Bedding down with the library:

embedding the Northumbria Skills Framework

Jan Storey & Pam Bailey

Seagulls to Chips “We are like seagulls

swooping down for chips in a beachfront car park. We have no idea how the chips got there or the dangers in eating it. The aim is to fly in, grab a tasty morsel before our less competitive friends find it, and swoosh out as quickly as possible before anyone sees us.” Brabazon, T. (2008) Library & Information Update, October, pp. 48-49

Internet

Wikipedia

Google

Where do students look for information?

Developing students enabling them to become effective lifelong learners, ensuring they acquire the skills and qualities required for their current programmes, to enhance their employability and to prepare them for the future

Northumbria University Learning & Teaching Strategy 2008

“To embed IL competencies into the academic curriculum at each level within each programme”

Library and Learning Services Learning & Teaching Strategy 2007-10

2008 – became part of Library & Learning Services

Allowed us to develop the Information Literacy Framework into

Study Skills

Recognising the need for information   Searching for information   Collecting and synthesising information   Using and applying technology effectively   Thinking critically and reflectively   Organising, applying and communicating

ethically

Northumbria Skills Framework

Embedding the Northumbria Skills Frameworkin the curriculum

Communicate Map to modules Deliver at point of need

How?

Contact your Information Specialists to discuss embedding the Northumbria Skills Framework into your courses and modules.

Use the Framework as a guide to identify and agree relevant competencies appropriate to your academic portfolio.

Ensure skills opportunities are iterative and incremental, using a “just in time” approach (not just at induction and repeated at dissertation)

Make use of specifically developed learning “objects” to facilitate students competency development

Incorporate learning “objects” at relevant opportunities in your teaching and learning plan

Ensure all activities are subject focussed and contextualised, incorporating enquiry based or problem solving learning wherever possible

How?

'HEIs, colleges and schools treat information literacies as a priority area and supports all students so that they are able, amongst other things, to identify, search, locate, retrieve and, especially, critically evaluate information from the range of appropriate sources - web based and other - and organise and use effectively, attributed as necessary, in an appropriate medium.[paragraphs 39-40;42;73]‘

“Higher education in a web 2.0 world” . Report of an Independent Committee of Inquiry into the impact on higher education of Students’ widespread use of Web2.0 technologies. (2009)

http://www.clex.org.uk/ourfindings.php

Skills Plus – accessing generic content

Citation searching

Customised ContentSearching for peer reviewed journals

(AA0500)

Customised Content

Contextualised at point of need

Blackboard Content Collection

Library Content Collection

Library Content in Bb modules

Library Content in Bb modules

Signposting Student Support

PL0400 (Level 4) Workbook Activities linking to summative assessment

Level 5 Workbook Activities Linking to Summative Assessment

Library Toolkit in Blackboard

Please complete the task sheet

mapping modules toskills and competencies.

Your turn…