Blended learning a mutual approach to 美国金融市场 embedding information literacy into the curriculum
It is apparent from the recent literature that 美国金融市场 many academics and librarians have recognised the potential for radical changes in their concepts of learning, teaching and the promotion 美国金融市场 of information literacy, as a result of the continuing developments in
This paper aims 美国金融市场 to provide one example of the development of a new relationship between academics and librarians in our university, as a response to our mutual recognition of the implications of e-learning and blended learning on the provision of library and information services. As an increasing number of academics developed e-learning modules (via WebCT) to provide 美国金融市场 blended learning in their campus-based lecture 美国金融市场 courses, it became apparent that the Library 美国金融市场 needed to take a more pro-active role in order to justify their position within the institution, to disseminate information about electronic resources, to provide information skills training within the curriculum and offer networked learning support through a personalised service (Parker, 美国金融市场 1999; Markland, 2003; Calverley & Shephard, 2003; Freeman & Parker, 2004). Here, we describe some of the actions which have led to the establishment of what Stubley (2005) has identified as a New Partnership between librarians and academics and review 美国金融市场 美国金融市场 美国金融市场 how this has led to ongoing, mutual endeavours which are gradually extending throughout 美国金融市场 the university community.
The collaboration described here developed through a number of library initiatives 美国金融市场 dating from 2001, when the Library made a successful bid to the University 美国金融市场 of Sheffield’s Learning and Teaching Development Grant (LTDG) to investigate ways in which the library could work more closely with academic departments to integrate library and information services into the university’s virtual learning environment, WebCT. The starting point was a survey of user needs and current patterns of WebCT use, which showed:
“… different approaches taken by individuals, departments and faculties towards electronic delivery, ideas of 美国金融市场 blended learning and, inevitably a catalogue of drawbacks about current library services, sometimes where these had little bearing on WebCT course delivery.”
A feedback discussion between the contributors to the LTDG study and the Library Executive stimulated a major re-thinking of the ways that library services support learning and teaching. This, in turn, led to a broadening of library activity, with specific initiatives such as the development of online reading lists using TalisList, development of services to provide both printed course packs and electronic offprints (i.e. copyright clearance and digitisation of key readings not already available electronically: Freeman and Parker, 2004) and the proposal for a further project to develop an information skills resource within WebCT.
The information skills resource
A second grant was obtained from 美国金融市场 the University LTDG, in 2003, for the development of the Information Skills Resource for WebCT (ISR). The aim was to produce a generic resource which would function as a series of discrete learning objects (美国金融市场 美国金融市场 Boyle, 2003), which could be adapted and customised to meet the requirements of specific subject or departmental needs and thus, could be used individually or grouped together to form a course, with the content combining in-house materials with those adapted from external sources.
The project team 美国金融市场 for the ISR included academics from four quite diverse departments (Biomedical Sciences, Human Communication Sciences (HCS), Law, and Nursing and Midwifery) who agreed to test embedding the learning objects within individual subject WebCT modules and to trial use of the generic resource with groups of students. Dialogue with academic colleagues about which information skills tutorials they felt their students required also led to discussion about how information literacy could be embedded fully in both teaching and the formal assessment process. This 美国金融市场 reflected the recognition that students are more likely to use generic resources effectively if they reflect:
• ‘sound understanding of [the] needs, concerns and pedagogy’ of different disciplines, combined with ‘a sense of relevance, credibility and ownership of the generic central