The Skills@Library team from University of Leeds was recognized for their work on a valuable resource for lecturers teaching such academic skills at the 2012 Librarians Information Literacy Annual Conference. While the ready-made instructional materials available on the Skills@Library lecturer pages can greatly benefit librarians teaching information literacy courses, the overarching goal of the project was to help academics and librarians embed broad academic skill instruction into the curriculum. Representatives from the Skills@Library e-learning team will join us during this session to share key takeaways from their work on this project and suggestions for your efforts to introduce information literacy instruction into your curriculum.
1. Extending the Reach ofYour Academic SkillsInstructionJuly 24, 2012
2. Best Practices1. Send questions or comments to LauraWarren, Libraries Thriving Coordinatorfirstname.lastname@example.org. Share comments and questionsthroughout the session via the chat box.3. Continue the conversation on theLibraries Thriving Discussion Forum. 3. The Skills@LibraryLecturer PagesCarol ElstonMichelle SchneiderJade KelsallJulia Braham 4. IntroductionCarol ElstonMichelle SchneiderJade Kelsall Julia Braham E-Learning AdviserSkills AdviserLearning TechnologistSkills Adviser 5. Session FormatLecturer pages the history (10 minutes) 1.Demonstration (10 minutes) 2.How did we do it? (5 minutes) 3.How are they being used? (15 minutes) 4.Questions/discussion (20 minutes) 5. 6. Why did we do it? Carol Elston e-Learning Adviser 7. The initial idea LearnHigher a nationallyfunded collaboration of UKUniversities. CETL Centre of Excellencein Teaching and Learning 8. Studentpages Staff pages 9. Skills@Library website 10. Model pre 2010WorkingEnablingwith staff to students toembed skillsdevelop in thetheir own curriculumskillsDesign /teach skills one to sessions onlineworkshops one with resourcessupportacademics 11. Embedded in the curriculum-All Faculty Team Librariansdevelopmental not remedial modelwill be able to deliver the full range of academic skills, No extra teaching hours: blendedwith the exception of Mathslearning, hand over to academics support. Collaborate with academicsThe Skills@Library Team will provide strategic direction Online resourcesand a high level of support toboth Faculty Team Librarians Generic teaching resources and academic staff for this,particularly in the area oflearning technologies Liaise and work more closely with FTLs Leeds University Library 2010 Academic Skills Strategy http://library.leeds.ac.uk/downloads/AcademicSkillsStrategy.doc 12. New Skills@Library website 13. Lecturer pages 14. What do they look like?Michelle SchneiderAcademic Skills Adviser 15. How did we do it? Jade Kelsall Learning Technologist 16. Layout 17. The process Skills advisers Learning Team leaderreview and TechnologistqualityResources go adapt existingformats andassures final live content uploadspage 18. How are they being used? Julia Braham Academic Skills Adviser 19. Lecturer Webpages: examples of use 20. A successful partnership:Skills@Library and LUBSLarissa BdzolaHead of First Year ManagementUniversity of Leeds 21. A successful partnership Pre2009 Induction essay (formative)Teaching Writing 100% Skills@Library 2009/10 Induction essay Timed essay Final essay 2010/11 Induction essay Practice essay (formative) Final essay 2011/12 Induction essay part 1(formative) Induction essay part 2 Final essay 2012/13 Induction essay part 1(formative) Induction essay part 2100% LUBS Reflective log 22. WContentAssessment criteriak0Set induction essayPresentationStructure2Submit induction essay4Feedback on induction essayPresentationStructure5What does critical mean? Being critical inSources planningAnalysis Searching for sources and using resources (Library)6Being critical when reading and evaluating sources Sources Citing sources correctly (Library) AnalysisReferencing7Referencing check up Referencing8Being critical when thinking and writing AnalysisStructure9Being critical when reviewing your own workAnalysisAll10 Referencing helpdesk & loose ends seminarReferencingAll11 Submit induction essay part 2All 23. Group taskWHAT DOES IT MEAN TO BE CRITICAL?Working in your wiki groups think about differentaspects of the essay writing process.How can you show you are being critical whilst you:- find sources plan your writing read sources 24. Critical thinking model description Who?When?Where? What?Topic How? What next?Issue So what?analysisevaluationWhy? What if? 25. What are you being asked to do?Verb MeaningdiscussInvestigate or examine by argument. Sift through evidence - give reasons for and againstanalyseSeparate an argument into its component parts to reveal the causes or general principlesevaluate Make an appraisal of the worth of something. You can make your own value judgements but back them up with argument and justification 26. Steps Example Unpicking an essay title of motivation, evaluate whether lecturers pay Using theoriesEssay title should be contingent on their performance.Turn it into a debate Lecturers pay should be contingent on their performancestatementLecturers pay should not be contingent on theirOpposingperformance.Add expressions of degree Under what circumstances may it be appropriate toand qualification pay lecturers based on their performance?Students: Parent : Academics: School orDifferent perspectivesFaculty Management : Employers : HigherEducation Funding Council 27. Planning to capture ideas