Embedding Inquiry/Research (information literacy) graduate capabilities into the curriculum

BuildingBlocks

LaTrobeUniversity

Building Blocks: Embedding Information Literacy

La Trobe University librarians have long collaborated with academic staff to provide student information literacy programs. However, many students miss out on developing these skills sufficiently. All students need the best chance to develop foundation information literacy skills for effective research in first year and throughout their undergraduate degree.

The University’s Design for Learning1 recommendations make clear that a systemic, coherent and sustainable University–wide approach to the design of undergraduate programs is needed to ensure all students are given opportunities to develop knowledge and skills in the six broad graduate capabilities (Writing, Speaking, Inquiry/Research, Critical Thinking, Creative Problem Solving, Team Work).

Information literacy is a key element of the inquiry/research graduate capability. There is a strong imperative to implement a model of research skills education that gives all La Trobe students the opportunity to graduate with the necessary information literacy skills for work, life and lifelong learning.

The ‘Building Blocks Project: Embedding Inquiry/Research (information literacy) Graduate Capabilities into the Curriculum’ investigated the issues by testing and refining current Library processes and practices, and exploring potential new information literacy program design and resources.

In order to achieve its aims the project focussed on four key areas of activity:

n Development of an Information Literacy Strategy

n Action research - Health Sciences common first year information literacy program

n Development of reusable learning objects

n Investigation of possible information literacy programs for Science, Technology and Engineering

Each area of the Project involved a cross-campus team of library staff. The development of an Information Literacy Strategy was central to the project. The Strategy is intended to be implemented as a whole of University activity, strongly based in discipline-specific, embedded academic tasks and supported by comprehensive Library services and resources. Implementation of the strategy model should ensure information literacy programs are part of the curriculum across the University.

The Project has resulted in recommendations for innovative approaches that will give every student the best opportunity that they can have to develop information literacy skills. It builds upon the existing positive partner-ships between academics and library staff, and the services and resources provided by the Library, but does so in a more scalable, sustainable and systematic way.

1 La Trobe University. Design for Learning. Curriculum Review and Renewal at La Trobe University. 2009.

Design for Learning

Graduate Capabilities

Inquiry / Research

Students

Faculty

EmbeddedInformation

Literacylevels of

attainment

InformationLiteracy

Policy

FrameworkFoundation levelAdvanced levelProficient level

Strategy

Building Blocks: Embedding Information Literacy

Information Literacy Strategy

Development of the Information Literacy Strategy has involved consultation across the University and the proposed strategy is closely aligned with the key themes and recommendations in Design for Learning. The Strategy builds upon the existing positive partnerships between academics and library staff, and the services and resources provided by the Library, but does so in a more scalable, sustainable and systematic way.

The Strategy completes the Library Information Literacy Policy and Framework developed in 2008.

The Policy explains why information literacy skills are crucial to independent learning and outlines the Library’s objectives and responsibilities in contributing to the development of information literate graduates.

The accompanying Framework offers a guide to the sequential development of Information Literacy skills, matching desired attributes with specific competencies across three levels.

The Information Literacy Strategy acknowledges that student development takes place in a whole of University context through activities that are integrated into the curriculum and those that supplement the curriculum. It adds to the existing Policy and Framework by outlining an action plan for using the Information Literacy Framework as the basis for developing inquiry/research capabilities.

While the focus of the Buiding Blocks Project has been on reviewing and renewing undergraduate Information Literacy programs, the Strategy also covers postgraduates and staff in keeping with the existing Information Literacy Policy and Framework.

Undergraduates

The strategy for undergraduates proposes an innovative and new approach to design of information literacy programs to ensure students reach the proficient level of the Information Literacy Framework by the time they graduate. This means setting students on a learning continuum in first year so that they are able to develop foundation skills early in the course of study and progress to a proficient level of skills by their final year.

For undergraduates, the Information Literacy Strategy recommends an early introduction to scholarly information skills and library services, so that all students start to acquire these skills at the start of their course of study. The Strategy also proposes the introduction of a diagnostic tool for all commencing students to assess entry level skills and knowledge of the scholarly information seeking process. The diagnostic tool would also make explicit skills that are expected and gives a clear message to students about the nature of their role as developing scholars ready and able to undertake research activities and pursue inquiries from first year.

Given that in many cases students are not yet at foundation level in first year, the Strategy includes the scaffolding and learning tools to support the development of skills both within and outside the formal curriculum. One way to ensure that all commencing students have the opportunity to access this

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Comprehensive library supportLibrary Skills Online, LibGuides, LibAnswers, Website, Help page,

Blog, Online Chat, Library Service Desk, Training, etc...

