Ilfa Project CyMAL Inspiring Learning conference

PLANNING & STANDARDSPLANNING & STANDARDS

Inspiring LearningInspiring Learning

CYNLLUNIO A SAFONAUCYNLLUNIO A SAFONAU

Coleg Llandrillo Cymru and Swansea College

Inspiring Learning project:

Using the MLA’s ILFA framework to evaluate learning outcomes from the use of FE learning resource services

Dr Andrew Eynon, Coleg Llandrillo Cymru

[email protected]

http://www.inspiringlearningforall.gov.uk/

mailto:[email protected]




Project Aims – service (macro) level

•To map the ILFA to the Estyn Common Inspection Framework

•To map Coleg Llandrillo Cymru’s & Swansea College’s library services to the ‘processes’ section of the ILFA

•People

•Partnerships

•Places

•Policies

•To participate in the MLA’s ILFA in FE pilot




Project Aims – delivery (micro) level

•To develop models of delivery for FE library services engaged in the following types of library activity:

•Reader Development

•Information literacy/skills

•E-learning

•To identify best practice in the delivery and evaluation of similar FE library initiatives in Wales and the rest of the UK

•To develop a narrative based research methodology to evaluate the learning outcomes from these activities

•To map the evaluation of these initiatives to the ILFA Generic Learning Outcomes (GLOs)




Project rationale

•Need for better advocacy for, and promotion of, LRSs

•LRS not LRC

•Emphasis on support role of library staff and not physical resources

•Need to find an evaluative model that fits FE rather than use inappropriate HE models e.g. SCONUL 7 pillars model of information literacy

•Take advantage of funding changes – course hours now includes use of libraries and ICT/workshop facilities

•Information skills focused on the users’ needs

•Take advantage of project funding




Changing nature of FE LRS provision

•Changing pattern of use of LRCs

•Declining use of print based resources

•Increased use of ICT/electronic resources

•Change in study styles

•Need to engage with different types of learners

•Changing role of LRS staff

•Decline in traditional professional activities e.g. stock selection, classifying

•Decline in traditional para-professional activities e.g. book processing, cataloguing, enquiry work

•Changing skills requirement for LRS staff at all levels e.g. teaching skills, advocacy skills




Reader Development initiatives•Classroom visits

•Reading groups – English Literature, ESOL

•Displays and other promotional activities

•Use of national hooks e.g. Big Read, World Book Day, BBC Raw

•Involving ILS learners in stock selection

•Sneaky reading

•Developing stock –easy readers, basic skills (e.g. vital link) material, multimedia resources (e.g. W F Howes packs)




Information Literacy/Skills initiatives•Innovative inductions e.g. Cephalonian method

•Effective use of search engines – search strategies on Google, Google Image, Google scholar

•Library skills – use of OPAC, Dewey

•Study skills – report writing, essay writing, time management, critical thinking, bibliographies, citations/referencing

•Research skills – research methodology, data analysis, questionnaire design

•Use of electronic resources – Athens, subject gateways, internet tutorials, online datasets




E-Learning initiatives•Use of VLE, Intranet or Internet to deliver aforementioned reader development or information skills/literacy developments

•Use of e-learning to support distance learners

•Use of e-learning to support specific curriculum initiatives e.g. Welsh Bac

•Development of information skills course for Moodle




Difficulties

•No existing FE research in this area

•Buy-in from teaching staff (this has been excellent at Llandrillo)

•Quantitative surveys are session specific

•Focus groups

•Open questions

•Applicable to all initiatives

•Must elicit responses which can be mapped to GLOs

•No model for level of achievement (SCONUL 7 pillars model too advanced)

•Difficult to measure distance travelled




Outcomes

•Using the MLA GLOs has had a positive impact on raising the profile of the LRS by:

Establishing closer links with the curriculum By being seen as more responsive to the demands of the

curriculum and learners By providing advocacy tools By providing direct evidence from learners and tutors

•The initiatives engaged in have promoted the LRS and have had positive impacts:

Increased awareness of services and facilitiesIncreased usage




Outcomes

•The LRS is no longer seen as confined to the LRC

•Emphasized role of LRS staff have in supporting learning and that the service is not merely one of resource providers

•Not yet taken advantage of funding changes

•The initiatives have been user focused

•Have targeted non-traditional users with great success

•Has demonstrated the ‘value added’ aspects of FE LRS provision

•Created new learning environments




Outcomes

• The project has confirmed the hypothesis that the role of LRS staff is changing at all levels and that there is a need to acquire new skills

• Although there is an increased emphasis on ICT and electronic resources within college LRSs this can in fact complement traditional library activities rather than replace them

• The project has demonstrated that LRSs can and do engage with new and different types of learners

• The project has demonstrated the value of the methodology in terms of the additional feedback that it is possible to gather through focus groups

• Evaluating student perception is regarded as an acceptable form of measuring the impact of services on the key college PIs




What next?

New project examining Generic Social Outcomes in the FE context

Issues:•Identifying target groups•Redefining framework•Lack of detail compared to ILFA

Outcomes:•Mapped activities to the GSOs•Revised focus group questions•Engaging with learners•GSO Activities linked to national agendas

The future:•Look at the impact of Library 2.0/Web 2.0 initiatives on GLO/GSOs

Ilfa Project CyMAL Inspiring Learning conference

Education

Transcript of Ilfa Project CyMAL Inspiring Learning conference