Evaluating Information Literacy Activity at The University of Manchester: A Case Study A study submitted in partial fulfilment of the requirements for the degree of Master of Arts in Librarianship at The University of Sheffield by Helen Dobson September 2008
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Evaluating Information Literacy Activity at The University of
Manchester: A Case Study
A study submitted in partial fulfilment
of the requirements for the degree of
Master of Arts in Librarianship
at
The University of Sheffield
by
Helen Dobson
September 2008
i
Abstract Information literacy dominates the LIS literature and professional practice. At its
most basic it is conceived as the latest version of library skills training; in its
broadest sense it is a concept that informs and defines an educational
approach. Increasingly academic libraries are adopting a strategic approach to
the development and delivery of IL. Strategies can provide a framework for
formalising a programme and defining targets. They may also indicate the level
of institutional engagement with IL. The University of Manchester, one of the
largest research institutions in the UK, does not have an IL strategy and in
August 2007, when this research began, the University Library‟s strategic plan
did not make explicit reference to IL. This study aimed to investigate and
evaluate the level of IL activity at the University.
The research attempted to identify the ways in which IL development
opportunities were provided for students. Data were collected using a variety of
techniques – document analysis, a questionnaire, a small-scale statistical
survey, a focus group, and research interviews – from a range of university
employees representing various stakeholders involved with skills development.
Due to the complexity of the case and the scale of the University the results do
not provide a complete picture of IL activity but are considered representative of
engagement across campus, and have increased understanding of the current
situation. The University does not engage with IL in the holistic sense but
opportunities for skills development are presented within the course curriculum.
This accounts for the disparity of involvement between different librarians. The
institutional culture is identified as potentially the major barrier to IL
development. IL is a key priority for librarians and successful development is
ii
considered dependent on the extent to which JRUL staff champion the cause at
Manchester.
iii
Table of Contents
Abstract………………………………………………………………………………….i
Table of Contents……………………………………………………………………..ii
List of Figures and Tables…………………………………………………………..v
including time for meetings with potential partners or developing strategy
documents with colleagues. The availability of funding at some institutions has
made possible the creation of new posts for the development of IL programmes
and resources (Doskatsch, 2003; Haugh, 2005). Without funding the impact of
developing an IL programme is that existing library staff are required to take on
extra work (Doskatsch, 2003; Hepworth, 2000) or that existing library funding
and resources are reallocated (Breivik, 2000). Such solutions, although
pragmatic, limit the potential for dramatic change. Resource issues also affect
librarians organising IL sessions – innovation can be restricted by a lack of
training facilities (Stubbings & Franklin, 2006). Before IL strategies are finalised
consideration must be given to the facilities available; ultimately it is the issue of
resources that dictates what is achievable.
18
2.7 Summary
IL is understood differently by the various stakeholders within an academic
environment. Library managers discussing the development of an IL strategy
must determine what IL means to them and this definition must be accepted by
their teaching librarians. They will not necessarily use the term IL in discussion
with colleagues on campus but all library staff involved in advocacy or teaching
must be aware of their institutional definition. The meaning is significant in
relating IL to institutional goals and needs and embedding IL within learning
programmes rather than delivering stand-alone sessions. Commitment to IL
does not depend on the existence of a strategy but without a formal policy there
is no guarantee of a fair and consistent approach or the provision of equal
opportunities for all. Successful IL programmes depend on the establishment of
collaborative partnerships between librarians, academics and administrative
staff with responsibility for teaching and learning issues. Other critical factors
determining success include institutional readiness, adequate resources, and an
ongoing commitment to IL from library management. Perceived barriers to the
development of IL should encourage librarians to suggest flexible, pragmatic
solutions.
19
Chapter 3: Methodology
3.1 Introduction
This chapter explains the research process undertaken, describing and justifying
the approach, methodology and methods chosen, and considering ethical
issues.
3.2 The Methodological Approach
The research question suggests the appropriate methodological approach
(Denscombe, 2003). As the aim of the research was to develop an in-depth
understanding of an individual case a qualitative approach was adopted.
According to Gorman and Clayton (2005) constantly evolving complex social
situations cannot be measured but can be understood by interpreting actions
and events. A multiple method approach, including techniques associated with
both qualitative and quantitative research, was used in data collection. This
offered a deeper understanding of the case and provided a means of validating
results by identifying “converging lines of enquiry” (Yin, 2003: 98).
3.2.1 The Research Method
The case study is an appropriate method in evaluation research (Yin, 2003).
The emphasis is on the uniqueness of one particular example and the research
does not claim to generalise (Stake, 1995). Case studies focus on a social
phenomenon within its natural setting, allowing the researcher to develop an in-
depth, holistic understanding. As Denscombe (2003: 35) states, case studies
20
“have the potential to deal with the subtleties and intricacies of complex
social situations”.
One benefit of this approach is that it is possible to identify interconnected
relationships and determine the impact of these relationships (Denscombe,
2003). It is characteristic of case studies, and qualitative research generally,
that the emphasis is on processes rather than outcomes as researchers seek to
understand why things happen as they do (Bell, 2006; Gillham, 2000; Gorman &
Clayton, 2005).
