Information Literacy at DCU: Business, Law

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Information Literacy at DCUBusiness, Law
Government

• CONUL ACIL IL Seminar
• Thursday, 2 January 2006
• David Meehan
• Business, Law Government Librarian

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Implementing IL - Strategy

• Background objectives
• Facilitating assessments (UG?)
• Enabling research (PG?)
• Quality/level aim for embedding
• Marketing to academics (IL brochure)
• Marketing to students
• Making sessions relevant
• Assessment (summative marking)

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Operational considerations

• Undergraduate programmes
• Identify appropriate modules (core/optional)
• Identify appropriate focus
• Identify academic champions
• Managing class sizes
• Do you have the resources (time slots, rooms,
  staff)
• How many hours can you deliver over a programme
• Postgraduate programmes
• Identify specialist needs
• Timetabling (evening slots)
• Limiting hours (heavy demand)

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Business undergraduates

• Issues considered
• Large programmes
• Large classes (some modules c. 300)
• Tight scheduling (esp. for 2 hours)
• Voluntary v. embedding?
• Approaches taken
• Level 1 2 outcomes
• HR118 Skills for success (optional embedded
  assessed)
• HR201 Intro to HRM (core voluntary)

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Business undergraduate data
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LG undergraduates

• Issues considered
• New programmes/clean slate
• Information rich subjects
• Modest size classes (c. 60)
• Approach taken
• Dedicated Learning to learn modules
• Clear communication with programme chairs
  students
• Core Embedded Assessed
• Level 1 2 outcomes
• Accommodate demand (3 hours for 1st years)

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LG undergraduate data
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Postgraduate IL

• Issues
• Embedding or integrating?
• Levels 1-3 in 2 or 3 hours?
• Approach
• Integrated training in all programmes
• 2 sessions
• 1 session on resources and databases
• 1 session on literature searching
• Tailoring sessions to specialist needs
• Clear communication with academics students

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Business postgraduate data
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LG postgraduate data
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What works

• Close organisational and content involvement with
  lecturer
• Students relate need for session to their work,
  e.g.
• Assignment
• Dissertation literature review
• Session scheduled during normal lecture hours
• Time for hands-on practical work
• Assessment, preferably with marks assigned

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What doesnt work

• Everything in an hour (information overload)
• Lack of purpose (e.g. not related to an
  assignment)
• Poor promotion of session
• Dependence on uncommitted individuals
• Ad-hoc sessions (often low turnout)
• Slots outside programme timetable (problems with
  scheduling/attendance)

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Summary data overview
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Some final observations

• Proven increasing demand over 4 years
• Is it sustainable demand?
• If so how long into the future?
• How do we maintain relevance to
  student/researcher needs?