Information literate graduatesGraduate capability: INQUIRY / RESEARCH

AdvancedAuthentic learning activities in capstone units

SELF CHECK DIAGNOSTIC AVAILABLE

FoundationIntegrated IL skills in cornerstone unitsPRE-EXPERIENCE DIAGNOSTIC TEST

ProficientSelf-paced, self-directed learning

FINAL DIAGNOSTIC TEST

Information Literacy Framework

Building Blocks: Embedding Information Literacy

information, is to make it available in a supported, online environment that students can return to as needed, enabling self-directed study. Ideally, students would complete a quiz or other form of assessment as a hurdle requirement to demonstrate competence in these foundation skills.

The Information Literacy Strategy recommends that Library staff should be included in the early design phase of the curriculum to embed information literacy elements. It is envisaged that foundation skills for each faculty will be determined in collaboration with faculty staff, guided by the Library’s Information Literacy Framework. This was the model adopted in the development of the Health Sciences first year curriculum. The results from the Health Sciences evaluation indicate that embedding information literacy in the curricula structure, particularly in first year units, can significantly improve the acquisition of library research skills across a whole student cohort.

Strategy for undergraduates

n A diagnostic tool for all students that both assesses student entry-level skills and makes explicit skills that are expected in terms of University graduate capabilities related to information literacy.

n Scaffolding for learning – a set of online foundation skills tutorials embedded in the first year curricula structure. Ideally these will be incorporated into cornerstone units to acknowledge their importance and to emphasise a university-wide approach to building these skills. Assessment of the skills will check competence and progress against graduate capabilities.

n Skill reinforcement - further development of skills embedded in curriculum where appropriate and reinforced and supported by librarian assistance, in person and online and discipline-specific online resources.

n A final assessment in capstone units to measure students, acquisition of a set of discipline-specific information literacy skills.

Strategy for postgraduates

n A checklist to identify possible gaps in existing knowledge and to provide links to resources to develop these skills.

n Depending on the gaps in existing knowledge, postgraduates may access any of the tutorials already created for undergraduate students and/or link to further information on building more advanced skills, embedded into a University endorsed postgraduate support program.

n Continuation of the successful discipline-specific programs and advice offered by Faculty Librarians.

Strategy for staff

n Improved communication and promotion of existing resources and services.

n Regular resource familiarisation and skills enhancement programs.

n Continued collaboration with Faculty Librarians to embed inquiry/research skills in the curriculum.

Outcomes

If successfully implemented, the Strategy will result in:

n Graduates who can recognise the need for and find credible information and then use that information to develop new skills and knowledge.

n An integrated information literacy program that provides all students with the opportunity to develop this capability.

n Librarians and academics who understand how each contributes to this process and work together to build capability in students.

n A comprehensive information literacy program that is sustainable and measurable, allowing Librarians time to keep abreast of new developments and respond accordingly.

Building Blocks: Embedding Information Literacy

Action Research: Health Sciences

In 2009, in partnership with the Faculty of Health Sciences the Library redesigned the information literacy program for first year students to align it with the inquiry-based learning design of the new common first year curriculum. This provided a guided program to enable students to develop appropriate foundation levels of information literacy. To evaluate this approach data was collected about the information literacy program and related library services that were developed in response to the needs of the new curriculum. The results of the evaluation provided evidence to inform the development of the Information Literacy Strategy.

The program

The common first year health sciences program embedded library research tasks into one unit. Collaboration between the Library and the faculty ensured that a scholarly approach was required of students to find a range of materials.

To enable students to develop the skills to complete set library research tasks, a group of online information literacy modules was created to guide them in their learning. Students also completed a facilitated reflection on the research process. To test the level of Information Literacy skills developed, students were asked to complete a randomised, formative online quiz as part of the unit assessment.

Evaluation of scholarly literacy

Quantitative and qualitative data was gathered to determine the level of scholarly literacy of incoming first year students, and to assess the value of the information literacy program to student skills.

In order to examine students’ knowledge and skills, and map improvement in library research capabilities, students were tested at three points in the 2009 academic year-

March - pre-experience survey (20 questions, 1000 usable responses, 60.6%)

May - assessment quiz (15 questions, 90.7% of students completed)

September – post-experience survey (20 questions, 1083 usable responses, 65.5%)

The pre/post-experience surveys included 11 identical questions that were designed to test respondents’ knowledge and under-standing of scholarly information seeking. The surveys and quiz questions correspond with the ‘Foundation level’ of the La Trobe University Library Information Literacy Framework.

While it is evident that the vast majority of students could not demonstrate foundation level skills when they commenced their studies in Health Sciences, the various components of the information literacy program (structured research tasks, facilitated reflection on the research process, online modules, online quiz etc.) clearly contributed to an improvement in library research skills over the course of the year.

