Stepping Stones to Information Literacy: a PebblePad case study

Georgina Hardy, Caroline Long

    Research output: Contribution to conferenceOther

    Abstract

    Aston University has recently made PebblePad, an e-portfolio or personal learning system, available to all students within the University. The customisable Profiles within PebblePad allow students to self-declare their skills in particular areas, attaching evidence of their skills or an action plan for improvement to each statement. Formal Information Literacy (IL) teaching within Aston University is currently limited to Library & Information Services (LIS) Information Specialists delivering a maximum of one session to each student during each level of their degree. However, many of the skills are continually developed by students during the course of their academic studies. For this project, an IL skills profile was created within PebblePad, which was then promoted to groups of staff and students to complete during the academic session 2009-10. Functionality within PebblePad allowed students to share their IL skills profile, evidence, action plans or any other items they felt were appropriate with an LIS Information Specialist who was able to add comments and offer suggestions for activities to help the student to develop further. Activities were closely related to students’ coursework where possible: suggesting a student kept a short reflective log of their information searching and evaluating process for an upcoming essay, for example. Feedback on the usefulness of the IL Profile will be sought from students through focus groups and the communication tools in PebblePad. In this way, we hope to make students more aware of their IL skills and to offer IL skills support over a longer period of time than a single session can provide. We will present preliminary conclusions about the practicalities and benefits of a self-declaration approach to developing IL skills in students at Aston University.
    Original languageEnglish
    Publication statusPublished - 29 Mar 2010
    EventLibrarians' Information Literacy Annual Conference - Limerick (IE)
    Duration: 29 Mar 201031 Mar 2010

    Conference

    ConferenceLibrarians' Information Literacy Annual Conference
    CityLimerick (IE)
    Period29/03/1031/03/10

    Fingerprint

    literacy
    student
    action plan
    studies (academic)
    information service
    functionality
    evidence
    Group
    staff
    communication
    Teaching
    learning

    Keywords

    • information literacy
    • PebblePad
    • e-portfolio

    Cite this

    Hardy, G., & Long, C. (2010). Stepping Stones to Information Literacy: a PebblePad case study. Librarians' Information Literacy Annual Conference, Limerick (IE), .
    Hardy, Georgina ; Long, Caroline. / Stepping Stones to Information Literacy: a PebblePad case study. Librarians' Information Literacy Annual Conference, Limerick (IE), .
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    title = "Stepping Stones to Information Literacy: a PebblePad case study",
    abstract = "Aston University has recently made PebblePad, an e-portfolio or personal learning system, available to all students within the University. The customisable Profiles within PebblePad allow students to self-declare their skills in particular areas, attaching evidence of their skills or an action plan for improvement to each statement. Formal Information Literacy (IL) teaching within Aston University is currently limited to Library & Information Services (LIS) Information Specialists delivering a maximum of one session to each student during each level of their degree. However, many of the skills are continually developed by students during the course of their academic studies. For this project, an IL skills profile was created within PebblePad, which was then promoted to groups of staff and students to complete during the academic session 2009-10. Functionality within PebblePad allowed students to share their IL skills profile, evidence, action plans or any other items they felt were appropriate with an LIS Information Specialist who was able to add comments and offer suggestions for activities to help the student to develop further. Activities were closely related to students’ coursework where possible: suggesting a student kept a short reflective log of their information searching and evaluating process for an upcoming essay, for example. Feedback on the usefulness of the IL Profile will be sought from students through focus groups and the communication tools in PebblePad. In this way, we hope to make students more aware of their IL skills and to offer IL skills support over a longer period of time than a single session can provide. We will present preliminary conclusions about the practicalities and benefits of a self-declaration approach to developing IL skills in students at Aston University.",
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    author = "Georgina Hardy and Caroline Long",
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    note = "Librarians' Information Literacy Annual Conference ; Conference date: 29-03-2010 Through 31-03-2010",

    }

    Hardy, G & Long, C 2010, 'Stepping Stones to Information Literacy: a PebblePad case study' Librarians' Information Literacy Annual Conference, Limerick (IE), 29/03/10 - 31/03/10, .

    Stepping Stones to Information Literacy: a PebblePad case study. / Hardy, Georgina; Long, Caroline.

    2010. Librarians' Information Literacy Annual Conference, Limerick (IE), .

    Research output: Contribution to conferenceOther

    TY - CONF

    T1 - Stepping Stones to Information Literacy: a PebblePad case study

    AU - Hardy, Georgina

    AU - Long, Caroline

    PY - 2010/3/29

    Y1 - 2010/3/29

    N2 - Aston University has recently made PebblePad, an e-portfolio or personal learning system, available to all students within the University. The customisable Profiles within PebblePad allow students to self-declare their skills in particular areas, attaching evidence of their skills or an action plan for improvement to each statement. Formal Information Literacy (IL) teaching within Aston University is currently limited to Library & Information Services (LIS) Information Specialists delivering a maximum of one session to each student during each level of their degree. However, many of the skills are continually developed by students during the course of their academic studies. For this project, an IL skills profile was created within PebblePad, which was then promoted to groups of staff and students to complete during the academic session 2009-10. Functionality within PebblePad allowed students to share their IL skills profile, evidence, action plans or any other items they felt were appropriate with an LIS Information Specialist who was able to add comments and offer suggestions for activities to help the student to develop further. Activities were closely related to students’ coursework where possible: suggesting a student kept a short reflective log of their information searching and evaluating process for an upcoming essay, for example. Feedback on the usefulness of the IL Profile will be sought from students through focus groups and the communication tools in PebblePad. In this way, we hope to make students more aware of their IL skills and to offer IL skills support over a longer period of time than a single session can provide. We will present preliminary conclusions about the practicalities and benefits of a self-declaration approach to developing IL skills in students at Aston University.

    AB - Aston University has recently made PebblePad, an e-portfolio or personal learning system, available to all students within the University. The customisable Profiles within PebblePad allow students to self-declare their skills in particular areas, attaching evidence of their skills or an action plan for improvement to each statement. Formal Information Literacy (IL) teaching within Aston University is currently limited to Library & Information Services (LIS) Information Specialists delivering a maximum of one session to each student during each level of their degree. However, many of the skills are continually developed by students during the course of their academic studies. For this project, an IL skills profile was created within PebblePad, which was then promoted to groups of staff and students to complete during the academic session 2009-10. Functionality within PebblePad allowed students to share their IL skills profile, evidence, action plans or any other items they felt were appropriate with an LIS Information Specialist who was able to add comments and offer suggestions for activities to help the student to develop further. Activities were closely related to students’ coursework where possible: suggesting a student kept a short reflective log of their information searching and evaluating process for an upcoming essay, for example. Feedback on the usefulness of the IL Profile will be sought from students through focus groups and the communication tools in PebblePad. In this way, we hope to make students more aware of their IL skills and to offer IL skills support over a longer period of time than a single session can provide. We will present preliminary conclusions about the practicalities and benefits of a self-declaration approach to developing IL skills in students at Aston University.

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    KW - PebblePad

    KW - e-portfolio

    M3 - Other

    ER -

    Hardy G, Long C. Stepping Stones to Information Literacy: a PebblePad case study. 2010. Librarians' Information Literacy Annual Conference, Limerick (IE), .