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Set for Success… developing researchers’ information literacy skills
Helen HowardInformation Literacy Team Leader
Leeds University Library
University Library
Set for Success…
Developing researchers’ IL skills: Our strategy Our journey Staff development Future plans & challenges
University Library
Background
Sir Gareth Roberts Set for Success Review 2002: found a mismatch between graduate / PG skills
and skills needed by employers recommended: “at least 2 weeks dedicated
training a year, principally in transferable skills” “Roberts” money available to Faculties and
Central Services New Vice Chancellor’s vision for research at
Leeds
University Library
Research training and the Library
In 2003: Little provision of IL training for PhD students
within Faculties Literature searching skills rarely taught No clear strategy (despite IL Strategy for UGs
/ taught PGs agreed in 2003) Library’s open workshops very popular with
PhD students
University Library
“Roberts” money and the Library
Library formed links with Graduate Training and Support (GT&S) who provided: Inside knowledge of strategic developments Access and input to PhD student survey Promotion of library training to students Advice on how we might move forward The money!
Library sought Roberts funding in 2004
University Library
Our Strategy
IL: focus on PhDs
Form key partnerships
Knit into / input to Uni initiatives
Raise profile of IL with researchers
Research and develop IL training / support
for researchers
Make most of existing IL provision
University Library
Our Journey - phase 1
Research Training Officer appointed f/t 18 months Investigate existing IL training provision for PhD
students Literature review Best practice in other HE institutions Research Student Needs Analysis Survey 2005 Developed PhD training course 2005 Piloted 2005-06
University Library
Finding and managing information for your PhD: ½ day workshop
Pre-workshop assessment Common concerns Sources of information Selecting keywords & building a search Managing information Plagiarism Tracking academic discussions
select 1 or 2 activities
University Library
Why was the workshop designed in this way?
Based on good practice seen elsewhere Based on needs identified in our students Learner-focused: tailored to and driven by the
user Less formal than some of our traditional
teaching More variety in our teaching methods
University Library
Pre-workshop assessment
Testing e.g. plagiarism, boolean, search methods
Self-assessment ratings e.g. search strategies experience, updating activities
Practical information for trainers e.g.PhD title, Endnote usage
Students think about their skills & habits Trainers find out about their needs & abilities
University Library
What did the pre-workshop assessment reveal?
Which of the following do you think PhD students scored best at?
Searching the Library catalogue
Understanding ofbasic plagiarism
Understanding howBoolean operators
work
How to obtain theses from other
universities
University Library
What did the pre-workshop assessment reveal?
Good results Basic plagiarism: over 90% good understanding Boolean operators: 75% could match correctly Search techniques: 72% understood wildcard /
phrase searching Search engines: nearly 80% understood limitation
in terms of web coverage
University Library
What did the pre-workshop assessment reveal?
Poor results: Theses: over 70% did not know how to obtain Library Catalogue: 40% could not search correctly
for a journal in the library catalogue Keeping up-to-date: about 50% had no strategy Reference Management software: 50% aware but
had not used; 25% not aware of it
University Library
How did PhD students assess themselves?
How do you think students responded to this question:
“Which of the following statements is most like you?”
I spend a lot of timesearching for info but
often don’t come up withthe right kind of results
I find it difficult to keep track of what I have
read and where
I am worried that Isometimes missessential papers
when lit searching
I am confident aboutsearching for info, butcould be more efficient
University Library
How did PhD students assess themselves?
I am confident about searching for information, but know I could be more efficient: 36%
I am worried that I sometimes miss essential papers when literature searching: 31%
I find it difficult to keep track of what I have read and where: 18%
I spend a lot of time searching for info but often don’t come up with the right kind of results: 15%
University Library
Common Anxieties Which of the following aspects of information literacy do you think
most commonly worry research students?
Systematic literaturesearching
Managinginformation
Which informationsources to use
Missing outkey papers
University Library
Common Anxieties
• Which information resources to use“What are our databases, i.e. business and economics”
• Systematic literature searching “How can I organise my lit searching so it is clear and
systematic and so I don't forget what I have looked at and what I haven't”
• Missing out key papers“How can I be certain I have a comprehensive search?”