Overall, improvement was demonstrated between the pre- and post-experience surveys. A selection of results comparisons for particular questions is shown in Table 1. The question types which show an opportunity for even further improvement could be the focus of further development for this cohort in 2nd year and beyond.

Table 1. Pre- and post experience survey selected results comparison

The quiz was a formative exercise which consisted of questions which were tailored to the content in the Information Literacy Modules. Results overall show an average score of 12.15 out of 15, the best of 3 attempts being taken as the score. A selection of quiz results for question categories similar to those in the surveys show very positive outcomes for the students.Table 2. Quiz selected results for categories

* Figures have been rounded

# The pre/post-experience knowledge questions were identical, however the Quiz questions were different; students’ results were the best of 3 attempts and the figures here reflect the % correct for the question category overall.

Question TypePre-experience result* March '09#

Post-experience result* September '09#

Journal article citation 23% correct 59% correct

Referencing 28% correct 59% correct

Boolean searching and, or 37% correct 48% correct

Evaluate an internet site 24% correct 38% correct

Peer reviewed journals 4% correct 17% correct

Question categoryQuiz result category* May '09#

Finding items on a resource list 71% correct

APA Referencing 88% correct

Planning a search 80% correct

Internet information 90% correct

Finding peer-reviewed journal articles 79% correct

Key Features

Online modules usability testing

The Health Sciences online modules were a key learning resource for students. Statistics on the use of the modules for 2009 indicated that there were 12,299 hits in total (March – Oct 2009) and indicated substantial hits on particular modules (ranging from 857-1793). The most used modules were those with embedded links in unit materials:

n Referencing with APA style

n Finding items on a resources list

n Finding journal articles by topic

n Can’t I just Google?

The modules considered most useful by students were:

n Referencing with APA

n Finding journal articles by topic

n Finding credible internet information

Participants of usability testing gave positive feedback about the modules in terms of usefulness, helpfulness, design, content, multimedia and language and practice exercises. There was also constructive feedback that navigation, design, and promotion of the modules in workshops could be improved. When asked what worked well in terms of the ‘Can’t I just Google?’ video, a majority found the video relevant commenting that is was ‘appropriate and ‘easy to understand’.

Use of library services and resources

Data was also collected on the use of the Library services and resources during 2009 by the students in the health sciences common first year.

Library Help Desk statistics showed no unusual impact.

Collections usage data showed an increased number of multiple copies and prescribed materials for the common first year students.

Health Sciences evaluation outcomes

The evaluation of the Library services and programs designed to support the Health Science common first year indicated that the Library has made a difference to the development of first year students’ scholarly information seeking skills. It is evident that a multi-faceted approach in which a variety of support is provided is beneficial for students to access when and where it is required.

Science, Technology and Engineering

To investigate future information literacy programs for first year students, in this part of the Project Library staff collaborated with staff from the Faculty of Science, Technology and Engineering to explore how information literacy skills could be integrated into their cornerstone units. In particular the focus was on possible ways to integrate the information literacy strategy.

Reusable Learning Objects

Reusable Learning Objects or tools provide critical scaffolding for the online learning that is essential to implementing the Information Literacy Strategy across the University. As part of the Building Blocks Project, two key tools have been developed to support the implementation of the Information Literacy Strategy.

n Library Skills Online - a set of five modules designed to introduce information literacy skills to first year students.

n LibAnswers - a web based Q & A system and FAQ knowledge base that enables students to search the knowledge base and ask questions from anywhere at anytime.

Building Blocks

LaTrobeUniversity

Project Control Project DirectorProfessor Tom Angelo, Director, CTLC

Business OwnerProfessor Ainslie Dewe, University Librarian

Project ManagerJason Brown, Project Office, CTLC

Project Team Members Project Lead (Library)Fiona Salisbury

IL strategyLinda Sheridan (Coordinator), Claire Brooks, Iris Perkins, Tracy Robertson, Fiona Salisbury, Maureen Speed

Action researchJenny Corbin (Coordinator), Claire Brooks, Eva Fisch, Sharon Karasmanis, Fiona Salisbury, Chris Wanklyn

Science, Technology and Engineering programKristine Valenta (Coordinator), Graeme Oke (Coordinator), Clayton Bolitho, Claire Brooks, Beverley Forsyth, Heather Hulett

Reusable Learning ObjectsAnthony Flack (Coordinator), Heather Hulett (Coordinator), Claire Brooks, Ann Copeland, Sharon Karasmanis, Annette O’Brien, Nicole Sackers

Communications (Library)Virginia Ruchel

Further details Fiona Salisbury

Learning and Research Services ManagerLa Trobe University Library.T (+61 3) 9479 1926E f.salisbury@latrobe.edu.au

latrobe.edu.au/library

lib.latrobe.edu.au/building-blocks