damned if we do damned if we don’t : how to address sustainability in the delivery of information...

Damned if we do and damned if we don’t …

Lorna Dodd

Liaison Librarian

Human Sciences

University College

Dublin,

Belfield, Dublin 4,

Ireland

Lorna.dodd@ucd.ie

How to address sustainability in the delivery of information literacy

components in UCD

Valerie Kendlin

Deputy Head of Academic

Services,

Business & Law,

University College Dublin,

Belfield, Dublin 4,

Ireland

Valerie.kendlin@ucd.ie

UCD Library Information Literacy map

Outline

• Current approach to information literacy

• Benefits and Challenges

• Suggestions for sustaining delivery into the future

Current Approach

• Assessed module with specific assignment Sometimes graded by Library staff

• Library skills component mandatory Fully integrated into module

• Library coordination One member of T&LIS group manages all

aspects of library’s involvement Content delivered by wider T&LIS Group Each module supported by Library Assistant

team

Current Approach

Examples

• Problem/Enquiry Based Learning 1st year English & Spanish Library workshops integrated into ‘problems’

• 3rd year Economics Final Year project Focused workshops & assessed worksheets 15%-30% of final grade

• Skills for the Humanities First years Introduction to library resources, using Internet

appropriately, using information ethically Assessed worksheets

Benefits

“Without close liaison with the library from the earliest stages, EBL in English simply would not have happened, and our contact with library staff has definitely improved the module design and delivery.”

Dr. Danielle Clarke, School of English, Drama & Film & former VP for Teaching & Learning

“…the library’s involvement in the module facilitates the development of the students as effective learners. The students can then face into further and ongoing studies with confidence and commitment.“

Dr. Feargal Murphy, VP for Teaching & Learning

“Collaborating with UCD Library staff has enabled a blend of experience and expertise which would have been otherwise impossible;…”

Dr. Claire McGuinness, School of Information & Library Studies

"Involving the librarian challenges us to ‘think outside the box’ rather than being driven by content alone resulting in a more dynamic and creative approach“

Ms. Alison Clancy, School of Nursing, Midwifery & Health Systems

Information Literacy is embedded in modules

Academics understand the value of librarians and IL to the student experience

We have Success!!!!

But at what price…?

• Average of one extra module each year

• 89% T&LIS information skills delivered by 5 librarians

• Huge administrative work attached to each 50 minute class

• Leading and co-ordinating the work of group almost a full-time job

• Staff fatigue

The more we do the more is asked of us…

…Have we become victims of our own success?

Challenges

If this is unsustainable…..

Where do we go from here?

Just Quit?

But where does that leave us?

And how will the academic community view our role?

How do we make it sustainable?

• Online Tutorial - VLE Little cost involved Plagiarism Tutorial in UCD VLE First launched 2008/09 Technical Skills not required Useful for generic skills – which we still deliver

• Online Tutorial – Stand Alone Can be very expensive Technical expertise required May be better for meeting specific needs

• Good complimentary tool Blended approach

How do we make it sustainable?

• Flexible teams of staff – Library structure Currently Liaison Librarians ‘dedicated to specific

Schools Developing new strategic plan Utilising the whole team – e.g. experience and skills

of Library assistants

• Programme rather than module approach Complexity of organisation i.e. BA Look at overlap i.e. Business & Spanish Staggered delivery by year/level Intervention at point of need

• Maximum no of sessions agreed in advance Communication with Schools

The Future?...

The Library at the heart of learning enterprise