retrieved

Objective �Year 4 �Develop and incorporate learned information skills within context of a Research Project �Review, revise and advance literacy skills through collaborative group work based on tailored worksheets and scenarios.

Overview of Learning Theories �Programme built around Active Learning methods �Students exploring together in workshop environment – not alone in library/at PC �Students not isolated by personal level of comprehension – as lecture format can incur �Reduction of level of anonymity in workshop �Mixture of methods used to present positive learning environment and appropriate facilities

Constructivism �Workshop environment encourages interaction, active participation and sharing of info while learning together �Teacher becomes facilitator and guide as students are empowered �Emphasis on HOW students are taught – not merely on WHAT �Cognitive Psychology: Students respond to the whole environment where assimilation = de-mystification of resources available

Social Learning �Enactive Learning: Student learns and improves by experiencing consequences of actions through years 1 -4 �Vicarious Learning: Value of learning from others and interaction emphasised �Social Cognitive Theory: Personal factors considered – expectations and preconceptions rationalised

EBL & PBL �Enquiry Based Learning: Students expand knowledge with personal projects – fly-the-nest environment set out in Year 4. �EBL leads to self directed learning – NB for postgraduate work or projects/collaborations awaiting graduates in the workplace �Problem Based Learning: An approach to learning – not a preset method �PBL presents the problems at the outset and works to solve. It does not rely on the attitude that steady learning leads to standard levels of competence – incorporated more in final year

Problems with Learning Models �Material not assessed in a manner measurable – price of relaxed/open environment �Levels of concentration/comprehension varies – too slow/fast for some �Idea of reducing anonymity in class – noble undertaking but difficult to fulfil due to time constraint �However: Overall high level of satisfaction with courses suggests the programme is a success

Methods selected for instruction � The programme followed an active, student-centered pedagogy, which focused on developing key critical and reflective thinking skills among students towards independent, self-directed, lifelong learning. As such, it aligns with the goals and objectives of the WIT Strategic Plan (Waterford Institute of Technology, 2007) � Problem-based learning � Workshops � Collaborative group work – students center stage � Scenarios Source http: //library. wit. ie/Library. Services/Getting. Started/Plansamp. Policies/Information. Literacy. Framework/

Delivery of Instruction Seven Pillars of Information Literacy

Delivery of Instruction - Lectures -Demonstrations in training labs facilitating 30 students -3 -4 sessions for each year - Scenarios e. g. 3 rd year workshop scenario : ‘Help a student to locate research material for his assignment on infection control’. -worksheets - Hands-on workshops

Evaluation of programme �Informal feedback from students and lecturers was very positive �Library staff anecdotally reported more sophisticated levels of questioning at the information desk �Small-scale evaluation study indicated that programme was very well received �High ratings strongly endorse pilot programme for the longer term �Need for dedicated information literacy training for nursing students across their entire undergraduate careers

Students’ overall value of library training programme 90 80 70 60 excellent 50 very good 40 good 30 20 good 10 0 year 1 year 2 year 3 year 4 very good excellent

Lessons Learned �Lack of detail with regards to student assignments �Insufficient problem-based learning

Modifications made on basis of Pilot WIT IL Programme: �Large element of problem based/ experiential learning incorporated into the final year programme

Conclusion �WIT Information Literacy Pilot Programme , September – November 2009 � 350 Nursing students �Goal: Achieve Information Literacy at an advanced level �Active Learning, Constructivist learning theory �Positively evaluated by students �New Development: Introduction of Problembased learning since Pilot Programme

�Thank you for listening !

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