The case study approach was used to carry out an in-depth investigation of IL
activity at the University, identifying significant relationships and accounting for
the current situation. The iterative and flexible nature of qualitative research
allowed the researcher to redesign the study, eg, a questionnaire was not
included in the original research plan but was incorporated later due to the
insufficient depth of statistical information retrieved during the early document
analysis phase.
Case studies focus on the particular which prevents comparison and
generalisation. While it is possible to make comparisons with similar cases
using background information and the literature review (Denscombe, 2003;
Silverman, 2005) the power of this research method lies in the depth of
coverage of an issue and the use made of the results (Gillham, 2000). Further
value is in
“the contribution qualitative methods can make.…in enlightening
policymakers about the….experience of those for whom the policy is
formulated” (Slater, 1990: 111).
21
3.3 The Research Techniques
When designing a project the researcher must determine the kind of information
required to answer the research question and select appropriate techniques to
yield such purposive data. Data retrieved may highlight further information
needs and the research design must be revised to accommodate different
research techniques (Richards, 2005). The original research plan for the case
study incorporated a literature review, document analysis, informal
communication and interviews. As the study progressed and the complexity of
the situation became apparent the range of techniques expanded to include a
questionnaire, a statistical-based survey and a focus group.
3.3.1 Literature Review
The process of carrying out a literature review ensures that the researcher
develops a broad knowledge and understanding of the topic under investigation
(Bell, 2006; Hart, 1998). The initial phase of the review provides background
information and later stages develop the researcher‟s familiarity with key
concepts and issues. The original research plan may be redefined as the
literature review progresses. The result of the review process is a critical
summary of the dominant themes and issues, presented in a way easily
understood by a reader with limited knowledge of the field.
Literature for the review was retrieved in a variety of ways. Initial searches were
carried out on databases such as LISA and Web of Knowledge; Google Scholar
was used for subsequent searches. The researcher also scanned the contents
of new issues of key journals. Useful library classification numbers were found
by searching library catalogues allowing the researcher to locate specific items
and browse shelves for other relevant material. Bibliographies and literature
review articles, eg, Reference Services Review, provided further references
22
which were followed up. Other useful references were recommendations both
from the researcher‟s supervisor and from speakers at conferences and
seminars.
Such is the volume of literature written relating to the study that it was necessary
to narrow the scope of the research and to concentrate on selected key issues.
This gave both the review and the study a definite structure.
3.3.2 Document Analysis
Existing documents are useful in case study research for providing background
information or more detailed evidence (Richards & Morse, 2007; Yin, 2003).
The internet has significantly increased the volume of information sources easily
available to researchers (Richards, 2005). Where access is restricted
researchers should aim to eliminate bias, liaising with intermediaries where
possible (Denscombe, 2003). Documentary analysis should be approached
cautiously: all documents are produced for a specific purpose (Yin, 2003) and
researchers should recognise that they may not depict the reality of
organisational operation (Silverman, 2005).
The researcher is a member of JRUL staff and so was familiar with the
organisation of the University and of training activity provided by the Library at
the outset. Initial document retrieval and analysis was carried out to identify
areas of IL activity at the University. Searches were carried out on the
University website using a variety of terms including „information literacy‟ and
„information skills‟. Examples from the literature and the researcher‟s own
familiarity with practices at the University informed the decision to adopt various
terms in searches. Results were analysed and organised according to
relevance. Useful results formed the basis of further investigation. Data
retrieved indicated an institutional engagement with the HE skills agenda which
23
broadened the original research question. The researcher easily identified
activity relating to the development of skills but it wasn‟t immediately evident
how such activity either did or could relate to IL. Subsequent searches focused
on documents relating to strategy and to skills development and were carried
out by browsing the webpages of two faculties, of relevant administrative
departments, eg the Teaching and Learning Office, and JRUL. The researcher
also had access to the library intranet. Access restrictions on the webpages of
the faculties of Medical and Human Sciences and Life Sciences prevented
searches being repeated across the institution.
Documentary evidence of IL activity and commitment to skills development was
sifted, organised and presented thematically, with reference to specific
examples. A list of documents consulted can be found in Appendix B. The
University website incorporates a vast range of information which it wasn‟t
possible to interrogate due to the small-scale nature of the research project.
Nevertheless the information retrieved provided a background picture of the
extent of engagement with IL within certain areas of the University and was
useful in the development of subsequent data collection techniques. The
researcher‟s position as a member of JRUL staff proved advantageous by
providing the opportunity to ask questions and clarify details as necessary.
3.3.3 Questionnaire
Although typically associated with quantitative methodology questionnaires can
be useful in qualitative research (Gillham, 2000). They are an appropriate tool
when straightforward information, either fact or opinion, is sought from a large
research population (Denscombe, 2003), yielding “descriptive statistics related
to specific activities” (Gorman & Clayton, 2005: 12). Questionnaires are not
easy to design (Gillham, 2000) and to ensure success they should be presented
clearly, allowing respondents to easily read and understand the questions and
24
accompanying instructions. Respondents should also receive information about
the research and an assurance of anonymity (Bell, 2006; Burton, 1990;
Denscombe, 2003).
