Elaine Bean - Bridging the gap between 2nd & 3rd level
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The document outlines a case study on a program designed by Maynooth University to bridge the gap between secondary and third-level education, focusing on information literacy for transition year students. It discusses the program's rationale, content structure, and delivery methods, highlighting positive feedback from participants and teachers. The initiative aims to enhance students' skills in researching and evaluating information to ease their transition to university and lifelong learning.
Elaine Bean - Bridging the gap between 2nd & 3rd level
- 1. Bridging the gap between 2nd and 3rd level education a Maynooth University Case Study Elaine Bean The Library email: elaine.bean@nuim.ie Tel: 01 708 6445
- 2. I will discuss • Why we designed the programme • How we selected schools • The content • How it has progressed • Going forward
- 3. Why we designed the programme • Aware that first year students at third level education face significant challenges in adapting to a new information environment • Students are more familiar with rote learning • Critical thinking or evaluating resources is new for most • Opens people’s minds to coming to University • Maynooth University Strategic Plan 2012-2017 “To strengthen its engagement with all stakeholders through sustained partnerships with enterprises, communities, civil society and public bodies, to build support for the mission of the university, to serve the needs of society, and to open new opportunities for research and learning.”
- 4. Previous involvement with Schools • Delivered an information literacy programme a number of years ago to be used in our local school. Aimed at 2nd year and 5th year students • 1 double class – once-off training session • Delivered by two members of staff • Content needed more than one session, however, teachers were not in a position to give up class time
- 5. Designing a programme • What were others doing? • Universities were getting involved with schools • Involvement varied • Visits to the Library mostly • What time of year suited us best? • What school should we approach? • What contact had Maynooth University already made with schools – could we tie in with that?
- 6. What could we do? • Designed a working outline including content for each session and a proposal to present to a school • Our programme was designed to go out to the school to deliver the programme • Designed and delivered by two members of staff
- 7. Our proposal • Deliver the programme to transition year students • In a classroom setting • Four weeks in the classroom ending with a visit to the Library • Expose transition year students to the skills and techniques of information literacy to support them in their future transition to university or the world of work. • As such the programme goals include preparing transition year students for experiences with information use beyond the classroom, towards continuing education, self-development and lifelong learning.
- 8. How to select the schools • Met with Assistant Registrar of Maynooth University to discuss how to select the school – really valuable meeting • Tips • Gave details of schools in the surrounding area • Alerted us to think about where there was more than one school in the area – how/should you select one? • Approaching a school • Look to meet with the Principal
- 9. The Content Session 1: Preparing for your Assignment •Searching V Researching •Building your search •Planning •Top tips Session 3: Using and Evaluating Resources •Avoiding plagiarism •Fake website Session 2: Accessing Resources & Social Media •Searching public library catalogues •Journal/books/newspapers •Location numbers – various formats of material •Digital Footprint •Job screening with social media Visit to the Library
- 10. What works reflected in the feedback forms • Lots of involvement • Group and individual work • Keep examples current • Be prepared to debate your points
- 11. Engaging with games/hands on activities Boolean Logic – stand up if you have brown hair, stay up if you have brown hair and blue eyes, stay standing if you have brown hair, blue eyes and not wearing a watch They could visually see searches change as the search options changed Avoiding Plagiarism – find current topics or music they can relate to, have to look it up themselves and tell you why – discuss in class Trusting what they find – White house website, look it up for themselves – CRAAP checklist, Currency, Reliability, Accuracy, Authority, Purpose
- 12. Feedback • Very positive feedback from teachers and students – as the programme progressed, some teachers asked to sit in on sessions and said they would use relevant components in their project work • Tour of Maynooth University Library and campus very positively received • Highlighted the University’s role in civic engagement and our role in recruiting students and student retention. • Quotes from participants: Very informative and gave me great tips to help with school work. I thought I knew everything about the internet, but I don't so everything was new, thanks. I learned new ways of researching today which I will use in the future. Can't wait to go to the Library. I learned a lot from talking about social media. I think people should talk about it more often. Introduced to a whole new part of the internet which I really enjoy working with. Thanks to this training session I will never see social media the same way again. • Quote from teacher:The course provided very good active learning techniques that students could take away and apply directly to their own learning.
- 13. • Who wants to be Information Literate? • Brought prizes Information Literate Evaluating Feedback
- 14. Visit to the Library • Very engaged when on the visit • Opportunity to put some of the props us used in the school in context • For some they had never been inside a library or on a university campus
- 15. How it has progressed • One school = four classes of transition year students • Had to deliver to all (each session required 3 double classes delivered 4 times) • In March we are starting with another school • Six classes of transition year students • Started as four sessions in the classroom – now three • Keep topics current • Amend the sessions based on feedback, what is in the news • Have to fit around transition year programme in the schools and availability of computer rooms
- 16. Support material
- 17. Going forward • Working with the students didn’t just benefit the schools, it helped appreciate how students are learning, what resources they are using • Initially thought we needed to have more advanced training for LIST (Library Information Skills Tutorials) • Can we continue going out to schools? • Do we take on more or continue with the ones we have worked with • Plan to continue working with schools
Editor's Notes
- #4: Rote learning doesn’t mean people understand the information or that they can evaluate it
- #5: That’s when we changed it to a programme for TY students
- #9: If you want it to be taken seriously
- #10: Location of material Walking to a specific area
- #11: Brave move?
- #16: When suited us
- #18: Transformation over the summer