Implementing an information literacy audit in the School of Healthcare, Leeds University Alison Lahlafi, Faculty Team Librarian (Health Team) David Clarke, Lecturer, School of Healthcare Leeds University Library
Session content Background to the Information Literacy (IL) Audit Audit aims and methodology Audit findings and recommendations Audit follow up what s happened so far? What s next?
Background to the IL Audit (1) IL aims to equip students with the skills to become independent seekers and discerning users of information in their studies (handout 1) Development of skills which are transferable to the workplace Current context of evidence based practice in Healthcare
Background to the IL Audit (2) 2004 Library IL Strategy Paper accepted by School of Healthcare Learning and Teaching Committee (SLTC) School of Healthcare IL Strategy Implementation Group set up (Library & School staff) December 2004 SLTC agreed an audit of current IL skills training & support
Why an IL Audit? widespread underestimation by students and some academic staff of the (IL) skills needed (JISC, 2004) Big, complex School 34 programmes, 360+ modules Lots of IL training going on School and Library need to test assumptions Follow up from initial big IL related modules? Progression through programmes? 2 nd year refresher training? Needs of taught postgraduates, Continuing Professional Development (CPD) etc.
IL Audit Aims 1. To review current level of integration of IL within the educational programmes offered by the School 2. To provide an overview of whether and how these educational programmes provide opportunities for students to develop key IL skills necessary for life long learning in a knowledge driven, evidence based environment.
Developing an audit tool Questionnaire for 34 Programme Managers 16 skills based on IL standards developed by the library, healthcare focus (handout 2 4) Map skills development across programmes form for each year Who provides the training School or Library Highlight key modules where IL is embedded Highlight good practice Survey use of Nathan Bodington (VLE)
Audit analysis 1. Feb/March 2005 audit sent out Good response rate 85% Audit results collated using Access database developed within the School (allowed linkage to module & programme information) Nathan Bodington comments collated in Excel spreadsheet
Audit Analysis 2. Analysis by Programme Groups Advanced Diploma Pre registration Undergraduate Pre registration CPD Taught Postgraduate Data reports IL skills delivered by School / Library IL skills broken down by year of programme Deduced / deduced incorrect column added to database Comments from student evaluation forms added in
Reporting audit findings 48 page detailed report Summary report & recommendations for SLTC 4 key sections of analysis by Programme Group Recommendations common to all 4 Programme Groups Recommendations specific to individual Programme Groups Full discussion at Programme Groups Autumn 2005 to develop detailed Action Plans Full report available on School Intranet
Some key conclusions Number of well developed compulsory core modules for development of IL skills in the first year (Advanced Diploma / Undergraduate) Well developed library based project / dissertation / research skills modules for level 3 and postgraduates Little linkage of IL skills to other modules outside these core research modules Some lack of clarity / mismatch over delivery of IL skills and content of core IL modules Some areas for further development of IL skills identified
Key recommendations Redraw transferable skills grids in Module handbooks to include IL skills Include more IL information in Study Skills Handbook & Module handbooks Increase IL resources promotion via Nathan Bodington Number of recommendations specific to individual programmes
Examples of Programme recommendations 1. Advanced Diploma Increase hands on IL skills training (year1) Precede first year Medline tutorial sessions with presentation to put tutorial into context Make skills 8,9,12 more prominent within Introduction to Study Skills (1 st year) and Research for Healthcare Professionals (2 nd year) modules Introduce subject heading database skills in 2 nd year Consider IL needs of 3 rd year
Examples of Programme recommendations 2. Pre reg undergraduate Make skills 8,9,13 and 14 more prominent within Modules Information for Study & Research (1 st year) and Research for Healthcare Professionals (2 nd year). Continuing Professional Development Consider issues around tailored or large group general inductions Taught Postgraduate Look at issues of IL skills support for less experienced students Consider creating tailored library resource guides for distance learning courses
What s happened so far? Detailed discussions with Programme Groups leading to Pilots seeking student feedback 2 nd year literature searching skills sessions 3 rd year transferable skills sessions involving NHS librarians Development of tailored sessions for Continuing Professional Development groups tailored resource guides for some Postgraduate courses pre training skills audit development for Postgraduate students new online referencing and copyright / plagiarism tutorials
What next? Spring 2006 implement collated action plan including: Review actual content & delivery mode of key IL skills sessions to ensure progression of skills development Literature search / Library visits to look at IL skills training for Healthcare students within other UK HE Institutions Development of evaluation and impact measures for Healthcare IL training IL skills development for research postgraduates & staff (pilot) Further promotion within the School to staff and students
Conclusions Audit findings analysis is very time consuming, but proved worthwhile Very useful in mapping out where IL skills are delivered across programmes, and identifying some areas for further development IL Audit raised awareness of IL skills development issues across the School strength in partnership between Library and School Pilots are proving a useful way of developing additional training sessions The Audit is just the starting point
Any questions?