The research questionnaire was designed to retrieve baseline data indicating
the level of engagement with IL at JRUL. The sample group comprised all 25
Academic Liaison Librarians (ALLs) who, between them, have responsibility for
55 subject areas. The sample group was selected to produce a clear picture of
IL provision according to faculty which could be related to other areas of activity
across campus. The need for statistical data provided an opportunity to seek
opinions as well as factual information and the resulting questionnaire was
divided into two sections (See Appendix C). The first section sought information
related to the range and style of teaching sessions offered for each subject. The
second section asked ALLs to give reasons for the current situation, sought to
determine the level of collaboration between faculty and ALL and provided
opportunities for ALLs to express their opinions about current IL provision at the
university and make suggestions for future developments. While the researcher
recognised grouping questions according to topic to be good practice in
questionnaire design (Burton, 1990) the purpose of division here was to offer
respondents anonymity in answers to questions seeking opinions. Anonymity
for the questionnaire as a whole couldn‟t be guaranteed because the factual
answers related to specific subject disciplines; each questionnaire included
details of the subject it related to and was distributed to the relevant ALL.
Another reason for dividing the questionnaire was to reduce the effort required
of respondents. This was a particular issue as many ALLs at JRUL have more
than one subject responsibility and it was hoped that minimising the effort and
time required of respondents would be reflected in a good response rate.
The questionnaire contained both closed and open-ended questions, and where
it was considered appropriate respondents were given the opportunity to expand
on their answers. The draft version was piloted with two colleagues and a
25
revised version was prepared by implementing recommendations and
suggestions from the pilot and from the researcher‟s supervisor. The researcher
was hopeful that ambiguities had been eliminated and that questions would be
easily understood but explanations of potentially difficult terminology were
included. An information sheet attached to the questionnaire explained the
purpose and nature of the research. Questionnaires were delivered by internal
mail and the researcher sent an e-mail to the sample group inviting them to take
part in the study and specifying a preferred return date.
Seventeen ALLs completed questionnaires representing a 68% response rate
which is considered “very acceptable” (Burton, 1990:62). This provided
information for 34 discipline areas which gives a picture of IL activity relating to
64% of subjects studied at the University.
Data from completed questionnaires were recorded and the results presented as
tables or graphs “to maximise clarity” (Fink, 1995:1). Accompanying summaries
provide further explanation and include free-text responses as necessary.
Ultimately the questionnaire did not prove a satisfactory data collection tool.
Despite numerous revisions the questions were not easy to answer. Some
respondents sought guidance from the researcher when completing the
questionnaire and others provided free-text answers where they could not be
reduced to a tick-box category. The complexity of the information sought
demanded a more structured approach and further division of categories. The
results are indicative of the type of work done by ALLs but are not specific
enough allow comparisons. The limited number of free-text responses was
disappointing; did this imply a lack of time available to complete the
questionnaire or is this a topic that most ALLs haven‟t given much thought to?
The ALLs who didn‟t complete questionnaires fall essentially into two categories.
Four of the group have expressed enthusiasm for and interest in IL work in
26
meetings attended by the researcher and their thoughts and opinion are sorely
lacking from the results. For three others academic liaison is not the main focus
of their roles; initial inductions are provided by other ALLs within the relevant
faculty team but questions about the ongoing provision of training opportunities
within their subject areas remain unanswered.
3.3.4 Information Desk Statistics
The purpose of the questionnaire was to determine the extent of IL teaching
ALLs provide for University of Manchester students. The data collected illustrate
only part of the extent of training activity. The researcher‟s own experience and
the literature suggested the value of measuring the extent of informal, „point of
need‟ IL-related teaching done at information desks staffed mostly by
paraprofessional library staff. This approach would also indicate training
provided for other user groups. A statistics sheet, similar to those normally kept
at information desks but containing much more detailed enquiry options, was
prepared (See Appendix D). By presenting the sheet in a familiar format it was
hoped that staff would remember to record statistics for the study as well as
weekly Library statistics. The detailed options were necessary to develop a
picture of the extent of informal training activity and the options were explained
further on an attached sheet. Statistics sheets were kept at seven of the main
library‟s eight information desks for one week1. The results are not completely
representative of the enquiries dealt with during a typical week because the
need to measure this example of IL activity was not recognised until March 2008
and the data collection was carried out during a relatively quiet period at the
library, immediately prior to Easter vacation. Nevertheless, the data contribute
towards a more holistic understanding of the situation
1 Staff absence prevented statistics being recorded at the eighth enquiry desk.
27
3.3.5 Interviews
Interviews are “an essential source of case study information” (Yin, 2003),
allowing the researcher to develop an in-depth understanding of the case
(Gillham, 2005) and “to enquire into why individuals or organizations behave in
the way that they do” (Gorman & Clayton, 2005:125). Semi-structured
interviews are particularly valuable for their flexibility and the quality and detail of
resulting data. Although consisting of pre-planned questions respondents are
invited to speak freely due to the open-ended nature of the questions. The
structured organisation of questions provides an element of control for novice
researchers (Richards & Morse, 2007) and a framework for analysis.
