IATUL 2004 - docs.lib.purdue.edu

IATUL 2004 - docs.lib.purdue.edu

Beyond the happy sheets! Jane Barton ([email protected]), Senior Researcher Richard German ([email protected]), Science Librarian Nick Joint ([email protected]), Head of Reference & Information Andersonian Library & Centre for Digital Library Research, University of Strathclyde, Glasgow, Scotland Background University of Strathclyde Library Services GAELS Aims Exit collaborative project at Strathclyde and Glasgow collaborative information services for Engineering CAL package in advanced information skills GAELS courseware University of Strathclyde Library Services Launched 1999 (Engineering) and 2000 (Chemistry, Life sciences)

Existing packages: Science Arts & Humanities Exit Life sciences, Physics, Chemistry English studies, History, Politics, Psychology Business Engineering Description Modular Aims and objectives Task-oriented Largely text-based No tests or assessments Designed for supported workshops or for self-study

Begun to implement a joint e-library service Courseware arose from a requirement for a skills and training tool to support services spanning the two universities University of Strathclyde Library Services Exit Phase 1 University of Strathclyde Library Services 1. Simple feedback form: To what extent were you already familiar with the content/ skills of the class before the course? None (1) 2. all (5) poor (2) fair (3) good (4) very good (5) a little (2)

fair amount (3) quite a lot (4) a lot (5) easy (4) very easy (5) I f there were any, how did you find the exercises? Very diffi cult (1) Exit most (4) How much did you learn from the course/ class? Nothing (1) 4. fair amount (3) How good was the presentation of material to you in this class? Very poor (1) 3. some (2) diffi cult (2) moderately easy (3)

Study population University of Strathclyde Library Services Postgraduates and final year undergraduates 2001 : courseware used alone supported resource in teaching labs 20022003 : courseware used in hybrid session Overall: Number of students introduced to GAELS in teaching sessions Year No. Forms % return 2001 433 273 63.0% 2002-3 754 462 61.3% Total Exit 1187

735 61.9% Results 1. To what extent were you already familiar with the content/skills of the class before the course? University of Strathclyde Library Services None (1) 3. Some (2) Most (4) All (5) Quite a lot (4) A lot (5) How much did you learn from the course/class? Nothing (1) A little (2) Learning Exit Fair amount (3) Fair amount (3) 2001 (n=267)

2002/3 (n=462) fair amount 82.4% 90.4% quite a lot 37.8% 42.6% a little 17.6% 9.5% Results Familiarity: none or some 1. To what extent were you already familiar with the content/skills of the class before the course? University of Strathclyde Library Services None (1) 3. Some (2) Fair amount (3) Most (4) All (5)

Quite a lot (4) A lot (5) How much did you learn from the course/class? Nothing (1) A little (2) Fair amount (3) Learning by students with some or no familiarity, (Q.1 response 1 and 2: 2001, n=97, & 2002-2003, n=205) 50.0% 45.0% 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% nothing a little fair amount quite a lot a lot 2001 0.0%

14.4% 40.2% 37.1% 8.2% 2002-2003 0.5% 7.8% 46.8% 41.0% 3.9% Learning Exit 2001 (n=97) 2002/3 (n=205) fair amount 85.5% 91.7% quite a lot 45.3% 44.9%

a little 14.4% 8.3% Results Familiarity: most or all 1. To what extent were you already familiar with the content/skills of the class before the course? University of Strathclyde Library Services None (1) 3. Some (2) Fair amount (3) Most (4) All (5) Quite a lot (4) A lot (5) How much did you learn from the course/class? Nothing (1) A little (2) Fair amount (3) Learning by students familiar with most or all of content (Q.1 response 4 and 5: 2001, n=64, & 2002-2003, n=61) 45.0%

40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% nothing a little fair amount quite a lot a lot 2001 4.7% 29.7% 39.1% 21.9% 4.7% 2002-2003 1.6% 16.4% 31.1%

41.0% 9.8% Learning Exit 2001 (n=64) 2002/3 (n=61) fair amount 65.7% 81.9% quite a lot 26.6% 50.8% a little 34.4% 18.0% Phase 2 University of Strathclyde Library Services What do reaction sheets measure? User satisfaction (Fitzpatrick Level 1)

Not learning (Fitzpatrick Level 2) Exit Nor change in behaviour (Fitzpatrick Level 3) Survey : 13 questions (11 Likert-scale) + qualitative knowledge, skills, attitude 180 final year Pharmacy students six months into course ran for eight days Response rate 20% Phase 2 Results University of Strathclyde Library Services

Exit 67% found session at least useful 61% use of library changed at least a fair amount 83% increased knowledge of e-resources at least a fair amount 36% much more confident at undertaking a literature search 71% claimed to be unaware of the courseware! 75% not used courseware since the session! Discussion University of Strathclyde Library Services 1998 GAELS GAELS courseware became part of the IL momentum subsequent to its creation very British - pragmatism and tools preceding policy Exit Bibliographic Instruction Information Literacy 1989 ALA Presidential Commission ACRL/CAUL 1999 SCONUL Seven Pillars Discussion University of Strathclyde Library Services

Exit (contd.) IL established in North America and Australasia UK developments episodic and fragmented SCONUL, CILIP, EnIL Ideally: institutional commitment to IL tools Strathclyde has not yet developed a fully-fledged institutional policy on information literacy or e-learning Library helping shape evolution of such a policy University of Strathclyde Library Services Discussion Exit (contd..) ALA (1989) most academic learning passive 2001: active learning, reasonable outcomes 2002 and 2003: more passive learning, better outcomes

More effective use of courseware alone? Discussion University of Strathclyde Library Services Fitzpatricks Level 3 is behaviour change whether skills are put into practice cannot occur unless there has been learning Level 4 is determining what final results occurred because of the training programme Measuring behaviour change, and results, is more complex Exit (contd) interviews and surveys University of Strathclyde Library Services Discussion Students reported benefits from the teaching sessions six months after the session

Usefulness of the sessions did not arise from use of GAELS, but rather from the face-to-face contact Exit (final!) difficult to draw conclusions about the benefit of courseware when it is used in a hybrid setting Main survey finding: there is value in user education classes that persists beyond any immediate impact University of Strathclyde Library Services Conclusions 2001: GAELS courseware effectively delivered information skills training 2002-3: Hybrid sessions appear to be more effective in improving learning outcomes Exit one cannot draw any conclusions about the usefulness of courseware in a hybrid context

Survey showed that students value training beyond the immediate impact of the class Summary and Future University of Strathclyde Library Services Courseware implemented across four Faculties Use reconsidered in context of information literacy GAELS is the cornerstone of my information skills training Science packages to be restructured Exit more emphasis on SCONUL model and outcomes increasingly modularised, but maintaining linear path relevant material for junior undergraduates More robust evaluation and feedback

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