• Managing information“How can I manage downloaded papers so that I can
retrieve information quickly?”
University Library
Survey of researchers’ attitudes to training
Barriers to participation: Very focused on time needed for high quality research-
thinking, analysing, investigating Other commitments (teaching, work, family etc.) Priorities are boosting publication record, a permanent
academic post (not building generic skills)
Most likely to participate if: Recommended by supervisor / PI / senior academics Gaining new skills of direct relevance Providing something to add to CV Training is short, focused and practical
University Library
Was the ½ day workshop the best approach?
Given the comments received from researchers and in your experience, which do you is the best approach?
Workshops 1 to 1s
University Library
Benefits of this approach to research training
Practical nature of sessions appealed Brought group of PhDs together:
peer support overlapping PhD areas discovered
User-focus and subject divisions meant it felt more individualised
More time efficient than seeing PhDs 1 to 1 Pre-training assessment results revealed a
number of common weak IL areas
University Library
Additional IL Support for researchers
Key open workshops badged for PhDs: Copyright Current awareness Dissertations and theses Endnote
Making the most of what was already on offer Elements therefore not included in half-day
workshop
University Library
Crossroads: where next?
Research and development phase completed Funding beyond Sep 2006 confirmed Research Training Officer has expertise in the area
and is confident with the workshop But should subject librarians have responsibility for
research training in their areas?
Subject LibrariansResearch Training
Officer
University Library
Our Journey – phase 2
Information Literacy Officer appointed Sept 2006 onwards; 0.5 FTE Allowing roll-out to all Faculties ILO delivers UG training on behalf of Faculty
Team Librarians (FTLs = subject librarians) ILO delivers many general IL workshops FTLs deliver training to PhDs FTLs best placed (subject knowledge) but some
need to embrace new teaching practices
University Library
Teaching Methods: ½ day workshop
Mixed learning & teaching methods: Presentations Group work & discussion Mindmapping E-learning activities Self-directed learning
User-driven sessions: More flexibility Less control
University Library
Staff Development
FTLs involved at each stage of research and development: Initial discussions into content of workshop Sharing of RTO’s outputs Small number involved in pilot phase, so
influenced how workshop developed
University Library
Staff Development
Each Faculty Team received ½ day training session with RTO: Explain rationale behind workshop Practical info on how to deliver the workshop Experience of new tools / techniques
University Library
Feedback
“The plagiarism section was the
most enlightening”
“it gave specific advice on searching!
Incredible”
“Great, been a student for 7
years, and still learned stuff!”
“The bit on tracing academic discussion was really good, but all of it was useful”
“Makes things quicker”
University Library
IL for Researchers: Our Strategy Revisited
Form key partnerships:GT&S & Faculty Reps
Researcher Round Table
Knit into / input to Uni initiatives: IL iscore part of PhD courses run by GT&S
Raise profile of IL with researchers:aim to illustrate importance of IL
Develop IL training forresearchers: 800+ staff &researchers trained 06/07
Make most of existing IL provision:
yes, but could do more
University Library
What else have we achieved?
Improved understanding of research student IL needs
Courses included as part of Research Training calendar of events
Improved skills of library staff / encouraged updating of teaching practices
Highlighted ability of library staff to do high level training & to support research process
University Library
Future Plans / Challenges
Funding: how to sustain our efforts when half time post ends Sept 2010 consider changing our model of teaching delivery
Online delivery: aim to create and evaluate package for researchers in the VLE
Expanding programme: develop a follow-up course for PhDs later in their research provide more IL training for research staff, particularly at early
stage of their career Promotion:
further targetting of existing courses improved web pages for research support generally encourage supervisors / PIs to recommend our courses
University Library
IL for Researchers: collaboration
How can we collaborate better to share best practice and / or develop initiatives?
Publish literatureVirtual community
Dedicated events Local projects
University Library
References
Roberts, S.G. (2002). SET for Success. London, HM Treasury: 218