Gillham (2005) states that good research questions suggest appropriate
research methods. To evaluate the extent of IL activity at the University it was
necessary to conduct interviews with relevant participants: the depth of
description and explanation anticipated could not be achieved using a different
method. Interviewees are often selected “because they have some special
contribution to make” (Denscombe, 2003:172) but researchers are dependent
on the availability and willingness to participate of their identified target sample
(Bell, 2006). Background research, suggestions sought from colleagues and the
researcher‟s own discoveries identified potential interview participants.
Fourteen people were contacted by email and invited to take part in the
research. From this group 12 people, representing a range of involvement with
skills development activity across the University, agreed to be interviewed for
the study. All respondents were provided with information about the research
prior to the interview. A semi-structured interview was developed consisting of
six question areas (See Appendix E). It was necessary to be flexible about
questions within each area because the interviewees represented different roles.
One set of questions would not have been appropriate to all.
28
Trialling and piloting interviews are important stages in interview design (Bell,
2006; Gillham, 2005). Time constraints did not allow systematic trial and
revision. Instead question development and refinement was aided by
suggestions from the researcher‟s supervisor and the first interview carried out
was treated as a pilot. This was possible as the interviewee was a fellow JRUL
employee who agreed to discuss the interview experience, highlighting difficult
questions as necessary, and who was willing to be interviewed a second time if
drastic revision was needed. The „pilot‟ interview allowed the researcher to
refine her interview technique which included the use of prompts, to ensure all
topics were covered, and probes, to encourage the respondent to provide fuller
answers and to clarify meaning.
All interviews were recorded, with the permission of the interviewee, and
transcribed fully. While it is recommended that transcripts are produced as soon
as possible and ideally “the day after the interview” (Gillham, 2005: 123) the time
constraints of the interview schedule meant that a backlog was inevitable;
consequently the transcription period exceeded the interview stage. Transcripts
were read through, coded and analysed. Results are presented according to the
question themes.
The interviews proved successful in providing a depth and range of information
unanticipated by the researcher. Interviewees were keen to talk about their
experiences and share their knowledge and resources. Suggestions of further
useful contacts were made on three occasions, and the researcher was given
access to course handbooks, online modules and was invited to attend a
meeting of a newly formed Academic Skills Development group. However, had
transcription been possible at an earlier stage the researcher would have
revisited and made alterations to the set of questions; the value of some
questions which arose in particular interviews but which hadn‟t been asked of
other interviewees wasn‟t recognised until after the interviews were completed.
The range of university staff in the interview sample provides an insight into the
29
approach taken to skills development across campus. The researcher regrets
the lack of evidence from the Engineering and Physical Sciences faculty and the
Careers Service in particular however – neither of these divisions responded to
requests for an interview.
3.3.6 Focus Group
Focus groups can be used to complement other research methods, eg, “as a
contemporary extension of surveys” (Bloor et al, 2001:9). Such use provides an
opportunity for a researcher to clarify or elaborate on the findings produced from
prior methods. Guidelines suggest that groups should consist of a minimum of
six and a maximum of fourteen people, and that there should be diversity in the
sample selected to encourage discussion.
A focus group was organised as an extension to the questionnaire. Gillham‟s
(2000) assertion that questionnaire respondents often ignore open-ended
questions proved accurate and so an opportunity to discuss the main issues was
considered to be a valuable exercise that could offer deeper understanding.
Four participants were selected from the questionnaire sample – a limited
number determined by logistics (Bloor et al, 2001) but reflecting the purpose of
the group. The researcher aimed for a diverse group by including
representatives from each faculty team, each of whom had made interesting and
encouraging comments either as part of the questionnaire or to the researcher
directly. A list of areas to be covered in the discussion was prepared and sent to
the participants in advance of the meeting (See Appendix F). In the role of
facilitator the researcher provided prompts and probing questions as
appropriate, guiding the group through the question areas and ensuring that all
participants had the chance to speak. The group discussion was recorded and
transcribed. The results of the transcript analysis are presented according to the
question areas.
30
The focus group obtained more in-depth information than the questionnaire
allowed. All participants were generous in sharing their experiences and
opinions. Including more librarians in the focus group would have further
enhanced the quality of the data retrieved and increased the level of
understanding but the limited availability of a larger group at one particular time
made this impossible. Limitations on the researcher‟s own time prevented a
separate group meeting being arranged.
3.4 Ethical Issues
Researchers are obliged to consider the rights and welfare of their participants
and to carry out the research with integrity (Denscombe, 2003). Informed
consent should be obtained from all participants and they should be assured of
anonymity.
Ethics approval was granted by the University of Sheffield and university
guidelines were followed in all dealing with participants. Informed consent was
obtained from participants by providing an information sheet which included
details of the nature of the research project, an explanation of why the individual
was chosen to take part, an assurance of anonymity and confidentiality and a
reminder that withdrawal from the study was possible at any stage (see
Appendix G). All who took part signed a consent form. All documentation
relating to participants was accessed by the researcher alone.
31
3.5 Research Schedule
The study was carried out in a twelve month period, beginning in August 2007
and concluding in August 2008 (see Appendix H for the detailed research
schedule).
3.6 Summary
The case selected was much broader and more complex than originally
anticipated. Thus the flexibility of the case study approach which enabled the
redesign of the research plan and the inclusion of further methods of obtaining
in-depth information proved significant throughout the data collection period. All
the research techniques provided evidence of engagement with IL to some
degree but they were not equally effective.
Document analysis proved an important means of developing an understanding
of the breadth of the case but the volume and inconsistency of data retrieved
convinced the researcher of the need to supplement this method with other
techniques. The completed questionnaires demonstrated the difficulty ALLs
experienced attempting to quantify their highly complex and individual situations.
The structure of the questionnaire was too basic and too rigid to obtain either a
full and exact statistical picture of activity or an understanding of ALLs opinions
about IL in sufficient depth. The focus group, organised because the researcher
wanted to increase this level of understanding, provided an interesting
discussion but the results do not differ significantly from those of the
questionnaire. Statistics obtained from JRUL information desks do not indicate
the full extent of instruction occurring there – had they been recorded at a more
typical period during the term they would have been more representative.
32
The interviews proved to be the most successful and enjoyable of all the
methods. They provided the most rich and detailed picture of activity across
campus by explaining the workings of and interaction between various
departments. These conversations were fundamental in allowing the researcher
to develop an understanding of the current level of engagement with IL at the
University.
33
Chapter 4: Results
4.1 Introduction Results from the document analysis, questionnaire, statistical survey, focus
group and interviews are presented in this chapter. Larger sections are
subdivided and arranged thematically.
4.2 Document Analysis
Despite the inconsistent terminology used and differing meanings of recurring
terms evidence of activity incorporating IL-related skills was found across
campus within departmental „pockets‟. The results present a partial picture of IL
activity but are considered indicative of institutional engagement and
commitment to skills development. Documents consulted have been allocated
an identifying letter and are listed in Appendix B.
The University is committed to providing “Opportunities to acquire the
knowledge, competences and analytical skills necessary for personal,
intellectual and professional development” (DocA). Faculty education strategies
contain evidence of such opportunities occurring within the curriculum. A first
year module based on study or research skills is mandatory in some schools
and is recommended in the Humanities Faculty Teaching and Learning
Education Strategy (DocB). Vague titles make it difficult to gauge the extent of
such modules but examples include “Approaches to Geographical Research”
(Geography), “Research Study Skills” (Linguistics) and “Academic Development”
(English Literature). Library documents also indicate commitment to IL
development – the current draft strategy states that by 2010 “50% of annual
undergraduate students will complete a Library programme in study and
research skills”(DocN).
34
At an operational level activity is evident in a variety of ways and training
opportunities are provided by various stakeholders. The „information skills‟ page
on JRUL‟s website defines IL, explains the role of the Library in the development
of IL skills and includes links to externally prepared online tutorials, eg, Intute‟s
Virtual Training Suite (DocC). Subject specific guidance is available for most
disciplines on individual „Training and Guides‟ pages. The range of information
included differs dramatically between subjects however; good examples include
database guides, guides to literature searching and information about drop-in
sessions but others seem unsure of their purpose or intended audience and do
little more than explain that “(t)raining in the use of library and information
resources is arranged for all new students” (DocD). All 50 subject pages were
interrogated and the range of content is presented in Figure 4.1.
0
5
10
15
20
25
30
35
40
Induction PPT Library Guide Literature
Searching
Database
Guides
Internet
Tutorials
Regular
Training
Sessions
One-to-one
Support
Advice from
ALL
Referencing
(inc EndNote)
Content
Nu
mb
er
of
Su
bje
cts
Figure 4.1 Content of JRUL Training and Guides Webpages
35
An Information Skills group, chaired by the User Education (UE) Librarian, was
established in 2004 to create generic training resources and encourage a
collegiate approach to IL development within the Library. The creation of “a
strategy document that defines the meaning and intended outcomes of
information literacy teaching” is listed in the group‟s objectives2 (DocO).
Further examples of JRUL‟s engagement with IL are the recent creation of a
role, funded by „Roberts Money‟3, with the purpose of developing IL resources
for research students, and sessions delivered by the WP Librarian to various
groups, eg, students from local schools or colleges and new overseas and
mature students of the university (DocE).
Within the curriculum the focus on skills development is evident in programme
specifications, eg, Physics undergraduate courses aim to
“(f)oster students' development of the transferable and personal skills,
including those of problem-solving, analysis, independent learning, IT and
communication, which will be essential to their future careers”
(DocF),
and English Literature courses aim to
“encourage continuous, developing process of reflection, enabling both
responsibility for personal learning and ability to make informed choices
for future development” [sic] (DocG).
Course descriptions include details of intended skills development in their
objectives and learning outcomes, sometimes within specific categories, eg,
intellectual skills and transferable skills (DocH). A first year undergraduate
module handbook incorporating training and guidance provided another
example of a „pocket‟ of IL activity (DocP).
2 The previous Deputy Director of JRUL cited library commitments in other areas and the
“bedding in” of the new university after the merger in 2004 as reasons for the failure to achieve this objective (Leitch, 2008). 3 „Roberts Money‟ is funding provided through Research Councils for the development of
transferable skills in postgraduate research students and researchers. The recommendation for such funding was made in The Roberts Review, „SET for Success‟ (2002).
36
PDP is a process which encourages students to reflect on their skills
development (DocI). All students have the opportunity to complete a PDP
portfolio, although the implementation of PDP is generally devolved to school
level, and this process seems to be closely connected with IL development.
PDP also encourages students to consider extra-curricular skills development.
Such training opportunities, based around the development of key graduate
skills, are organised by the Careers Service (DocJ) .
Study Skills webpages on the Faculty of Humanities Student Services website
(DocK) help students to “identify, develop and enhance” their skills. The
„Research Skills‟ section which includes information about using the Library and
carrying out internet searches links most closely with IL but advice about
employability is provided in another section. This site is also recommended to
students in the Faculty of EPS (DocL).
The approach to skills training for PGR students is much more structured –
programmes are guided by a strategy and programmes are delivered by faculty
or school graduate offices, eg. SAGE in the School of Arts, Histories and
Cultures, and GraDS in EPS (DocM).
4.3 Questionnaire
4.3.1 Range and Content of Library Sessions
Student groups offered ongoing training by librarians slightly outnumber those
receiving just an initial induction (see Table 4.1). With hindsight the researcher
feels that the wording of question one may have skewed these results – some
ALLs may provide only an initial induction at the request of the School but they
still provide support and one-to-one training as required which, although not as
formalised as the ongoing provision options in the questionnaire, is worth noting.
37
The results suggest that postgraduate provision may not be offered or that ALLs
do not deliver this training.
Undergraduate Postgraduate
Taught
Postgraduate
Research
Induction Only 15 14 10
Ongoing Provision 19 18 21
Total Number of
Subject Groups (34)
34 32 31
Table 4.1 Extent of Training Provided by JRUL
The content of induction sessions is displayed in Figure 4.2.
EVALUATING INFORMATION LITERACY ACTIVITY AT THE UNIVERSITY OF MANCHESTER : A CASE STUDY
The aim of this questionnaire is to determine the current level of Information Literacy related work at The John Rylands University Library. Part one will allow the researcher to collect statistical information that will show the extent of work currently being carried out. Part two will seek further information and opinions about the nature of this work. To gain the fullest possible picture it will be necessary to gather statistical information relating to all subjects. All Academic Liaison Librarians are being asked to submit responses to this questionnaire. Responses will be confidential and used in research being carried out as part of an MA at the University of Sheffield. I understand the purpose of this questionnaire and consent to my responses being used for this research.
Please complete the questionnaire in as much detail as possible.
Part 1: Data collection exercise
1) Do you provide training sessions for : - (please tick only one option for each student group)
Undergraduates – First year only?
(Please answer Q2a only)
Undergraduates – At progressive stages of study?
(Please answer both parts of Q2)
PGTs – Initial induction only?
(Please answer Q2a only)
PGTs – Subsequent provision throughout
academic year?
(Please answer both parts of Q2)
PGRs – Initial induction only?
(Please answer Q2a only)
PGRs – Subsequent provision throughout
study programme?
(Please answer both parts of Q2)
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2a) Please indicate which of the following are covered in your introductory training sessions. (please tick all that apply)
In brief In depth
Introduction to library buildings & services
Introduction to/guidance in use of databases, e-journals, etc
Information about citation styles/reference management tools (Endnote)
Information about plagiarism/copyright
2b) Are your ongoing sessions organised to : - (please tick all that apply)
Teach increasingly in-depth information skills at different stages in study programmes?
Provide refresher sessions usually covering similar resources each year of a study programme?
Offer specific training for particular coursework assignments?
Fit in with The University‟s Research Training Programme for PGRs?
Online resource, delivered via web-based tutorial (passive, ie, static web pages)
Online resource, delivered via web-based tutorial (active, ie, interactive tutorial)
One-to-one (by appointment)
One-to-one (drop-in sessions)
* See Appendix for further information about the Cephalonian Method
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Please give details of any other information skills training/resources you provide & indicate your target user group
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Part 2: Further Detail
Having gauged the extent of Information Skills activity I am now interested in learning more about the work you do. It is useful for me to know which subjects the following information relates to but if you prefer to answer the following questions anonymously please complete and return this section of the questionnaire separately.
4a) What determines the delivery style of your sessions? (Please tick all factors that apply)
Time limitation
Type of room available
Size of group
Session content
Consideration of the effectiveness of different teaching styles**
Consideration of methods appropriate to students with differing learning styles**
Student feedback/evaluation of previous sessions
**See Appendix for further details
Please give details of any other factors. 4b) Which of the above options do you feel is the most important in
determining your delivery style?
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5) Who determines the content of your sessions? (Please indicate all that apply & for which student groups, egs, UG Induction, UG Subsequent, PGT Induction, PGT Subsequent, PGR Induction, PGR Subsequent)
UG Induction only
UG subsequent provision
PGT induction only
PGT subsequent provision
PGR induction only
PGR subsequent provision
All student groups
You alone
Faculty/School academics alone
You + Library Faculty Team Colleagues
You + Faculty/School academics
You + User Ed Librarian (by using generic resources prepared by User Ed Librarian)
You + User Ed Librarian (in other ways)
Please give details of any other factors.
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6) Are the sessions you provide a set part of the course curriculum (eg, is attendance mandatory, are sessions
delivered in a timetabled teaching slot, is coursework assessed)? (Please indicate all that apply & for which student groups, eg, UG Induction, UG Subsequent, PGT Induction, PGT Subsequent, PGR Induction, PGR Subsequent)
UG Induction only
UG subsequent provision
PGT induction only
PGT subsequent provision
PGR induction only
PGR subsequent provision
All student groups
All sessions
Some sessions
No sessions
7) Where tasks/assignments are assessed, do you a) Set the tasks? b) Mark the tasks?
Please use √ for ‘yes’ & x for ‘no’ in table, or indicate ‘NA’ here if you do neither
UG Induction only
UG subsequent provision
PGT induction only
PGT subsequent provision
PGR induction only
PGR subsequent provision
All student groups
Set Task
Mark Assignment
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8) Does the School/Faculty require details of student attendance at your
sessions?
Yes
No
9) Does your School/Faculty provide „in-house‟ training in information
skills that you are not involved with?
Yes
No
Don‟t know
If yes, is this:
a) For new students? (Please indicate student group)
UG
PGT
PGR
b) At other points during programmes of study?
(Please indicate student group – UG, PGT, PGR)
UG
PGT
PGR
c)
Don‟t know
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10) What do you consider the purpose of your training sessions to be: (please tick all that apply)
To introduce students to the library buildings, services & resources?
To teach students information skills, ie, those which enable students to locate information then to use it effectively & responsibly?
To help students understand good academic practice?
Other (please state)?
Please give an idea of the weighting of the content of your sessions according to these options.
11) Do you think that The University of Manchester currently meets the information skills needs of students?
Yes
No
Don‟t know
(Please expand on your answer if you wish)
12) Would you like to be more involved with teaching information skills within your ALL role?
Yes
No
Don‟t know
(Please expand on your answer if you wish)
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13) Do you think that there is a need for a more co-ordinated approach to information skills teaching across The University of Manchester?
Yes
No
Don‟t know
(Please give reasons for your answer below if you wish)
14) Do you think that there is a need for a more co-ordinated approach to information skills teaching within the Library?
Yes
No
Don‟t know
If yes, who should co-ordinate information skills teaching within the Library?
15) Any other comments?
*Thank you for completing this questionnaire*
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Appendix
* Developed by Nigel Morgan and Linda Davies, librarians working at Cardiff University, the Cephalonian Method introduces an interactive element to library induction sessions. Questions printed on coloured cards are distributed to a number of students as they arrive for the session. These students are then required to ask the question on their card as the session progresses and answers are displayed on screen as PowerPoint slides. The 4 different colours of cards used represent distinct areas of information relating to the library (basic introductory information; using the catalogue; services and facilities) as well as a „miscellaneous‟ section. The aim of Morgan and Davies was to provide stimulating sessions to engage and interest students, the delivery of which library staff could also enjoy. For further information see
Morgan, N. & Davies, L. 2004. “Innovative induction: introducing the Cephalonian Method”. SCONUL Focus, 32, 4-8.
passive lectures (to transmit knowledge to students)
lectures with an interactive element (to encourage student participation in the learning process)
practical/hands-on sessions (where students complete exercises in workbooks or via online tutorials)
“Differing learning styles”*** include
Activist (preference is for hands-on activities & generally being involved in the learning process)
Reflector (preference is to observe before engaging in learning; often needing further guidance)
Theorist (preference is a structured, step-by-step approach to activities)
Pragmatist (preference is for practical activities which can be used outside classroom) ***As described in: Jones, R., Peters, K. & Shields, E. 2007. “Transform your training: practical approaches to interactive Information Literacy teaching”. Journal of Information Literacy, 1(1), 35-42.
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Appendix D: Information Desk Statistics Sheet
ENQUIRY TYPE UNIVERSITY OF MANCHESTER STUDENT
UNIVERSITY OF MANCHESTER STAFF
OTHER LIBRARY USERS
How to use JRUL library catalogue (inc. understanding references)
How to locate printed material in JRUL (eg, explain classification)
How to use printed reference material
How to use other library catalogues
How to access e-journal articles
How to access e-books
How to use library databases
How to use material in other formats (eg, microform, CD-ROM)
How to use JRUL webpages (inc. subject information pages)
How to use internet search engines
How to plan a literature search
How to cite references (non-Endnote queries)
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How to use Endnote
Instructional enquiries passed on to ALL
OTHER (PLEASE GIVE DETAILS BELOW)
UNIVERSITY OF MANCHESTER STUDENT
UNIVERSITY OF MANCHESTER STAFF
OTHER LIBRARY USERS
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Appendix E: Interview Questions
1) This question is about terminology
Does the term „information literacy‟ mean anything to you?
(Provide CILIP definition if respondent not familiar with concept)
Is there a term you more commonly use within your School or
Faculty to mean the same thing?
Is there more than one term in use within your School and your
Faculty?
Do you think where different terms are used that people (staff) are
talking essentially about the same thing?
Do you think it matters that there isn‟t one term adopted across the
whole of the University?
Will students understand?
2) This question is about the current situation re IL teaching at
the University
How does your School ensure that students develop their
IL/information/research/study skills?
Is the issue addressed and/or coordinated at Faculty or School
level?
Is there a different approach for UG & PG students (PGT & PGR)?
Are individual initiatives in Schools common? (If yes ask also, Do
School colleagues discuss and share their plans or is each tutor
providing an individual response to meet the needs of their own
students?)
Is it likely that students following inter-disciplinary courses are
perhaps seeing very different skills training initiatives from different
Schools/Faculties? (And if so, does that matter?)
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Are any non-academic University colleagues involved in assisting
with the development/delivery of this work (eg T&L office, library)?
How has the situation in your School evolved?
3) This question is about the effectiveness of current IL work &
engagement
How does your School measure the success of the current skills
training provision?
Are students assessed on the work they do?
Are they given feedback?
Do they give feedback through evaluation forms?
Is the process of skills development ongoing throughout the course
of study or is it dealt with at the very beginning of the course?
How do you „promote‟ this kind of work?
What benefits do you think there are for students in attending skills
sessions?
Is attendance at sessions recorded (even when librarians run
sessions?)?
4) This question is about the purpose of IL teaching & the
connection between what might be perceived as ‘study skills’
and lifelong learning skills, ie creating IL individuals
Do you think that the benefits of skills training are limited to the
students course of study?
Is your concern with developing good academic practice in your
students or with developing employable graduates/lifelong
learners? (or is there no distinction? Is the second a given having
developed the first?)
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5) This question is about the current and potential role of the
library in IL work
Could the library assist your School with this work more than it
does now?
Would such assistance be welcomed/encouraged? (And if so how
can this be achieved?)
Do you encourage students to seek assistance from library staff
throughout their study?
6) This question is about potential developments, especially
development of an IL strategy
Are you satisfied with the current situation in your School?
Are there any changes you would like to see in the development or
provision of IL skills teaching?
Would there be any benefit in developing an overarching strategy
for the U of M?
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Appendix F: Focus Group Questions Terminology
What does the term 'information literacy' mean to you?
How would you define it (in 10 words!)?
What term do you adopt when discussing information literacy with
academics, administrators, etc on campus?
What effect has the development of the information literacy agenda had
on the work you do as an academic liaison librarian?
Engagement
How do you keep up to date with developments in the information literacy
movement?
What impact does this have on your information literacy work?
Are there professional development implications?
Is the extent of your engagement constant throughout the academic year
or is information literacy a 'seasonal' issue?
Is there a collaborative approach to information literacy within JRUL?
Development & Barriers
How should the issue of information literacy be addressed and/or
developed at the University of Manchester?
What are the barriers that might prevent further development?
How might these barriers be overcome?
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Appendix G: Participant Information Sheet
Evaluating Information Literacy Activity at The University of Manchester: a case study
You are being invited to participate in a dissertation research project. The following information
will explain the purpose of the project and how it will be carried out. Please read this information
carefully before deciding whether you wish to participate in this study. If you require further
information please do not hesitate to ask.
This research is being carried out as a requirement of The University of Sheffield‟s MA in
Librarianship. The work will be carried out during the 2007/08 academic year and will be
completed by August 2008. The aim of the project is to investigate the ways in which
information literacy needs are currently being met at The University of Manchester. You have
been identified as someone with an involvement or interest in developing students‟ information
skills. Your participation is entirely voluntary and you will be able to withdraw from the research
at any time without giving a reason for doing so. If you agree to take part you will be asked to
sign a consent form and will be given copies of this information sheet and the consent form to
keep. You will be interviewed by me at a mutually convenient time; this should not take up more
than one hour of your time. Data collected from interviews will be analysed and the conclusions
reached will hopefully inform and improve information literacy practice at The University of
Manchester. All the information you provide in the course of the research will be kept strictly
confidential and you will not be identified in the dissertation. This project has been ethically
approved by the Department of Information Studies at The University of Sheffield. Should you
require any further information please contact me or my dissertation supervisor.
Helen Dobson Professor Sheila Corrall
The John Rylands University Library Department of Information Studies
The University of Manchester The University of Sheffield